university college dublin stage 1.pdf · 2016-02-04 · university college dublin . an coláiste...

DoCAT© UCD Revised 2010 | BSc Nursing | General | Stage 1

UNIVERSITY COLLEGE DUBLIN An Coláiste Ollscoile Baile Átha Cliath

UCD SCHOOL OF NURSING, MIDWIFERY

& HEALTH SYSTEMS Scoil na hAltrachta, an Cnáimhseachais agus na gCoras Slainte

PORTFOLIO OF EVIDENCE

Domains of Competence Assessment Tool DoCAT©

(General) Stage 1

in partnership with Mater Misericordiae University Hospital

St. Vincent's University Hospital St. Michael’s Hospital

Student Name:

Student Number:

Tel:


2

TABLE OF CONTENTS Instructions for Use ............................................................................................................. 3 About the Portfolio of Evidence.............................................................................................. 4 Your Clinical Placement ........................................................................................................ 5 Clinical Assessment Protocol ................................................................................................. 7 Steps to be Followed in the Clinical Assessment Protocol .......................................................... 8 Competence and the Domains of Competence ......................................................................... 9 The Domains of Competence Assessment Tool ........................................................................ 12 Glossary of Terms ............................................................................................................... 13 Clinical Placement Induction 1 ......................................................................................... 15 Signature Bank & Daily Record of Attendance ....................................................................... 16 3 Meeting Forms: Preliminary, Intermediate and Final ............................................................ 30 Additional Information Sheet .............................................................................................. 33 Clinical Placement Induction 2 ......................................................................................... 34 Signature Bank & Daily Record of Attendance ....................................................................... 35 3 Meeting Forms: Preliminary, Intermediate and Final ............................................................ 47 Additional Information Sheet .............................................................................................. 50 Clinical Outcome Form ...................................................................................................... 51 Clinical Outcome Form ...................................................................................................... 52 Appendices (Please see Blackboard) I Protocol on the Presentation of Undergraduate Clinical Modules ............................................ II Protocol in the Event of Unsuccessful Supernumerary Clinical Placement ............................... III Protocol for Students Wishing to Avail of Compassionate Leave ..........................................


3

This is a confidential document. It is the property of the student and the UCD School of Nursing, Midwifery and Health Systems. This document may not be altered or defaced and it may not be photocopied. The student is responsible for its security and for maintaining it in good condition. The document should be available for inspection by authorised personnel on request.

INSTRUCTIONS FOR USE It is my responsibility to ensure that I have the correct documentation prior to going on clinical placements i.e. DoCAT documentation.

It is my responsibility to check ARC for information regarding transport links, start times and orientation dates/times for all placements.

It is my responsibility to bring Record of Health Screening and Vaccination Programme Log Book on relevant placements as outlined in ARC.

I will carry this document with me at all times while on clinical placements. It is my responsibility to obtain the clinical learning outcomes for each placement and use these as a guide for my learning.

It is my responsibility to ensure that the preceptor/co-preceptor signs the Signature Bank before signing Standards.

It is my responsibility to ensure that the Daily Record of Attendance is signed at the end of each shift by the preceptor/clinical nurse manager/nurse in charge of shift.

It is my responsibility to ensure that I have arranged a date for a preliminary meeting. It is carried out at the beginning of the placement in order to discuss the learning opportunities and standards to be attained during the placement.

It is my responsibility to ensure that I have arranged a date for an intermediate meeting. It is carried out to discuss progress during the placement but it is not necessary on 2 week placements. My attendance is also reviewed at this meeting.

It is my responsibility to ensure that I have arranged a date for a final meeting. A final meeting is carried out at the end of the placement in order review standards and skills attained and complete the record of the meeting.

It is my responsibility to seek feedback on my progress throughout the placement. It is my responsibility to act in accordance with local policies and guidelines (e.g. uniform policy).

It is my responsibility to have all documentation signed off within two weeks of completing clinical time

Students are assessed in relation to the Standards in each Domain of Competence. Standards should be signed off by the preceptor/co-preceptor when they are satisfied

that the student has attained the Standard. Any staff nurse who acts as a preceptor may sign Standards for students if they are

satisfied that the required level has been attained. Daily Record of Attendance must be completed at the end of each shift. 100% attendance is required on all clinical placements.

I have read and understood the above instructions for DoCAT Stage 1. Student Signature: _______________________________ Date: _______________

DoCAT© MidCAT© UCD Revised 2010 4

ABOUT THE PORTFOLIO OF EVIDENCE This Portfolio of Evidence is an official College document, containing a record of your attainments as a student. The Portfolio will be used as a dossier of evidence of your attainments throughout your education and training programme. It is an essential record for course progression and for the awarding of the degree from UCD. It is an essential requirement for your registration as a nurse/midwife with An Bord Altranais. The Portfolio of Evidence should contain the records of the assessments of your clinical instruction. It is your responsibility to know and understand the protocol for obtaining a clinical assessment. You are responsible for keeping your Portfolio of Evidence up-to-date and in good order. Normally you will be requested to submit your updated Portfolio of Evidence for inspection by internal and external examiners prior to the Programme Examination Board and/or at the end of the semester/stage. Students will be given the specific date to present their documentation at the beginning of each semester in which a clinical placement takes place. The grade descriptors for clinical assessments are described in the UCD School of Nursing Midwifery and Health Systems policy on the presentation of undergraduate clinical modules (Appendix I) and as outlined in the UCD – Modularisation and Semesterisation General Regulations. Grades for clinical assessments are considered to be Grade Point neutral. All assessment judgements are deemed to be provisional until the Programme Examination Board confirms final results. Please read carefully the steps in the clinical assessment protocol. You are responsible for ensuring that you understand the assessment protocol and for ensuring that all the steps in the protocol are followed when obtaining a clinical assessment.


YOUR CLINICAL PLACEMENT

“Clinical placements … are where the world of nursing comes alive” (Levett-Jones & Bourgeois, 2009, p.3).

WHAT TO EXPECT As you approach your first clinical placement you will have mixed feelings. Before you begin your placement have a think about whom and what you are likely to encounter.

How will you get there on time? o Check out the bus times, are they reliable, where can you park your car and what are

the daily charges etc. Refer to ARC for additional details.

What first impression do you want to give? o Uniforms neat and clean. Hair up with understated makeup (if any), nails short, clean

and no nail polish. No jewellery, invest in a fob watch. Wear your student identification badge at all times.

What first impressions will you get? o Wards are busy places and you may feel in the way. Remember you are a student and

are there to learn. Be open to asking questions; try to demonstrate enthusiasm and a commitment to the nursing/midwifery team.

Who will you meet? o Other students (get to know them they will be your allies), Registered

Nurses/Midwives, Clinical Placement Coordinators, Clinical Nurse/Midwife Specialists, Health Care Assistants, Porters, Physiotherapists, Occupational therapists, Speech and language therapists, medical personal to name but a few, but most importantly you will meet women/patients/clients.

What will be expected of you? o Your preceptor will have specific expectations of you make sure you know what they

are. If you are in any doubt seek clarification. o You will be given individual clinical learning outcomes for each placement to use as a

guide for your learning. o You will have numerous challenges some will be exhilarating others daunting. Try not

to take things personally and accept constructive feedback. o Patients/clients/families will look to you for support/information. Ensure that all

information is delivered in compliance with your scope of practice and demonstrate a caring, listening and empathetic attitude.


WHO TO TURN TO You are never alone when on clinical placement and there are clinical and university supports available to you. These supports are ineffective unless you fully engage with your learning outcomes. What are you there to learn, you must be able to explain you’re learning outcomes to your designated preceptor who will then guide and support you in achieving these outcomes. Clinical Supports

Preceptor o Is there to supervise and guide your performance. Your preceptor will assess your

attainment of the standards for each of the various domains of competence (more details about the domains are outlined below). Your preceptor will liaise with the CPC.

CPC

o Supports and facilitates your learning. Monitors the quality of the clinical learning environment. Liaises with the University and your Personal Tutor.

UCD SNMHS Supports

Personal Tutor o Offers assistance to you on matters, academic, clinical and personal. Your personal

tutor will not routinely visit you when you are on placement, but if you are encountering any difficulties they are available to support you. Your personal tutor liaises with the clinical site, CPC and preceptor.

Student Advisor

o Independent support who offers guidance on all matters, financial, personal, academic and clinical. Liaises with personal tutor.

Please insert the following details: Name of Personal Tutor: E-mail Address of Personal Tutor:

Phone number of Personal Tutor:

Name of Student Advisor: Ms Anna Farrell E-mail Address of Student Advisor:

[email protected]

Phone number of Student Advisor:

01 7166497


CLINICAL ASSESSMENT PROTOCOL

Each student is assessed on each clinical placement. For the purpose of progression and the award of the degree of BSc (Nursing/Midwifery), each student is required to achieve a ‘pass’ grade for each clinical module in the programme. The relevant sections of the Portfolio of Evidence must be completed at the appropriate time, in consultation with the student’s clinical preceptor. The clinical assessment process is conducted on the basis of the student providing evidence of the attainment of standards for the various domains of competence, and meeting the requirements for attendance in each module. Full attendance is required on all clinical placements thus ensuring compliance with An Bord Altranais registration requirements. Clinical modules are designated as must pass modules therefore a student will not be permitted to progress to the next Stage without having:

attained the standards for the clinical modules in that Stage and met the requirement for attendance.

In the case of a student not attaining the standards in a particular module, a supplemental placement will be required. Normally the duration of the supplemental placement will be two weeks (other rules may apply for specialist and other placements at the discretion of the Programme Board). Please refer to the UCD School of Nursing Midwifery and Health Systems Protocol in the Event of Unsuccessful Supernumerary Clinical Placement and the Enactment of an Action Plan (Appendix II). A student who attains all standards for the modules in a Stage but does not fulfil the attendance requirement must meet the shortfall of absent time in the clinical setting. Large student numbers are accessing clinical sites for placements. Clinical placements are an integral part of the BSc (Nursing) and the BSc (Midwifery) degree programmes and are a mandatory requirement for registration as a nurse or midwife. Therefore, FULL attendance at all scheduled clinical placements is mandatory; all attendances are monitored and all absences recorded. In the event of you being absent from scheduled clinical placement(s), you will be required to undertake additional clinical placement time commensurate with the duration of time absent. This additional clinical placement time will be scheduled during the summer holiday period and must be completed in full before progression to the subsequent year of the programme is possible. The precise scheduling of such periods of additional clinical placement time is completely at the discretion of the facilitating health service provider and can occur AT ANY TIME during the summer holiday period. You will be offered one opportunity to make up this outstanding absence time during your summer holiday period. If you do not take up this first opportunity you may NOT be offered another date. Students should also note that clinical placements will take place over a wide geographical area determined by the UCD Nursing Clinical Allocations Office. Special Considerations Some students require special considerations. Please refer to Appendix II.

The Protocol in the Event of Unsuccessful Supernumerary Clinical Placement should be read in association with the following documents: UCD Information Handbook for Students with particular reference to the section on Student

Conduct on Work Placements. BSc (Nursing/Midwiifery) Course Outline for Students, which contains details of the assessment

schedules. Requirements and Standards for Nurse Registration Education Programmes (2005) Third Edition,

An Bord Altranais, Dublin. Protocol on the presentation of undergraduate clinical modules (Appendix I). Protocol in the event of unsuccessful supernumerary clinical assessment and the enactment of an

action plan (Appendix II). Protocol for nursing/midwifery students wishing to avail of compassionate leave whilst on

supernumerary clinical placement and internship placement (Appendix III). Recommended reading (available from the Health Sciences Library)

o Levett-Jones T. and Bourgeois, S. (2009) The Clinical Placement: A Nursing Guide (2nd ed). Bailliere Tindall, (London).


STEPS TO BE FOLLOWED IN THE CLINICAL ASSESSMENT PROTOCOL Meet with the Clinical Placement Co-ordinator (CPC) to review learning opportunities for the

placement. Report to the Clinical Nurse/Midwife Manager and the clinical preceptor, and provide the

clinical preceptor with the relevant DoCAT/MidCAT. It is the student’s responsibility to make all relevant documentation available for the assessment process. Read the DoCAT/MidCAT prior to your placement and think about your learning objectives.

All absences must be reported to relevant personnel as per local policy. Undertake a preliminary meeting with the clinical preceptor to discuss learning needs,

opportunities and standards to be attained during the placement and co-sign the record of the meeting.

Undertake an intermediate meeting (where appropriate) with the clinical preceptor to review

progress, with particular reference to the learning needs and standards to be attained. Review standards attained at this stage and co-sign the record of the meeting. The student’s attendance is also reviewed at this meeting.

Undertake a final meeting with the clinical preceptor to review the learning needs and

standards attained and where appropriate, the record of skills. Co-sign the record of the final meeting which may include a Record of Attendance in the

presence of the preceptor. Submit updated Portfolio of Evidence to Stage co-ordinator/personal tutor for inspection and

review. At the end of each semester, co-sign Clinical Outcome Form with the Stage co-ordinator/personal tutor.

Any requirement to meet outstanding clinical time should be documented on the Clinical Outcome Form and should be submitted to the Clinical Allocations Team. Students are required to have all documentation completed within two weeks of the last day of their clinical placement.

An Action Plan Following Unsuccessful Clinical Placement and a form should be completed in consultation with the student, preceptor, clinical placement coordinator and personal tutor. A copy of the action plan should be retained by the student for their own records.


COMPETENCE AND THE DOMAINS OF COMPETENCE

Competence is defined by An Bord Altranais as ‘a complex and multidimensional phenomenon and is defined as the ability of the Registered Nurse/Midwife to practice safely and effectively, fulfilling his/her professional responsibility within his/her scope of practice’ (An Bord Altranais 2005). The attainment of competence is a necessary part of the requirements for entry onto the Nurses’/Midwives’ Register, and the nurse/midwife must demonstrate the attainment of competence in a number of key areas. An Bord Altranais have identified 5 key areas (see below) in which a registered nurse/midwife must demonstrate competence in order to fulfil their professional role. These areas or Domains of Competence could therefore by thought of as the components of what a registered nurse/midwife is.

During your education and training you will be expected to build up competence in these Domains. This involves building a range of new knowledge, skills, attitudes and behaviours over the four Stages of the programme. It is important to remember that all of these Domains are interlinked and that the competent nurse/midwife must show evidence of performance in all Domains and not just in one or two. The purpose of your clinical placements is to allow you to develop competence in the practice setting. Your performance in the practice setting is guided and assessed by your Preceptor who is a registered nurse/midwife. Your preceptor can observe your developing competence in a number of ways; your behaviour (i.e. your words and actions), indirect observation for example your presentation of a case study and lastly your attainment of clinical experience (i.e. your attendance on clinical placements). The assessment of your competence is linked to explicit statements of standards to be achieved on each clinical placement relevant to your programme stage. The methods of assessment may need to change across time, to take account of the developmental and incremental nature of competence development. You should note that you have responsibility for your own clinical learning and you must therefore ensure that you are working towards competence development at all times. The assessment tools used to guide you clinical learning are described in the next section.

Domain 4: Organisation & Management

of Care

Domain 1: Professional

& Ethical Practice

Domain 2: Holistic Approaches to Care

Domain 3: Interpersonal Relationships

Domain 5: Personal & Professional

Development

Competent Registered Nurse


THE DOMAINS OF COMPETENCE

Domain 1: Professional/Ethical Practice

This domain is concerned with professional and ethical practice and is reflected in all areas of clinical practice. It reflects the development of attitudes and values, in particular professional values. It also reflects the capacity to act in accordance with the appropriate legislation affecting professional nursing/midwifery practice, the capacity to practice within the limits of one’s own competence and the willingness to take measures to develop competence. Indicators of this domain include: the integration of knowledge of ethical principles and the Code of Professional Conduct within the scope of professional practice in the delivery of care and includes fulfilling one’s duty to care, and implementing the philosophies, policies, protocols and clinical guidelines of the health care institution. Other indicators include the ability to determine one’s own scope of practice, the capacity to recognise one’s own abilities and level of professional competence and the acceptance of responsibility and accountability for consequences of one’s own actions or omissions.

Domain 2: Holistic Approaches to Care and the Integration of Knowledge This domain is concerned with holistic approaches to care and the integration of knowledge into clinical practice. It reflects the ability of the nurse/midwife to conduct the care of a client using a framework that is developed and implemented in consultation with the client. Indicators for this domain include the nurse’s/midwife’s ability to conduct a comprehensive assessment, to interpret findings of assessment and to plan care, identifying outcomes of care and taking into consideration therapeutic regimes of all other members of the health care team. This involves meeting the needs of clients in a co-ordinated and effective manner, delivering care that is adaptable according to the care situation and client’s individual needs. Other indicators include the ability to evaluate care and to review plans in accordance with the evaluation data. The domain also reflects the ability of the nurse/midwife to establish and maintain therapeutic interpersonal relationships with individuals and groups and to collaborate with other members of the health care team and to document relevant information.

Domain 3: Interpersonal Relationships This domain is concerned with the establishment and maintenance of a therapeutic interpersonal relationship with individual clients and groups. It is also concerned with the ability to collaborate with members of the health care team. The focus for assessment in this domain is the student nurse’s/midwife’s interaction with clients and co-workers and her/his ability to communicate through documentation. Some basic behaviours and attitudes which might be observed in relation to communication skills include being approachable, displaying good listening skills, using appropriate language, being respectful and so forth. These and other behaviours may be assessed in any situation where the student nurse/midwife is interacting with clients, staff or others at work. For example, communication skills and documentation skills can be assessed when the student nurse/midwife is attending to a patient’s wound, undertaking an oral assessment or admitting a patient to hospital.


Domain 4: Organisation and Management of Care This domain relates to the development of competence in the area of the organisation and management of care. It reflects the ability of the nurse/midwife to effectively manage the care of individuals and groups, to delegate some nursing/midwifery activities to other nurses/midwives, commensurate with their competence and within their scope of practice and to facilitate the co-ordination of care. The domain also reflects the ability to identify the team functioning and differing role boundaries for formal and informal carers and an awareness of quality initiatives and the role of quality management in patient care. The focus of assessment is on the nurse’s/midwife’s ability to work as a team member, ensuring that patient care is appropriate, effective, and consistent in all health care settings.

Domain 5: Personal and Professional Development This domain is concerned with the nurse’s/midwife’s commitment to enhancing the professional and personal development of him/herself and others. It reflects a commitment to life long learning, which is seen as the key to the development of excellence in nursing/midwifery practice and nurses’/midwives’ professional development. Life long learning involves learning for one’s own personal and professional development whilst also being part of the learning community that is the profession of nursing/midwifery. As a member of the learning community, the nurse/midwife perceives his/herself as a life long learner and as a nurse/midwife educator, actively learning and sharing knowledge and skills. The domain reflects the nurse’s/midwife’s contribution to the learning of others, including colleagues and clients and it reflects the ability of the nurse/midwife to educate and promote health. Assessment in this domain focuses on the extent to which the nurse/midwife demonstrates this commitment to lifelong learning and the extent to which she/he contributes to the learning of others.

For more information on the Domains of Competence refer to Requirements and Standards for Nurse/Midwife Registration Education Programmes (2005) An Bord Altranais, Dublin.


Preceptor:

____________________

Student:

____________________

Date: ______________

DOMAINS OF COMPETENCE ASSESSMENT TOOL (DOCAT©)

HOW TO USE YOUR DoCAT At the beginning of the Stage, you will be given the relevant DoCAT document for that Stage. This is the working part of your Portfolio and it provides evidence that you are attaining competence within the five Domains of Competence. A large part of each DoCAT is made up of the Standards that set out what must be achieved in each placement. Standards are accompanied by Suggested Evidence (see Figure. 1). This is intended to guide the student and preceptor as to evidence which could be used to show attainment of the Standard. All Standards should be attained in each placement, it is therefore important that each one is considered.

Figure 1: Standards and Suggested Evidence In certain domains of competence, you will see lists of Skills. These skills should be attained where the opportunity arises on your placements. The attainment of competence in skills is a developmental process and these are assessed using the Skills Assessment Scale. These are signed off by your preceptor, when he/she are satisfied that you have attained each level. It is also possible to insert additional evidence that you are working towards the development of competence into your Portfolio. This may take the form of a case study that you have written and discussed with your preceptor or evidence of attainment of skills particular to the clinical area to which you are allocated. This type of additional evidence enhances your Portfolio and shows that you are working towards the attainment of overall competence in one or more domains.

It is recommended that you have access to your DoCAT at all times while you are on clinical placement, in order to provide you with a focus for your clinical learning. At the end of each Stage, information is transferred from your DoCATs and Record of Meetings forms to the Clinical Outcome Form. Important points to remember: Your Portfolio of Evidence is your evidence that you are working towards the attainment of

competence

All standards must be attained before the end of each placement

1.1.2 Standard: Demonstrates an awareness of safe and professional conduct in his/her everyday practice

Suggested evidence for this standard The student… provides examples of safe and professional conduct in everyday practice identifies the nurses’ duty of care by promoting patient well being and/or minimising risks to

patients is aware of the An Bord Altranais Code of Conduct


GLOSSARY OF TERMS Action Plan The process which is put in place when a student fails to attain one or

more standards on a given placement. This involves consultation between the student, preceptor, clinical placement coordinator and personal tutor. The aim of the action plan is to aid the student in attaining the required standards on a supplemental placement.

Associate Preceptor

A delegated associate who acts in the absence of the preceptor.

Clinical Outcome Form

The documentation completed by personal tutors at the end of each semester in relation to clinical placements.

Assessment

Determining the extent to which an individual has reached the desired level of competence in skill, knowledge, understanding and attitudes in relation to a specified goal (Neary, 2000).

Domains of Competence

Broad categories or values that represent the functions of the registered nurse/midwife in contemporary practice.

Domains of Competence Assessment Tool (DoCAT)

The instrument that is used to record the attainment of Standards.

Evidence

The documentation/proof of competence collected from and about the student. Evidence is the material upon which the preceptor will access the student’s competence in practice.

Final Meeting

A meeting, which takes place during the last week of the clinical placement. The student’s assessment and progress report are completed and student’s attendance is documented.

Intermediate Meeting

A meeting, which takes place midway through the placement. The preceptor and the student discuss and document the student’s progress with particular reference to the domains of competence, learning skills and the standards yet to be attained. The student’s attendance is also reviewed at this meeting.

UCD – Modularisation and Semesterisation General Regulations

Regulations of the university in relation to student assessments, progression and awards.

Performance criteria

Broad statements of the capacities or capabilities that are involved in the domains of competence and that a nurse can demonstrate.

Preceptor

The registered nurse who works with the student, guiding, supporting, supervising and monitoring, giving feedback and encouragement. The preceptor conducts the assessment of the student in the clinical area.

Preliminary Meeting

A meeting, which takes place early in the first week of the placement. It involves the preceptor and the student discussing the standards, learning needs and goals to be attained during the placement.

Progress Report

A report undertaken with the student and the clinical preceptor at the intermediate and final meetings to review progress, with particular reference to the domains of competence and the standards to be attained.


Shared Specialist Placement Document (SSPD)

Instrument used to record attainment of standards in specialist placements which are shared with other universities.

Standard

The required level of attainment in order to progress to the next stage of the programme.

Suggested Evidence

Prompts in the assessment process related to each Standard.

Specialist Placement

A practice placement in a specialist area as defined by An Bord Altranais.

DoCAT© UCD Revised 2010 | BSc Nursing | General | Stage 1 15




Clinical Placement Induction 1

NMHS 10130



Student Name:

Student Number:

Hospital: Ward:


RECORD OF ATTENDANCE

Week 1 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 2 Date Date Date Date Date

Hours of Duty Student signature Preceptor Signature Week 3 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 4 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 5 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 6 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature

Number of Days/ Hours Absent :

Preceptors Name (Print) Signature Preceptors Initials

Ward/Area

SIGNATURE BANK Each registered nurse who acts as a preceptor for this student must sign this bank.


DOMAIN 1 PROFESSIONAL AND ETHICAL PRACTICE

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Performance criterion 1.1 Practices in accordance with legislation affecting nursing practice.

1.1.1 Standard: Demonstrate the use of fundamental ethical values relevant to patient care and relate these values to your own practice.

Suggested evidence for this standard The student… demonstrates and give examples of ethical principles relevant to patient care (e.g. respect for the

person, dignity, fairness) discusses the Code of Professional Conduct discusses the components of the nurse’s duty of care to patients/clients/groups

1.1.2 Standard: Demonstrate safe practice at all times.

Suggested evidence for this standard The student… provides examples of safe and professional conduct in everyday practice identifies the nurse’s duty of care by promoting patient well being and/or minimising risks to patients is aware of the An Bord Altranais Code of Conduct and the Scope of Nursing and Midwifery Practice

Framework Document

1.1.3 Standard: Demonstrate the development of professional values and attitudes.

Suggested evidence for this standard The student… acts professionally in everyday dealings with patients, professionals and the public is punctual and regular in attendance and adheres to uniform policy is willing to meet the needs of patients is supportive of fellow students, and others with whom you work recognises his/her role in the delivery of patient care


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

1.1.5 Standard: Identify the rights of patients/clients/groups and respect cultural diversity.

Suggested evidence for this standard The student… discusses the principle of confidentiality (legal and ethical) maintains patient confidentiality at all times

1.1.4 Standard: Identify the principle of confidentiality (legal and ethical) and demonstrate adherence to this principle at all times.

Suggested evidence for this standard The student… demonstrates an awareness of the existence of relevant legislation demonstrates respect for patients/clients/groups demonstrates an understanding of the concept of patient advocacy treats all patients/clients/individuals with respect regardless of beliefs and culture

1.1.6 Standard: Demonstrate an understanding of relevant philosophies, policies, protocols and clinical guidelines of the clinical areas to which you are assigned.

Suggested evidence for this standard The student… demonstrates an understanding of the philosophy of the clinical area knows how to access and refer to relevant polices, protocols and clinical guidelines


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

1.2.1 Standard: Demonstrate an understanding of accountability and responsibility.

Suggested evidence for this standard The student… discusses accountability and responsibility and give examples applies these principles to your practice

1.2.2 Standard: Recognise your own abilities and boundaries and practice within these.

Suggested evidence for this standard The student… carries out nursing care under supervision consults with his/her supervisor if allocated nursing assignments are beyond his/her competence clarifies unclear or inappropriate instruction is aware of the Scope of Nursing and Midwifery Practice Framework document and its purpose

Performance criterion 1.2 Practices within the limits of own competence and takes measures to develop own competence.


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Performance criterion 2.1 Conducts a systematic holistic assessment of client needs based on nursing theory and evidence-based practice.

2.1.1 Standard: Assist in the assessment of patients/clients nursing needs and collect and record data relevant to patient care.

Suggested evidence for this standard The student… utilises assessment tools and explains the rationale for their use accurately collects and records assessment findings in the appropriate place

2.1.2 Standard: Be aware of the necessity for research-based practice.

Suggested evidence for this standard The student… demonstrates a reflective and questioning approach to the delivery of nursing care identifies how and where research-based information can be found

2.2.1 Standard: Participate in planning of patient care using appropriate frameworks.

Suggested evidence for this standard The student… utilises the various tools designed for planning patient care demonstrates an awareness of the importance of patient/client involvement in the care planning process

Performance criterion 2.2 Plans care in consultation with the client taking into consideration the therapeutic regimes of all members of the health care team.

DOMAIN 2 HOLISTIC APPROACHES TO CARE AND THE INTEGRATION OF KNOWLEDGE


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

*Opportunity to attain this standard may not arise in certain areas

Performance criterion 2.3 Implements planned nursing care/interventions to achieve the identified outcomes.

2.3.1 Standard: Participate in the delivery of care according to the plan of care.

Suggested evidence for this standard The student… refers to the care plan before implementing nursing care participates in the implementation of care according to the plan of care that is safe, comprehensive and

effective

2.3.2 Standard: Promote an environment of safety, security, comfort and optimal health.

Suggested evidence for this standard The student… demonstrates the importance of safety, security and comfort in relation to physical, psychological,

spiritual and cultural needs of the patient/client

*2.2.2 Standard: Identify the importance of planning for discharge from the point of admission.

Suggested evidence for this standard The student… demonstrates an understanding of the rationale for discharge planning refers to documentation used in discharge planning demonstrates an understanding of the role of the patient and the multidisciplinary team in discharge

planning


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

2.4.1 Standard: Participates in the evaluation of planned care and reassessing client/patient needs.

Suggested evidence for this standard The student… discusses the importance of reflection on care given discusses patient/client involvement in evaluating care given participates in the revision of the care plan

2.3.3 Standard: Acts to promote the dignity and integrity of patient/clients.

Suggested evidence for this standard The student… demonstrates respect for the dignity and privacy of patients/clients demonstrates respect for patients’/clients’ individuality

Performance criterion 2.4 Evaluates client progress toward expected outcomes and reviews plans in accordance with evaluation data and consultation with the client.


Domain Two Skills assessment scale1

This scale is intended for use for psychomotor skill which a student must attain in order to become a safe and effective practitioner. The scale captures the progress of the student through various levels of attainment towards competence.

1 Adapted from Steineker & Bell (1979) 2 An Bord Altranias (2000)

Scales Standard Suggested evidence

Level One Observed

Observe a demonstration of the skill. Can discuss the core elements involved and relate theoretical knowledge.

Following observation, the student can describe the essential components of the skill and can relate theory appropriately.

Level Two

Participative

Safe and effective performance under supervision with potential for some omissions or inaccuracies.

Skilful in some aspects but lacks coordination. Displays some confidence but spends considerable time focusing on the skill.

Level Three Supervised

Safe performance. Accurate and effective conduct in most aspects of skill. Appropriate affective manner.

Skilful and coordinated performance in most aspects of the skill. Some degree of confidence but is distracted when the skill is more complex.

Level Four

Competent

Safe, accurate and effective performance with appropriate affective manner.

Skilful and coordinated performance. Confident and is able to achieve objectives within appropriate timeframe. Practices within own scope of practice2


Level 1 Observed

Level 2 Participative

Initials Initials

SKILL

Student Preceptor

Date

Student Preceptor

Date

Assisting patients to meet their elimination needs

Blood pressure

Document accurate fluid balance

Hand-washing technique

Hygiene needs e.g. bed bath, assisted shower

Manual Handling techniques

Nutritional needs/oral feeding

Oral care

Pressure area risk, assessment/prevention

Pulse

Respirations

Temperature

Urinalysis

Weight

Supplementary Skills (Optional)

Skills Induction Placement

It is required that students will attain levels one and two in all of the above skills


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

3.1.1 Standard: Demonstrate the ability to use appropriate communication skills.

Suggested evidence for this standard The student… discusses communication and the skills involved discusses understanding of non-verbal and verbal communication methods

Performance criterion 3.1 Establishes and maintains caring therapeutic interpersonal relationships with individuals/groups/ clients/communities.

DOMAIN 3 INTERPERSONAL RELATIONSHIPS

3.1.2 Standard: Demonstrate an understanding of the factors promoting and inhibiting patients/clients ability to receive and understand information.

Suggested evidence for this standard The student… participates in care ensuring the patient/client receives and understands information concerning their

health care identifies the factors that promote communication identifies the factors that inhibit communication

3.1.3 Standard: Practice in a way that demonstrates understanding of the difference between social and professional relationships and maintains professional boundaries.

Suggested evidence for this standard The student… demonstrates an understanding of the social boundaries inherent in the professional role demonstrates an understanding of the need for professional boundaries and maintains them at all times


Preceptor:

____________________

Student:

____________________

Date: ______________

Performance criterion 3.2 Collaborates with all members of the health care team and documents relevant information

3.2.1 Standard: Participate in maintaining accurate, clear and current patient/client records.

Suggested evidence for this standard The student… demonstrates the ability to document accurately, clearly and concisely (appropriate to the level of

training and education) adheres to local documentation policy


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

DOMAIN 4 ORGANISATION AND MANAGEMENT OF CARE

Performance criterion 4.1 Effectively manages the nursing care of clients/groups/communities.

4.1.1 Standard: Demonstrate an understanding of the overall goal/mission of the health care institution/organisation.

Suggested evidence for this standard The student… identifies role within the team actively participates as a team member

4.1.3 Standard: Demonstrate an understanding of the need to prioritise nursing care.

Suggested evidence for this standard The student… discusses the factors involved in the prioritisation of nursing care based on need, acuity and optimal

time

4.1.2 Standard: Demonstrate the ability to work as a team member.

Suggested evidence for this standard The student… explains the overall goal/mission of the health care institution /organisation


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

4.1.4 Standard: Identify the resources available for the delivery of quality nursing care.

4.3.1 Standard: Identify the importance of coordination of care and the functions of members of the multidisciplinary team.

Suggested evidence for this standard The student… demonstrates an awareness of the resources available in the clinical setting (e.g. equipment/personnel) identifies how the resources enhance the quality of nursing care

Performance criterion 4.2 Delegates to other nurse’s activities commensurate with their competence and within their scope of professional practice

Performance criterion 4.3 Facilitates the co-ordination of care

4.2.1 Standard: Be aware of the principles of delegation as outlined in the Scope of Nursing and Midwifery Practice Framework document.

Suggested evidence for this standard The student… discusses the principles of delegation observed during clinical placement

Suggested evidence for this standard The student… is aware of the structures in place to coordinate care (e.g. nursing handover, multidisciplinary team

meetings) participates in coordinated care as appropriate


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Performance criterion 5.1 Acts to enhance the personal and professional development of self and others

5.1.1 Standard: Demonstrate initiative to learn in the clinical area.

Suggested evidence for this standard The student… participates in reflective practice recognises the concept of lifelong learning supports colleagues shares learning experiences with colleagues is proactive in achieving standards responds receptively to constructive feedback

5.1.2 Standard: Demonstrate an awareness of health promotion and patient education.

Suggested evidence for this standard The student… participates in ongoing patient education and health promotion understands the importance of patient education in maintaining and promoting health. identifies the appropriate areas of education for patient/client

DOMAIN 5 PERSONAL AND PROFESSIONAL DEVELOPMENT

DoCAT© MidCAT© UCD Revised 2010

RECORD OF STUDENT-PRECEPTOR MEETINGS

Preliminary Meeting

The student is required to reflect on his/her own learning needs by considering his/her level of competence in relation to the five domains of competence. The student must document below specific learning needs in relation to this clinical placement with the preceptor. Learning needs identified by the Student: Specific opportunities identified by the preceptor that are available during this placement:

Skills List Reviewed: Please tick if yes

Student Name:

Date set for Intermediate Meeting: _______________________________

Student Number:

Placement:

Dates From: To:

Preceptor Signature: _______________________ Date: _________________ PRINT NAME: ______________________________________________ Student Signature: _______________________ Date: _________________ PRINT NAME: ______________________________________________




The student is required to reflect on his/her own learning needs to date. The preceptor should review the student’s progress in relation to the learning needs and learning opportunities identified at the first meeting. Please tick.

Preceptor comment required on all domains Domain 1 The Student is progressing satisfactorily in this Domain

Yes No

Domain 2 The Student is progressing satisfactorily in this Domain Yes No




The student must document below which learning need(s) are outstanding and specify new learning need(s) with the preceptor. (Use separate sheet if necessary).


Student Name:

Student Number:

Placement:

Dates From: To:




Final Meeting

If the student has attained all the required standards for this placement, please provide a general comment on the student’s performance: If the student has not attained all the required standards for this placement, please outline the standards in each domain that require attention: (use separate sheet if necessary). Please refer to the “Policy in the Event of Unsuccessful Clinical Assessment”.


Student Name:

Record of Attendance for the Placement Please state any absences in hours:

Student Number:

Placement:

Dates From: To:

Preceptor Signature: ____________________________ Date: _____________ PRINT NAME: ______________________________________________ Student Signature: ____________________________ Date: ____________ PRINT NAME: ______________________________________________ Personal Tutor Signature: ________________________Date: ____________ PRINT NAME: ______________________________________________

There is evidence that the student has attained all the standards for this placement. Yes ____ No____


ADDITIONAL INFORMATION SHEET

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________





Clinical Placement Induction 2

NMHS 10140



Student Name:

Student Number:

Hospital: Ward:


RECORD OF ATTENDANCE

Week 1 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 2 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 3 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 4 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 5 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 6 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature

Number of Days/ Hours Absent :

Preceptors Name (Print) Signature Preceptors Initials

Ward/Area

SIGNATURE BANK Each registered nurse who acts as a preceptor for this student must sign this bank.


DOMAIN 1 PROFESSIONAL AND ETHICAL PRACTICE

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Performance criterion 1.1 Practices in accordance with legislation affecting nursing practice.

1.1.1 Standard: Demonstrate the use of fundamental ethical values relevant to patient care and relate these values to your own practice.

Suggested evidence for this standard The student… demonstrates and give examples of ethical principles relevant to patient care (e.g. respect for the

person, dignity, fairness) discusses the Code of Professional Conduct discusses the components of the nurse’s duty of care to patients/clients/groups

1.1.2 Standard: Demonstrate safe practice at all times.

Suggested evidence for this standard The student… provides examples of safe and professional conduct in everyday practice identifies the nurse’s duty of care by promoting patient well being and/or minimising risks to patients is aware of the An Bord Altranais Code of Conduct and the Scope of Nursing and Midwifery Practice

Framework Document

1.1.3 Standard: Demonstrate the development of professional values and attitudes.

Suggested evidence for this standard The student… acts professionally in everyday dealings with patients, professionals and the public is punctual and regular in attendance and adheres to uniform policy is willing to meet the needs of patients is supportive of fellow students, and others with whom you work recognises his/her role in the delivery of patient care


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

1.1.5 Standard: Identify the rights of patients/clients/groups and respect cultural diversity.

Suggested evidence for this standard The student… discusses the principle of confidentiality (legal and ethical) maintains patient confidentiality at all times

1.1.4 Standard: Identify the principle of confidentiality (legal and ethical) and demonstrate adherence to this principle at all times.

Suggested evidence for this standard The student… demonstrates an awareness of the existence of relevant legislation demonstrates respect for patients/clients/groups demonstrates an understanding of the concept of patient advocacy treats all patients/clients/individuals with respect regardless of beliefs and culture

1.1.6 Standard: Demonstrate an understanding of relevant philosophies, policies, protocols and clinical guidelines of the clinical areas to which you are assigned.

Suggested evidence for this standard The student… demonstrates an understanding of the philosophy of the clinical area knows how to access and refer to relevant polices, protocols and clinical guidelines


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

1.2.1 Standard: Demonstrate an understanding of accountability and responsibility.

Suggested evidence for this standard The student… discusses accountability and responsibility and give examples applies these principles to your practice

1.2.2 Standard: Recognise your own abilities and boundaries and practice within these.

Suggested evidence for this standard The student… carries out nursing care under supervision consults with his/her supervisor if allocated nursing assignments are beyond his/her competence clarifies unclear or inappropriate instruction is aware of the Scope of Nursing and Midwifery Practice Framework document and its purpose

Performance criterion 1.2 Practices within the limits of own competence and takes measures to develop own competence.


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Performance criterion 2.1 Conducts a systematic holistic assessment of client needs based on nursing theory and evidence-based practice.

2.1.1 Standard: Assist in the assessment of patients/clients nursing needs and collect and record data relevant to patient care.

Suggested evidence for this standard The student… utilises assessment tools and explains the rationale for their use accurately collects and records assessment findings in the appropriate place

2.1.2 Standard: Be aware of the necessity for research-based practice.

Suggested evidence for this standard The student… demonstrates a reflective and questioning approach to the delivery of nursing care identifies how and where research-based information can be found

2.2.1 Standard: Participate in planning of patient care using appropriate frameworks.

Suggested evidence for this standard The student… utilises the various tools designed for planning patient care demonstrates an awareness of the importance of patient/client involvement in the care planning

process

Performance criterion 2.2 Plans care in consultation with the client taking into consideration the therapeutic regimes of all members of the health care team.

DOMAIN 2 HOLISTIC APPROACHES TO CARE AND THE INTEGRATION OF KNOWLEDGE


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

*Opportunity to attain this standard may not arise in certain areas

Performance criterion 2.3 Implements planned nursing care/interventions to achieve the identified outcomes.

2.3.1 Standard: Participate in the delivery of care according to the plan of care.

Suggested evidence for this standard The student… refers to the care plan before implementing nursing care participates in the implementation of care according to the plan of care that is safe, comprehensive and

effective

2.3.2 Standard: Promote an environment of safety, security, comfort and optimal health.

Suggested evidence for this standard The student… demonstrates the importance of safety, security and comfort in relation to physical, psychological,

spiritual and cultural needs of the patient/client

*2.2.2 Standard: Identify the importance of planning for discharge from the point of admission.

Suggested evidence for this standard The student… demonstrates an understanding of the rationale for discharge planning refers to documentation used in discharge planning demonstrates an understanding of the role of the patient and the multidisciplinary team in discharge

planning


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

2.4.1 Standard: Participates in the evaluation of planned care and reassessing client/patient needs.

Suggested evidence for this standard The student… discusses the importance of reflection on care given discusses patient/client involvement in evaluating care given participates in the revision of the care plan

2.3.3 Standard: Acts to promote the dignity and integrity of patient/clients.

Suggested evidence for this standard The student… demonstrates respect for the dignity and privacy of patients/clients demonstrates respect for patients’/clients’ individuality

Performance criterion 2.4 Evaluates client progress toward expected outcomes and reviews plans in accordance with evaluation data and consultation with the client.


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

3.1.1 Standard: Demonstrate the ability to use appropriate communication skills.

Suggested evidence for this standard The student… discusses communication and the skills involved discusses understanding of non-verbal and verbal communication methods

Performance criterion 3.1 Establishes and maintains caring therapeutic interpersonal relationships with individuals/groups/ clients/communities.

DOMAIN 3 INTERPERSONAL RELATIONSHIPS

3.1.2 Standard: Demonstrate an understanding of the factors promoting and inhibiting patients/clients ability to receive and understand information.

Suggested evidence for this standard The student… participates in care ensuring the patient/client receives and understands information concerning their

health care identifies the factors that promote communication identifies the factors that inhibit communication

3.1.3 Standard: Practice in a way that demonstrates understanding of the difference between social and professional relationships and maintains professional boundaries.

Suggested evidence for this standard The student… demonstrates an understanding of the social boundaries inherent in the professional role demonstrates an understanding of the need for professional boundaries and maintains them at all times


Preceptor:

____________________

Student:

____________________

Date: ______________

Performance criterion 3.2 Collaborates with all members of the health care team and documents relevant information

3.2.1 Standard: Participate in maintaining accurate, clear and current patient/client records.

Suggested evidence for this standard The student… demonstrates the ability to document accurately, clearly and concisely (appropriate to the level of

training and education) adheres to local documentation policy


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

DOMAIN 4 ORGANISATION AND MANAGEMENT OF CARE

Performance criterion 4.1 Effectively manages the nursing care of clients/groups/communities.

4.1.1 Standard: Demonstrate an understanding of the overall goal/mission of the health care institution/organisation.

Suggested evidence for this standard The student… identifies role within the team actively participates as a team member

4.1.3 Standard: Demonstrate an understanding of the need to prioritise nursing care.

Suggested evidence for this standard The student… discusses the factors involved in the prioritisation of nursing care based on need, acuity and optimal

time

4.1.2 Standard: Demonstrate the ability to work as a team member.

Suggested evidence for this standard The student… explains the overall goal/mission of the health care institution /organisation


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

4.1.4 Standard: Identify the resources available for the delivery of quality nursing care.

4.3.1 Standard: Identify the importance of coordination of care and the functions of members of the multidisciplinary team.

Suggested evidence for this standard The student… demonstrates an awareness of the resources available in the clinical setting (e.g. equipment/personnel) identifies how the resources enhance the quality of nursing care

Performance criterion 4.2 Delegates to other nurse’s activities commensurate with their competence and within their scope of professional practice

Performance criterion 4.3 Facilitates the co-ordination of care

4.2.1 Standard: Be aware of the principles of delegation as outlined in the Scope of Nursing and Midwifery Practice Framework document.

Suggested evidence for this standard The student… discusses the principles of delegation observed during clinical placement

Suggested evidence for this standard The student… is aware of the structures in place to coordinate care (e.g. nursing handover, multidisciplinary team

meetings) participates in coordinated care as appropriate


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Performance criterion 5.1 Acts to enhance the personal and professional development of self and others

5.1.1 Standard: Demonstrate initiative to learn in the clinical area.

Suggested evidence for this standard The student… participates in reflective practice recognises the concept of lifelong learning supports colleagues shares learning experiences with colleagues is proactive in achieving standards responds receptively to constructive feedback

5.1.2 Standard: Demonstrate an awareness of health promotion and patient education.

Suggested evidence for this standard The student… participates in ongoing patient education and health promotion understands the importance of patient education in maintaining and promoting health. identifies the appropriate areas of education for patient/client

DOMAIN 5 PERSONAL AND PROFESSIONAL DEVELOPMENT



Preliminary Meeting

The student is required to reflect on his/her own learning needs by considering his/her level of competence in relation to the five domains of competence. The student must document below specific learning needs in relation to this clinical placement with the preceptor. Learning needs identified by the Student: Specific opportunities identified by the preceptor that are available during this placement:


Student Name:

Date set for Intermediate Meeting: _______________________________

Student Number:

Placement:

Dates From: To:





The student is required to reflect on his/her own learning needs to date. The preceptor should review the student’s progress in relation to the learning needs and learning opportunities identified at the first meeting. Please tick.

Preceptor comment required on all domains Domain 1 The Student is progressing satisfactorily in this Domain

Yes No





The student must document below which learning need(s) are outstanding and specify new learning need(s) with the preceptor. (Use separate sheet if necessary).


Student Name:

Student Number:

Placement:

Dates From: To:




Final Meeting

If the student has attained all the required standards for this placement, please provide a general comment on the student’s performance: If the student has not attained all the required standards for this placement, please outline the standards in each domain that require attention: (use separate sheet if necessary). Please refer to the “Policy in the Event of Unsuccessful Clinical Assessment”.


Student Name:

Record of Attendance for the Placement Please state any absences in hours:

Student Number:

Placement:

Dates From: To:

Preceptor Signature: ____________________________ Date: _____________ PRINT NAME: ______________________________________________ Student Signature: ____________________________ Date: ____________ PRINT NAME: ______________________________________________ Personal Tutor Signature: ________________________Date: ____________ PRINT NAME: ______________________________________________

There is evidence that the student has attained all the standards for this placement. Yes ____ No____


ADDITIONAL INFORMATION SHEET

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


CLINICAL OUTCOME FORM

(i) The student has satisfactorily attained the standards for her/his year of training If NO, an “Action Plan following Unsuccessful Clinical Assessment Form” needs to be completed.

and

(ii) The student has met the minimum requirement for attendance If ‘No’ please outline outstanding clinical time below.

COPY

Student Name: ________________________

Student Number: ______________________

Registration Mode: _____________________

Year Dates: From: ____________ to __________

Signed (Personal Tutor):___________________________ Date: ____________ Signed (Student): ________________________________ Date: ___________

Yes [] No []

Yes [] No []

Stage 1 Stage 2 Stage 3 Stage 4

university college dublin stage 1.pdf · 2016-02-04 · university college dublin . an coláiste...

Documents