Department of Nursing,

Midwifery and Healthcare Practice

Assessment of
Practice

BSc (Hons) Mental Health Nursing

Faculty of Health and Life Sciences
Welcome
The guidelines at the beginning of your Assessment in Practice
documentation have been developed to help you and your Mentors to
use and complete the Assessment of Practice document.

Please read and become familiar with these pages.

The information that will be contained within this document will be

required to be shared by practitioners in both Coventry University and
their partnership placement organisations in order to assess your
fitness for practice, please sign below.

I consent to allow the processing of confidential data about me to be

shared between successive mentors and with the relevant education
providers in the process of assessing my fitness for practice. I
understand that this is an NMC requirement and that it is essential to the
pursuance of my programme of study leading to registration.

Please sign below:

Student Name Student signature Date

At the front of the document is a form for you to complete the details of
each allocated placement, please ensure you complete this at the
relevant times throughout your course.
Please complete the following details in the space provided.

Personal Details

STUDENT NAME:

COHORT:

UNIVERSITY ID NUMBER:

STUDENT TELEPHONE NUMBER

STUDENTS COVENTRY UNIVERSITY EMAIL ADDRESS:

PERSONAL TUTOR NAME:

EMAIL ADDRESS:

COURSE DIRECTOR NAME:

EMAIL ADDRESS:

Please paste your passport

sized photograph in the
box

(Photograph to be verified
by a university stamp)
 Details of allocated (hub) placements - ongoing record

PRACTICE ALLOCATED SPECIALITY OF MENTOR NAME MENTOR SIGNATURE

NUMBER PLACEMENT NAME ALLOCATED
e.g. 1 PLACEMENT
Table of Contents

Page

1.0 Introduction to pre-registration nurse education practice 1

2.0 Record of Achievement 2
2.1 Consent 3
3.0 Protecting the public through professional standards 3
4.0 Guidance for completing the documentation 3
5.0 Student guidance 3
5.1 Introduction 3
5.2 Student responsibilities 4
5.3 Nursing competence guiding principles 5
5.4 Framework of your assessment of practice document 5
5.5 Assessment of practice documentation 5
6.0 Assessment of learning 6
6.1 Progression points 6
6.2 Practice competence 6
6.3 Stages of practice 6
6.4 Methods of assessment of your practice 8
6.5 Gathering supporting evidence for your assessment of practice 9
6.6 Assessment of your practice 9
6.6.1 Learning outcomes 9
6.6.2 Self Assessment 9
6.6.3 Assessment of your learning outcomes 10
6.6.4 Interpersonal profiles (IPP) 10
6.6.5 Essential Skills 11
6.6.6 Assessment of essential skills 11
6.6.7 Attendance record 13
6.6.8 Preparation for practice 13
6.6.9 Learning logs 14
6.6.10 Service user/relative/carers feedback review 14
6.6.11 Formal interviews 14
6.6.12 Record of signatures 16
6.6.13 Falsification of signatures 16
6.6.14 Criteria for a pass 17
6.6.15 On-going record of achievement 17
6.6.16 Criteria for Resit/Fail of practice 18
6.6.17 Guidelines for completing nursing practice resit 18
7.0 Mentor Guidance 19
7.1 Introduction to pre-registration nurse education practice 19
7.2 Mentor responsibilities 19
7.3 Progression points 20
7.4 Framework of the assessment of practice document 21
7.5 Assessment of practice will consist of the following documentation 21
7.6 Stages of practice 22
7.7 The assessment process 24
7.8 Gathering supporting evidence for the assessment of practice 25
7.9 Assessment of practice 25
 Page
7.9.1 Learning outcomes 25
7.9.2 The student’s self assessment 25
7.9.3 Assessment of the student’s learning outcomes 26
7.9.4 Interpersonal profiles (IPP) 26
7.9.5 Essential Skills 27
7.9.6 Assessment of essential Skills 27
7.9.7 Completing the essential skills documentation 28
7.9.8 Attendance record 29
8.0 Preparation of practice 29
8.1 Learning logs 30
8.2 Service user/relative/carers feedback review 30
9.0 Criteria for a pass 31
10.0 Students who are not achieving the required standard 31
11.0 Induction and formal interviews 31
11.1 Initial interview 32
11.2 Midway interview 32
11.3 Final interview 33
12.0 Student and mentor guidelines 34
12.1 Supernumerary status 34
12.2 Professional integrity/social networking 34
12.3 Reporting concerns 34
12.4 Critical incidents 35
12.5 Practice launch 35
12.6 Simulated practice 35
12.7 Meeting EU Directive 2005/36/EC 36
12.8 Record of Mandatory Training 36
12.9 Additional practice learning opportunities 36
12.10 Achieving practice outcomes 37
12.11 Evaluation of practice placement 37
13.0 Glossary of Terms 37

References
Structure of the Assessment in Practice document

This document is split into the following sections;

Year 1 Practice 1

Essential Skills

Resit documentation

Practice 2

Resit documentation

Year 2 Practice 3

Essential Skills

Resit documentation

Practice 4

Resit documentation

Year 3 Practice 5

Essential Skills

Resit documentation

Practice 6

Resit documentation
Assessment of practice – Essential Information
1.0 INTRODUCTION TO PRE-REGISTRATION NURSE EDUCATION PRACTICE

This document contains the necessary information related to assessment of practice

competencies needed to meet the criteria for registration with the Nursing and Midwifery
Council (NMC), and enable you to deliver high quality care in rapidly changing practice
environments. Fifty percent of your course will be undertaken in a variety of practice
placement settings to facilitate your learning and achievement of the competencies required
for registration. Most practice learning is required to be undertaken in direct care of service
users although a small proportion (up to 300 hours) may be undertaken through simulation.
Simulation allows you to learn or practice skills in a safe situation that imitates reality.
Simulation has been planned into your course and will be used to build upon your nursing
skills over the three year period. This is for the purpose of further developing your critical
reflection whilst enhancing the skills of working both analytically and holistically in evaluating
care delivery in partnership with other professionals, patients, clients, families, carers and
other health and social care providers as well as providing opportunities to practice some
essential skills. This will be achieved via a series of objectives linked to prescribed workshop
scenarios and exercises which will be planned as part of your placement experience
and which you must attend at the designated venues. Within your assessment of
practice document under each practice placement you will find the relevant forms to
summarise your learning from simulated practice.

Within each practice placement you will be allocated a mentor, who is an experienced nurse
who has undergone preparation for the role. In the final placement of your pre-registration
nursing course a sign off mentor will be responsible for deciding if you have achieved the
required NMC Competencies for entry to the register.

A sign off mentor is a registered nurse from the same field speciality as you (i.e. Child,
Adult, Mental Health or Learning Disability) who is an experienced mentor and has met
and completed up to date additional criteria laid down by the Nursing, Midwifery Council
(NMC 2008)

You and your mentor or sign off mentor will meet at regular intervals throughout your
practice placement to assess and evaluate your strengths, development needs and any
concerns in relation to the assessment criteria. This information will help your mentor or sign
off mentor facilitate your learning according to your needs and will inform your practice
assessment. Each mentor and sign off mentor will be responsible for completing the
assessment of practice documentation therefore you must have your assessment of practice
document available at all times.

Page 1
The assessment of your nursing practice is a comprehensive legal record of a contract
between Coventry University, the placement providers and you. The evidence from your
assessment document acts as an on-going record of achievement throughout the practice
element of your course. This record of your progression provides mentors and the sign off
mentor with data to facilitate your ongoing continuous professional development as a student
nurse. The mentor’s assessment of your practice is fundamental to maintaining professional
standards in nursing and safeguarding the public

The assessment of practice document remains the property of Coventry University

and it is your responsibility to maintain and keep safe. Coventry University and your
mentor can request the presentation of the document at any point during your
programme of study.

Students must maintain confidentiality at all times and you cannot disclose service
users / carers / relatives’ personal details in the entries of the assessment of practice
document.

If this document is found by a member of the public please could you return it to:-Reception:
Richard Crossman Building: Coventry University Coventry CV1 5FB

2.0 RECORD OF ACHIEVEMENT

The assessment of practice documentation acts as the student’s ongoing record of

achievement. This is designed to help you to see the progress you are making in practice as
you go through the course.
The safe keeping of the assessment of practice document is your responsibility and you
must ensure that it is filled in by the mentor on each placement. If you should encounter
difficulties in relation to this then you must communicate these to the relevant practice
module leader in order that any such problems can be resolved.

The mentor at the end of each placement experience will complete an on-going record of
achievement summary sheet. This contains a review of your learning for the placement and
should be used to inform the discussion with your mentor on subsequent placements to
address and plan your developmental needs The on-going record of achievement summary
sheet, along with the rest of your assessment of practice documentation will provide the sign
off mentor with evidence of your record of learning and achievement to enable them to make
an informed judgement as to whether you are competent for entry to the register. Incomplete
or failure to produce documentation when required could jeopardise your ability to qualify
as a registered nurse. Therefore, you must keep this document safe which is your
responsibility. We also advise you to photocopy the “on-going record of achievement
summary sheet” in case the document gets lost, damaged or destroyed

Page 2
2.1. Consent

It is imperative to draw your attention to the fact that the contents of your assessment of
practice documentation will be shared with mentors and educational support within each and
every subsequent placement.

3.0 PROTECTING THE PUBLIC THROUGH PROFESSIONAL STANDARDS

All nurses must act first and foremost to care for and safeguard the public. They must show
professionalism and integrity and work within recognised professional, ethical and legal
frameworks. All nurses must be professionally accountable and use clinical governance
processes to maintain and improve nursing practice and standards of healthcare. If you
witness care where the safeguarding of the public is jeopardised and does not meet
professional standards you are duty bound to escalate your concerns as per the placement
provider and University policy and procedures.

NB There may be times when you are in a position where you may not be directly
accompanied by your mentor, supervisor or another registered colleague. As your skills,
experience and confidence develop, you will become increasingly able to deal with these
situations. However, you must only participate in interventions for which you have been fully
prepared or in which you are properly supervised, and which are in keeping with
Trust/practice policy. If you have any doubts, discuss them as quickly as possible with your
mentor, practice educator / facilitator or practice module leader.

4.0 GUIDANCE FOR COMPLETING THE DOCUMENTATION

Throughout this document there is guidance on the completion of all elements related to the
assessment of your practice learning. Please read and become familiar with this document.
It is recommended you read this in conjunction with your course student handbook. Further
information can also be sought from the relevant practice module leaders.

5.0 STUDENT GUIDANCE

5.1 Introduction

Nursing education across the UK is responding to changing needs, developments,

priorities and expectations in health and healthcare. Nurses who acquire the knowledge,
skills and behaviours that meet NMC standards will be equipped to meet these present and
future challenges, improve health and wellbeing and drive up standards and quality, working
in a range of roles including practitioner, educator, leader and researcher. The standards
reflect how future services are likely to be delivered, acknowledging future public health
priorities and addressing the challenges of long-term conditions, an ageing population, and
providing more care outside hospitals (NMC 2010).

As autonomous practitioners, nurses must be equipped to lead, delegate, supervise and

challenge other nurses and healthcare professionals. They must be able to demonstrate
compassionate practice, as well as promote and sustain change to ensure high quality care.
As graduates you must be able to think analytically, use problem-solving approaches and

Page 3
evidence your decision-making, keeping up with technical advances and meet future
expectations in changing environments (NMC 2010).

The standards (NMC 2010) comprise of both field specific and generic competencies. They
are organised into four domains which are
 professional values
 communication and interpersonal skills
 nursing practice and decision making
 leadership, management and team working.

Your practice modules have been designed to facilitate your learning within these domains
to enable you to acquire the competencies necessary to become an autonomous
practitioner. During your practice placement you will be allocated a mentor who will provide
you with support and guidance for your learning.

5.2 Student responsibilities

 Attend the practice module launch

 Prior to the start of your practice placement you must complete the pre-learning
activities. These are linked to the assessment of your practice
 Actively participate in all scheduled interviews with your mentor
 Provide your mentor with examples of evidence that demonstrates your achievement
of your learning outcomes/skills
 Display a professional attitude regarding reliability, dress code responsibility, ethical
behaviour and confidentiality in relation to NMC codes.
 If you witness care where the safeguarding of the public is jeopardised and does not
meet professional standards you are duty bound to escalate your concerns as per the
placement provider and University policy and procedures.
 To offer care and compassion with dignity and respect
 To advocate for service users/carers / families where appropriate
 Demonstrate a willingness to work as part of the team in the delivery of 24-hour safe
patient care over a 7 day week
 Be proactive in identifying and seeking learning experiences appropriate for your level
of practice, and discuss this with your mentor
 Plan time with your mentor to reflect on your progress in achievement of the set
outcomes and personal goals.
 Ensure assessment documentation is completed at the appropriate time
 Contact the practice educator / facilitator or practice module leader promptly if you
experience any problems, for example with regard to discussing progress with your
mentor or have problems with the identification of required learning opportunities or
other concerns regarding placement
 Recognise the importance of continuous assessment in the development of your
personal and professional skills
 Locate and be guided by policies and procedures as laid down by the allocated Trust
(Note: there can be differences between Trusts)

Page 4
  Comply with Coventry University’s sickness and absence policy and procedures
 Make the assessment of practice document available to mentors or academic staff on
request
 Submit assessment of practice document and attendance record to assignment
handling office by the date and time specified
 Attend the evaluation day and complete the evaluation of practice

5.3. Nursing competence guiding principles

 Fitness for practice

 Fitness for purpose
 Fitness for award
 Fitness of professional standing

These guiding principles represent the NMC’s requirements for programmes leading to entry
to the register as a nurse and reflect the philosophy and values that underpin nursing. You
will be expected to demonstrate the principles which are represented throughout your
assessment of practice documentation. As a student you are deemed to be competent when
you have successfully achieved the NMC (2010) Standards for Pre-registration nursing
Education.

5.4 Framework of your assessment of practice document

This document has been colour coded for ease of use as highlighted below :-

 Introduction and guidance- sky blue

 Year one- grey.
 Year two- pink
 Year three- purple
 Resit of practice- red

5.5 Assessment of practice will consist of the following documentation:

 Preparation of practice – student checklist / learning activity/ reflective activity

 Induction checklist ( Health and Safety)
 Mentor checklist
 Interview schedules – initial, mid-way and final
 Student learning log
 Interpersonal profile and action plan
 Additional mentor notes
 Learning outcomes and action plan
 Service user / relative / carers feedback review

Page 5
  Records of practice spoke experiences
 On-going record of achievement – summary sheet
 Essential skills
 EU Directives (Adult field only)
 Summary of simulated practice
 Practice educator / facilitator / academic in practice comment sheet
 Record of signatures
 Mandatory skills
 Resit documentation

NB Your attendance record is not included in the assessment of practice documentation. It

is vital that you obtain the relevant document before you attend each practice placement, so
that your hours are recorded. The attendance record is part of the criteria for a pass in
practice. To obtain the attendance record form, please refer to section 6.7.7

6.0 ASSESSMENT OF LEARNING

Your assessment of practice document contains the material that spans the three years of
your BSc (Hons) Nursing programme. The assessment of practice elements of the
programme are documented in three key sections (progression points) taken from the NMC
(2010) Standards for Pre-registration Nursing Education. The progression points consist of
criteria which relate to the four overarching domains and must be achieved through the
evidence within your assessment of practice learning document via the learning outcomes;
interpersonal profile and essential skills to allow you to progress on the programme

6.1 Progression points

 Part 1 of the programme (end of year 1)
 Part 2 of the programme (end of year 2)
 Part 3 of the programme leading to NMC registration (end of year 3 and final
progression point)

6.2 Practice competence

At the end of year three, the final progression point, you are deemed to be competent in
practice when you have successfully achieved the NMC (2010) practice competencies which
have been signed off by a sign off mentor. A sign off mentor is an experienced mentor who
has met the additional criteria and is registered in the field of practice that the student
intends to enter and makes the final judgement of competence. The evidence must show
that the student is safe and effective in practice at the end of the programme.

6.3 Stages of Practice

The assessment of practice is aligned to the developmental stages identified within the
curriculum:-
 Year 1-Foundations of practice
 Year 2- Managing own caseload

Page 6
  Year 3 – Managing own caseload and supervising and supporting others in the
practice setting

The stages contain incremental levels of outcome and competence criteria that have been
developed to judge your achievement of practice:-

 Level 1-Understand, participate and initiate

 Level 2- Initiate and manage
 Level 3- Lead, manage and delegate

Level 1- Understand, participate and initiate (Understand the foundations of basic care
needs. Participate in the delivery of service user care. Develop an understanding of the role
of the nurse. Initiate care under the supervision of your mentor)

 Under direct supervision participates in care delivery

 Understands and follows instructions when participating in care
 Demonstrates knowledge and understanding of the physiological and psychological
needs of the service user
 Never undertakes anything beyond own stage of proficiency without guidance from
or referring to a supervising practitioner
 Identifies through assessment the needs of the service user and initiates care
delivery maintaining confidentiality as appropriate.
 Recognises the need to prioritise workload seeking help when necessary
 Always ensures the safety and well being of the service user and acts in a
professional manner

Level 2- Initiate and manage (Can initiate and deliver care to the service user/family/ carer
and manage own case load)

 Demonstrates the ability to undertake assessment of service user needs, interprets

the data and initiates care delivery
 Applies knowledge and understanding of the physiological and psychological needs
of the service user within practice
 Is capable of informed decision making and takes responsibility for and justifies
actions
 Never undertakes anything beyond own stage of proficiency without guidance from
or referring to a supervising practitioner
 Manages and prioritises personal caseload effectively
 Always ensures the safety and well being of the service user and others and acts in
a professional manner
 Performs care activities with some guidance and supervision but can be trusted to
practice safely in similar situations and evaluates the care delivered

Level 3- Lead, manage and delegate (Can lead, manage and delegate care within care
teams working collaboratively within health and social care. Can take initiative to
manage own caseload, supervise and support others in the practice setting

 Practices in accordance with the NMC’s ethical and legal frameworks

Page 7
  Practises safely and effectively without the need for direct supervision
 Manages care to always ensure the safety and well being of the service user and
others and acts in a professional manner
 Can plan ,deliver, delegate and evaluate person centred care to service users /
families / carers
 Articulates ,qualifies and revises decisions and can demonstrate the ability to
change care to meet identified needs
 Takes responsibility to lead the care team, delegating duties safely and appropriately
to those concerned with person centred care
 Critically evaluates their own performance and plans for their own personal and
professional development
 Supervises others within the practice setting
 Supports the learning of others
 Contributes and takes initiative to inform decisions about service user’s care within
the multi- disciplinary team and multi-agency services
 Appraises, critiques and interprets evidence based materials to inform decision
making in practice

(Levels adapted from Southampton University assessment of practice nursing)

6.4 Methods of Assessment of your practice

Each practice module will be assessed by a qualified mentor. Your mentor is responsible for
the overall assessment of your performance and will gather information from a variety of
sources upon which to base their judgements. It is recommended that sufficient time should
be allocated to complete the assessment of practice. Your mentor will use a combination of
assessment methods such as highlighted below

 Direct Observation (DO): Direct observation of the student is undertaken while

working under supervision of a registered nurse / registered health and social care
professional. Observation should take place as part of the everyday normal working
role of the student, and it is for the mentor / registered health and social care
professional to satisfy themselves that the student has achieved according to the
identified incremental levels of outcome and competence criteria described in
section 6.3. Direct observation measures accuracy of practice and level of
autonomy. The majority of learning outcomes will have Direct Observation as
an assessment method.

 Questioning and Answering (Q): Questioning and answering is appropriate to

assess the underpinning knowledge and level of understanding identified in the
outcome and competence criteria described in section 6.3. Questioning and

Page 8
 Answering allows the mentor to assess knowledge, understanding and attitudes

 Work Product (WP): Work products can be defined as sources of evidence

produced by the student within the practice placement that demonstrate their
clinical ability, such as completed learning logs, and written statements from other
professionals.

6.5 Gathering supporting evidence for your assessment of practice

You will be able to gather supporting evidence from a variety of sources to help you
demonstrate your attainment of your outcomes/competencies and skills such as:

 Obtaining signatures in your essential skills when competence has been achieved
from registered health and social care practitioners who you have worked with and
have observed you directly practising your skills
 Health and social care practitioner feedback sheet which offer you the opportunity
to obtain written statements from other professionals from your spoke placement as
sources of evidence for work products that demonstrate your clinical ability.
 Your student’s learning logs

6.6 Assessment of your practice

During your practice experience you and your mentor will assess, review, plan and evaluate
your learning needs and requirements for progression to the next stage of the programme or
to registration. This includes the assessment of your learning outcomes, interpersonal
profile, essential skills and attendance record.

6.6.1 Learning Outcomes

The learning outcomes have been developed from the Standards for Pre-Registration
Nursing Education (NMC 2010). The learning outcomes are contextualised into both generic
and field competencies. The learning outcomes relate to the competencies for practice within
the four domains identified in section 1.0. These outcomes will be judged against the
incremental levels identified in section 6.3 and reflect the three stages of development /
progression which are sequential.

6.6.2 Self Assessment

During your practice placement you will be expected to assess your performance against
the learning outcomes to identify your level of knowledge, understanding and ability prior to
being assessed by your mentor. You will be expected to complete the self assessment in
the required column when you judge yourself to have achieved the said learning outcome

Page 9
and sign and date. Self assessment helps you to become skilled at accurately judging your
level of competence which you will be expected to know and act upon.

6.6.3 Assessment of your learning outcomes

You will be formatively assessed at midway and the summative assessment will be
completed at the end of your placement experience .The formative assessment is to identify
your strengths, areas for development and any areas of concern. If you have not achieved
the learning outcomes at the midway assessment, you and the mentor, together will then
develop an action plan to help you with your areas of concern. Both you and your mentor
must inform the practice educator / facilitator or practice module leader and it can be
beneficial to involve them in action planning. The format of the action plan can be found
within your assessment of practice documentation. An exemplar of an action plan is
included for reference purposes only which can be found within practice 1.

Your mentor will sign and date your learning outcomes when they have assessed and made
a final judgement that you have achieved the required level of outcome and competence.

NB The mentor will not sign and date learning outcomes that have not been achieved.

At the summative assessment if you have failed to achieve the required level of competence
related to any of your learning outcomes this will be recorded as a fail by your mentor on the
final interview sheet and you have therefore failed this module (please refer to section 6.7.16
criteria for resit / fail of practice)

6.6.4 Interpersonal profiles (IPP)

The interpersonal profile is divided into three levels of achievement; very good (pass),
satisfactory (pass), poor (fail). Each section contains a set of standards which are related
to the NMC domains (2010). The interpersonal profile is designed incrementally for each
year of the programme. You will be formatively assessed at midway and the summative
assessment will be completed at the end of your placement experience. The formative
assessment (midway) is to identify your strengths, areas for development, and any areas of
concern. If you are achieving the standard of satisfactory you should consider with your
mentor the areas you need to develop in order to achieve a very good pass. If you have not
achieved the required standards at the formative (midway) assessment, you and the
mentor, will develop an action plan to help you with your areas of concern. Both you and
your mentor must inform the practice educator / facilitator or practice module leader as it
may be beneficial to involve them in the action planning process. The format of the action
plan is provided within your assessment of practice documentation. An exemplar of an
action plan for IPP is included for guidance purposes only, which can be found for reference
within practice 1.

To be awarded a ‘pass’ in the interpersonal profile you have to achieve ALL the standards
at the level of ‘satisfactory’ or ‘very good’. Any standards identified as ‘poor’ at the

Page 10
summative point (final interview), will mean that you have failed the interpersonal profile and
therefore failed this module (please refer to section 6.7.16 criteria for resit / fail of practice).

6.6.5 Essential Skills

As part of becoming a registered nurse you are required to demonstrate that you have
developed a repertoire of skills which underpin your practice. The Nursing and Midwifery
Council (2010) have identified three incremental stages within the pre-registration nursing
course that focus on the achievement of skill development. There are three sets of essential
skills within the assessment of practice documentation that have been developed
sequentially which reflect the stages of practice found in section 6.3. The three sets of
essentials skills relate to each year of the programme:-

 Essential skills year 1 relates to practice placement 1 & 2

 Essential skills year 2 relates to practice placement 3 & 4
 Essential skills year 3 relates to practice placement 5 & 6

6.6.6 Assessment of essential skills

All skill development should be under the supervision of a registered health / social care
professional.

In achieving the skills listed in this record, as a student nurse you must

 Adhere to the appropriate policies, procedures and legislation.

 Prepare and maintain a safe environment
 Use any equipment and aids appropriately and safely
 Recognise your level of competence and seek further assistance where this is
required
 Support clients emotionally and physically
 Be able to perform the skill and demonstrate the underpinning knowledge base

You should not ask to be assessed in a skill unless you have performed this,
usually on a number of occasions, and can meet the above criteria.

A registered health / social care professional can sign to say that you have achieved a skill
providing they satisfy themselves that you can perform the skill safely and effectively by
consistently demonstrating that you have met the criteria identified in the bullet points
above. A signature in the skills inventory means that you, the student, can consistently
perform the skill safely and effectively. It is therefore the responsibility of the health care
professional to ensure this is the case before signing the relevant skill in the essential skills
document.

The mentor within each placement will want evidence that you are developing your skills.
Therefore you need to regularly have to hand within your practice placement your

Page 11
assessment of practice documentation. Your mentor will also be responsible for ensuring
that you can bring together the various skills that you have learned to deliver safe and
effective practice. This will be assessed in each placement as part of the learning
outcomes. In addition in your final placement your sign off mentor will be monitoring your
progress with your skill development and will check that all the essential skills within your
nursing programme have been signed and that you can use your skill repertoire to deliver
compassionate safe and effective nursing care before signing off your practice.

If you have not been able to access the opportunity to demonstrate and practice a
essential skill within your second practice in either year 1, 2 or 3 then please be proactive
and develop an action plan with your mentor as to how you might achieve the essential
skill. This may involve a period of time agreed at a spoke placement. Please contact the
practice module leader or practice facilitators /educators to discuss further

! IMPORTANT!

 When negotiating nursing skills / techniques with students the registered

health professional signing off skills remains accountable for delegating tasks
to student nurses. The registered professional must, therefore, be able to
justify the decision to allow the student to carry out the practice and closely
supervise the student during the execution of the procedure, identifying and
judging when the student is competent.
 This does not in any way absolve the student’s personal responsibility to work
safely, effectively and within the guidelines of policies and procedures and the
NMC Code of Conduct.

-Completing your documentation

 Each skill within the essential skills has to be signed off at least once by a
registered health / social care professional.
 To authenticate signatures all names and signatures of professionals signing your
skills inventory are to be written at the back on the signature list provided.
 It is recommended that at least 50% of the essential skills are achieved in each
practice placement
 Your choice of skill development will depend on the learning opportunities available
within your allocated placement
 At the second practice within the year all essential skills within each set need to be
achieved and signed by a registered health or social care professional in order to
progress

Page 12
  Failure to achieve an essential skill by the end of the second practice within the year
will result in you failing this module (please refer to section 6.7.16 criteria for resit /
fail of practice)

6.6.7 Attendance Record

As part of the criteria for registering to become a nurse you must demonstrate that you have
completed 2300 hours in practice (NMC 2010). As part of the assessment of your practice
module you will be required to complete an attendance record for each placement. The
attendance record details the actual hours you have worked in practice plus any sickness
and absence you have accrued. You must obtain the attendance record on-line by going
into your moodle site, click onto, “my HLS modules”, click onto “HLS009”, click “placement
forms”. This document should be completed accurately by you and your mentor and must be
signed daily by the professional supervisor for that day. Falsification of the attendance
record has professional implications please see section 6.7.13. Your attendance record must
be reviewed and signed by your mentor at the end of the placement. You must keep a
photocopy of each attendance record before submitting it to the assignment handling office.

You will note that a summary of your completed hours /sickness/absence is also
documented in the on-going record of achievement – summary sheet for your mentor to
complete at the final interview.

6.6.8 Preparation for practice

Prior to your practice placement you are required as part of your interpersonal profile (IPP)
assessment of practice to complete the following:-

 Your student checklist

 Your student learning activity
 Your student reflective activity
- Your student checklist is designed to inform you of key themes and activities that you
need to consider and complete prior to commencement of your practice placement. The
information provided aims to help facilitate a smoother transition for you into practice.
- Your learning activity directs you to actively seek one piece of evidence informed
literature that is related to the speciality of your allocated placement. The aim is to help
direct your learning.
- The reflective activity focuses on your personal and professional development through a
process of reflection. Reflection has the potential to increase your engagement with
learning in clinical practice helping to promote your professional identity (Goldie 2008).
There are a number of identified themes for your consideration which you need to
complete. Each reflective activity is designed to be sequential in order to enhance your
progression of self awareness throughout the 6 practice placements. This process helps

Page 13
 you to identify your future learning needs which you will be expected to share and
discuss with your mentor at your next practice placement.

6.6.9 Learning logs

There are a total of four learning logs related to the NMC domains (2010) which you will
be expected to complete for each practice placement. The learning logs enable you to
develop evidence which can support the attainment of one or more of your learning
outcomes. To help you to get started an exemplar is provided in practice 1 with
statements which you can either complete or develop your own. You will be expected to
identify the learning outcome to which the evidence pertains. This should be recorded
on the student learning log in the column provided. The learning logs should form part of
your mid-way interview discussion and the completed learning log should be presented
by you at the final summative interview.

6.6.10 Service user / relative / carers feedback review

Service user feedback has the potential to enhance and influence the students own self-
awareness and empathy, encouraging a process of deeper reflective practice in the
delivery of care. Service user feedback informs discussions with your mentor in terms of
the values connected to the interpersonal profile and the competency framework.

 Your Mentor will identify the possible service users /relatives/carers that could
be approached to complete the feedback review
 You will not be involved in the collection of the feedback. Only your mentor
will do this.
 Your mentor is advised to complete the feedback review at the midway point of
your practice experience to inform your discussions.
 After discussion with your mentor about the content obtained from the service
user / relative / carer, you will complete the student reflective section and
action points to help inform your future learning
 The service user /relative/carer feedback review will contribute towards the
evidence for your assessment of practice

6.6.11 Formal Interviews

There are three formal interviews scheduled as part of your assessment of each practice;
preliminary, mid-way and final interviews. You and your mentor must complete the induction
to practice checklist on day 1 of your practice placement.

Day 1

Complete induction to practice checklist which will include key aspects of health and
safety.

Page 14
Week 1

Complete the initial interview

You must meet with your mentor to review and discuss your learning needs and
requirements identifying the learning opportunities that are available to enable you to
achieve your assessment of practice.

At the initial interview please ensure the following items have been discussed and reviewed
and the interview schedule has been completed

 Student preparation for practice checklist

 Student preparation for practice learning activities
 Student preparation for practice reflective activity
 Review on-going record of achievement – summary sheet (except for practice 1)
 Learning outcomes
 Essential skills
 Interpersonal profile
 Learning opportunities
 Personal health and wellbeing which could include exchange of contact details
 Complete, sign and date the initial interview. (Additional comment sheets have been
included for use if the mentor requires more space to write comments)
 Plan future date for the mid-way interview

Midway Interview

Throughout your placement your practice will be continuously assessed by your mentor
and / or other practitioners to assess your knowledge, skills and attitudes that are
necessary and appropriate for achieving the criteria for a pass. The mid-way interview is
a focal point to discuss and review your progress. At the mid-way interview please
ensure the following items have been discussed and reviewed and interview schedule
completed

 Review progress and feedback

 Review student learning logs
 Learning outcomes
 Essential skills
 Interpersonal profile
 Review of learning opportunities
 Review your attendance record
 Complete, sign and date mid-way interview (Additional comment sheets have been
included for use if the mentor requires more space to write comments)

Page 15
  Plan future date for the final interview

Where the mentor has identified concerns about your progress either prior to or at mid-way
they will meet with you and discuss the concerns and complete an action plan. The action
plan will focus on the components of concern that relate to the interpersonal profile and /or
learning outcomes and/or essential skills. The action plans are to provide you with guidance
in order to support your learning needs. When the mentor deems that you are under
achieving, the practice educator/facilitator or academic should be contacted promptly so that
appropriate support can be given. Regular meetings should be planned before your final
interview to discuss your progress on the achievement of your action plan(s). You and the
mentor will set a date to meet and discuss the final assessment of your overall performance
in relation to the assessment of practice

Final Interview

At the final interview please ensure the following items have been discussed and reviewed
and interview schedule completed

 Progress and feedback of assessment of practice

 Completed student learning logs
 Learning outcomes
 Essential skills
 Interpersonal profile
 Review completed attendance record
 Complete and sign final interview schedule (Additional comment sheets have been
included for use if the mentor requires more space to write comments)
 Complete and sign the assessment record of practice outcome (on-going record of
achievement)
 Record of signatures completed

NB The additional comment sheets can be used by the mentor at any time
throughout the placement

6.6.12 Record of Signatures

You are required to obtain the signatures of all health and social care registered
professionals who have signed your assessment documentation. A form has been provided
to record this information which can be found in each set of practice placement
documentation.

6.6.13 Falsification of Signatures

As a student nurse, if you fraudulently sign someone's signature this is forgery. In its
broadest sense, forgery is an intentional act to deceive, and fraud is a crime.
Within the Faculty and the University falsification of any record or the forgery of any

Page 16
signature is deemed to be a very serious offence. Indeed it is a criminal offence, and where
there is evidence of any such falsification, forgery or use of an invalid signature or name by a
student this will be referred for consideration by the Professional Suitability Panel and the
Faculty reserves the right to inform the Police if it believes an intentional criminal act has
been perpetrated.

Therefore, any student nurse who falsely signs and verifies any form or documentation
requiring verification by a third party shall be guilty of perjury and will be subject to the
penalties as outlined in the Faculty policy documents. There is also the distinct possibility
that any such case could be referred to the police for further investigation.

If, for any reason due to unforeseen circumstances, you are having difficulty obtaining
signatures to authenticate your practice please contact, in the first instance, the local
Practice Educator (PE) or Practice Facilitator (PF). If the PE / PF are not available, then,
contact your practice module leader.

6.6.14 Criteria for a pass

The following guidance outlines the minimum requirements for a pass of your assessment of
practice

 Demonstrates achievement of all the identified learning outcomes. (To guide this
decision please refer to the criteria identified in the outcome and competency
incremental levels for years one, two and three found in section 6.3).
 Successful completion of essential skills at the relevant progression points.
 Demonstrates achievement in all aspects of the interpersonal profile to the level of
either “satisfactory” or “very good”
 Completion of attendance record
 Submission of the completed assessment of practice document and attendance
sheet as per instructions within your module launch and MOODLE site.

6.6.15 On-going Record of Achievement Assessment – summary sheet

Your mentor will complete the assessment record of practice outcomes (on-going record of
achievement) at the end of your practice placement indicating

 The outcome of your assessment.

 A summary of your attendance, sickness and absence hours
 End of year progression signatures for practice 2, 4, 6.

The results of your assessment of practice will be presented by the practice module leader
at the subject assessment board for ratification. Your practice module leader or designated
academic will verify that your documentation has been completed. A record of the
verification will be stored within your student file. You will have opportunity to collect your

Page 17
assessment of practice document promptly from the assignment handling office after the
assessment boards have taken place.

6.6.16 Criteria for Resit / Fail of practice

In the event of you failing to meet the pass criteria you will be required to complete
outstanding elements from this practice placement in addition to the assessment of practice
criteria on your next allocated placement. The following actions will happen:-

 Your mentor will inform the practice educator / facilitator and practice module leader
of this decision
 The practice module leader will present the results of this decision at the subject
assessment board for ratification and will contact the student concerned.
 It is also your responsibility to contact and make an appointment with the practice
module leader on your return from practice to discuss and plan actions to resit the
elements of practice that have not been achieved
 The elements of practice that you need to resit will normally be undertaken within the
next placement experience over a 6 week period

6.6.17 Guidelines for Completing Nursing Practice Resit

The resit documentation consists of four sections labelled A, B, C, D

Section A: Contains details of student name placement details -to be completed by you, the
student. Resit hand in date to be completed by resit module leader.

Section B: Contains the resit plan comprising of four columns. Resit module leader to
complete the first column of the student’s resit plan, clearly identifying what the student
has to retrieve under the relevant headings of:-

 Learning outcomes
 Statements and sections of the interpersonal profile
 Essential skills

Section B: Expected outcomes and actions, columns two and three, on the student’s
resit plan to be completed by mentor in conjunction with you, the student within the
first week of the resit placement. This will direct you as to the actions that are required to
retrieve the referred elements)

Section B: The last column, The pass /fail column ,to be completed by the mentor at
the final interview at the end of the resit period which is normally six weeks.

Section C: Contains a section for progress notes. The mentor will complete the progress
notes . These will provide you with written feedback on your progress. There are 6 sections

Page 18
in total including space for the mentor to summarise the final interview. It is at the final
interview where the decision will be made as to the outcome of the resit.

Section D: Contains the resit on-going record of achievement – summary sheet which will
be completed by the mentor at the end of the resit period

The resit period is normally 6 weeks. If your mentor is concerned about your progress in
anyway at anytime they will contact the practice educator / facilitator / practice
module leader to discuss this so that all available help is accessible to you. The resit
documentation is part of your overall assessment of practice documentation therefore this
will not normally be handed in until the practice placement experience is complete. The resit
module leader will then check that the resit documentation is complete and will sign to verify
this and then inform the pre-registration administrator of the result in readiness for the next
subject assessment board. The assessment of practice documentation including the resit
element will be reviewed at the next subject assessment board for ratification of results.NB If
you (the student ) have been allocated a placement solely for resitting a practice placement
then an attendance sheet will be required to be completed

NB If you have not passed the resit attempt please contact pre-registration admin support
office on 024 7679 5922 to make an appointment urgently with the practice module leader.

7.0 MENTOR GUIDANCE

7.1 Introduction to pre-registration nurse education practice

The NMC (2010) stipulate that the mentor model will be used to support students learning
and assessment in practice. Every student is required to be allocated a mentor: A mentoris a
nurse on the NMC register who has successfully completed an NMC approved mentor
preparation programme, is entered on a local register and is eligible to supervise and assess
students in a practice setting. During the final practice placement a sign-off mentor (a nurse
mentor who has met additional criteria), who is registered in the field of practice that the
student intends to register, makes a final judgment of competence in practice. The evidence
must show that the student is safe and effective in practice at the end of the programme.

7.2 Mentor responsibilities

As a mentor, you have a responsibility to:

 Ensure the quality of the student’s learning experience

 Facilitate the student’s learning needs
 Teach the student in the practice setting
 Continually assess the student’s practice competence
 Demonstrate professional standards for nursing (acting as a role model for the
student)
 Be approachable, supportive and aware of how students learn best

Page 19
 Have knowledge and information of the student’s learning outcomes, programme of
study and practice assessment documentation
 Orientate students to the practice placement
 Ensure students are directed to relevant policies and procedures
 Attend annual mentor updates
 Identify specific learning opportunities that are available within your practice area
 Ensure that time is identified for the assessment of practice including the induction
and formal interviews
 Provide time for reflection, constructive feedback and monitoring of the student’s
progress.
 Ensure that students have constructive feedback, with suggestions on how to make
further improvements.
 Determine if the criteria for each outcome has been achieved during the student’s
final interview and sign the corresponding documentation
 Verify student attendance at the placement by signing the record of attendance
 Contact practice educator / facilitator or academic promptly if you identify any
issues with regard to student progress, or problems with the identification of
required learning opportunities
 Devise an action plan to support the students learning
 Contact practice educator / facilitator or academic for support if action plan is
required
 Contact university placements department if students are sick or absent

7.3 Progression points

The assessment of practice document contains the material that spans the three years of the
BSc (Hons) Nursing programme. The assessment of practice elements of the programme
are documented in three key sections (progression points) taken from the NMC (2010)
Standards for Pre-registration Nursing Education. The progression points consist of criteria
which relate to the four overarching domains and must be achieved through the evidence
within the assessment of practice document via the learning outcomes,interpersonal profile
and essential skills to allow the student to progress on the programme

Progression points
 Part 1 of the programme (end of year 1)
 Part 2 of the programme (end of year 2)
 Part 3 of the programme leading to NMC registration (end of year 3 and final
progression point)

At the end of year three, the final progression point, the student is deemed to be competent
in practice when they have successfully achieved the NMC (2010) practice competencies
which have been signed off by a sign off mentor in the same field of practice (Due regard).
The evidence must show that the student is safe and effective in practice at the end of the
programme.

Page 20
7.4 Framework of the assessment of practice document

The assessment of practice has been developed from the competency framework outlined in
the NMC Standards for Pre-registration Nursing Education (2010). The standards for
competence comprise of both field specific and generic competencies. They are organised
into four domains which are:

 Professional values
 Communication and interpersonal skills
 Nursing practice and decision making
 Leadership, management and team working

Each student has an assessment of practice document which they are expected to make
available to you throughout the practice placement. The assessment of practice document
forms the basis of regular discussion of learning needs and also ensures that the
documentation is completed at the appropriate times. This document has been formulated
into five sections as highlighted below. The sections are colour coded for ease of use.

 Introduction and guidance- sky blue

 Year one- Grey
 Year two - Teal
 Year three- Navy Blue
 Resit of practice- Red

7.5 Assessment of practice will consist of the following documentation:

 Preparation of practice – student checklist / learning activity/ reflective activity

 Induction checklist ( Health and Safety)
 Mentor checklist
 Interview schedules – initial, mid-way and final
 Additional mentor notes
 Student learning log
 Interpersonal profile and action plan
 Learning outcomes and action plan
 Service user / relative / carer feedback review
 Records of practice spoke experiences
 On-going record of achievement – (summary sheet)
 Essential skills
 Resit documentation
 EU Directives (Adult field only)
 Summary of simulated practice
 Record of signatures

Page 21
NB The student’s attendance record is not included in the assessment of practice
documentation. It is vital that they obtain the relevant document before they attend each
practice placement, so that their hours are recorded. The attendance record is part of the
criteria for a pass in practice.

7.6 Stages of practice

As the mentor to the student you are responsible for the quality of the learning as well as the
assessment process. All team members may be involved in the support and facilitation of
students meeting their learning needs during practice experience however you as the mentor
have the overall responsibility for this development. Students will normally begin by acquiring
knowledge and skill in discrete areas (participates) then with support and guidance the
student will begin to make connections between these areas (initiates). Students will learn to
draw on the knowledge gained from a variety of sources and apply it to the situation at hand
(manages). Finally the student will begin to lead, manage and delegate care developing
skills in the supervision and support of staff. This developmental process has been used as
the basis to design outcome and competency criteria upon which you as the mentor will use
to judge the student’s achievement of practice. The incremental stages are as follows:

 Level 1-Understand, participate and initiate

 Level 2- Initiate and manage
 Level 3- Lead, manage and delegate

Level 1- Understand, participate and initiate (Understand the foundations of basic care
needs. Participate in the delivery of service user care. Develop an understanding of the role
of the nurse. Initiate care under the supervision of your mentor)

 Under direct supervision participates in care delivery

 Understands and follows instructions when participating in care
 Demonstrates knowledge and understanding of the physiological and psychological
needs of the service user
 Never undertakes anything beyond own stage of proficiency without guidance from
or referring to a supervising practitioner
 Identifies through assessment the needs of the service user and initiates care
delivery maintaining confidentiality where appropriate
 Recognises the need to prioritise workload seeking help when necessary
 Always ensures the safety and well being of the service user and acts in a
professional manner

Level 2- Initiate and manage (Can initiate and deliver care to the service user/family/ carer
and manage own caseload)

 Demonstrates the ability to undertake assessment of service user needs, interprets

the data and initiates care delivery

Page 22
  Applies knowledge and understanding of the physiological and psychological needs
of the service user within practice
 Is capable of informed decision making and takes responsibility for and justifies
actions
 Never undertakes anything beyond own stage of proficiency without guidance from
or referring to a supervising practitioner
 Manages and prioritises personal caseload effectively
 Always ensures the safety and well being of the service user and others and acts in
a professional manner
 Performs care activities with some guidance and supervision, but can be trusted to
practice safely in similar situations and evaluates the care delivered

Level 3- Lead, manage and delegate (Can lead, manage and delegate care within care
teams working collaboratively within health and social care. Can take initiative to manage
own caseload, supervise and support relevant others in the practice setting

 Practises in accordance with the NMC’s ethical and legal frameworks

 Practises safely and effectively without the need for direct supervision
 Manages care to always ensure the safety and well being of the service user and
others and acts in a professional manner
 Can plan ,deliver, delegate and evaluate person centred care to service users
/families and carers
 Articulates ,qualifies and revises decisions and can demonstrate the ability to
change care to meet identified needs’
 Takes responsibility to lead the care team, delegating duties safely and appropriately
to those concerned with person centred care
 Critically evaluates their own performance and plans for their own personal and
professional development
 Supervise others within the practice setting
 Supports the learning of others
 Contributes and takes initiative to inform decisions about service user’s care within
the multi- disciplinary team and multi-agency services
 Appraises, critiques and interprets evidence based materials to inform decision
making in practice
(Levels adapted from Southampton University assessment of practice nursing)

The assessment of practice is also aligned to the developmental stages identified within the
curriculum which is:

 Year 1-Foundations of practice

 Year 2- Managing own caseload
 Year 3 –Managing own caseload and supervising and supporting others in the
practice setting

Students will be required to demonstrate their knowledge and understanding of their

practice. Cueing students into practice situations as well as encouraging them to reflect
during their practice experience can help students’ make the connections between theory

Page 23
and practice as well as assist students in identifying where their knowledge is lacking and
further reading / research is required.
(Adapted from Southampton University assessment of Practice)

Students will be required to develop a range of skills as they progress through the course.
Skill development is firstly fostered through observation. During this stage you as the mentor
are guiding the student through the stages of skills acquisition including the underpinning
knowledge. The student then practices the skill under direct supervision. Once you and the
student agree that they understand what is required and that you are confident the student
can perform the skill, the student should be offered the opportunity to undertake the skill
under indirect supervision on the understanding that you will check the completed work. The
student is deemed to be competent when they can confidently and competently perform the
skill and demonstrate that they have the knowledge and understanding that underpins that
skill. Further practice will assist in the maintenance and transferability of that skill to other
situations.
(Adapted from Southampton University assessment of Practice)

7.7 The assessment process

As the student’s mentor you are responsible for the assessment process. You need to be
confident in your judgement and be able to justify the decisions you make. It is therefore
important that you gather information from a variety of sources upon which to base your
judgements and you use a combination of assessment methods such as these highlighted
below

 Direct Observation (DO): Direct observation of the student is undertaken while

working under supervision of a registered nurse / registered health and social care
professional. Observation should take place as part of the everyday normal working
role of the student, and it is for the mentor / registered health and social care
professional to satisfy themselves that the student has achieved according to the
identified levels of outcome and competence criteria described in section 6.3. Direct
observation measures accuracy of practice and level of autonomy. The majority
of learning outcomes will have Direct Observation as an assessment method.

 Questioning and Answering (Q): Questioning and answering is appropriate to

assess the underpinning knowledge and level of understanding identified in the
outcome and competence criteria described in section 6.3. Questioning and
Answering allows the mentor to assess knowledge, understanding and attitudes
.
 Work Product (WP): Work products can be defined as sources of evidence
produced by the student within the practice placement that demonstrate their
clinical ability, such as completed learning logs, and written statements from other
professionals from a spoke placement experience.

Page 24
7.8 Gathering supporting evidence for the assessment of practice

As the mentor you will be able to gather information from a variety of sources to help you
formulate your judgements of the student’s performance such as

 The variety of health and social care practitioners with whom the student has
worked with and who have been directly observing their practice
 The service user feedback form
 Health and social care practitioner feedback sheet (spoke experience)
 Student’s learning logs

Questions you as the mentor may want to ask yourself when making your assessment of the
student:

 Has the student met the criteria for achieving a pass as outlined below?
 Can the student discuss the knowledge underpinning their practice?
 Does the student’s self assessment accurately reflect their performance?

It is recommended that sufficient time should be allocated to complete the

assessment of practice. Please be sure that the student has achieved the required
incremental level and criteria before awarding a pass.

7.9 Assessment of practice

During the student’s practice experience you (the mentor) will assess, review, plan and
evaluate their learning needs and requirements for progression to the next stage of the
programme or to registration. This includes the assessment of the student’s learning
outcomes, interpersonal profile, essential skills and attendance record.

7.9.1 Learning Outcomes

The learning outcomes have been developed from the Standards for Pre-Registration
Nursing Education (NMC 2010). The learning outcomes are contextualised into both generic
and field competencies. The learning outcomes relate to the competencies for practice within
the four domains identified in section 1.0. These outcomes will be judged against the
incremental levels identified in section 6.3 and reflect the three stages of development /
progression which are sequential.

7.9.2 The student’s Self Assessment

During the student’s practice placement they will be expected to assess their performance
against the learning outcomes to identify their level of knowledge, understanding and ability
prior to being assessed by you (the mentor). The student will be expected to complete the
self assessment in the required column when they judge themselves to have achieved the

Page 25
learning outcome and sign and date. Self assessment helps the student to become skilled
at accurately judging their level of competence which they will be expected to know and act
upon.

7.9.3 Assessment of the student’s learning outcomes

The student will be formatively assessed at midway and the summative assessment will be
completed at the end of their placement experience .The formative assessment is to identify
the student’s strengths, areas for development and any areas of concern. If the student is
not progressing as expected towards achieving their learning outcomes at the midway
assessment, you (the mentor) and the student, together will then develop an action plan to
help the student with the areas of concern. Both you (the mentor) and the student must
inform the practice educator / facilitator or practice module leader as it can be beneficial to
involve them in action planning. The format of the action plan can be found within the
student’s assessment of practice documentation. An exemplar of an action plan is included
for reference purposes only which can be found within practice 1.

You (the mentor) will sign and date the student’s learning outcomes when you have
assessed and made a final judgement that they have achieved the required level of outcome
and competence.

NB The mentor will not sign and date learning outcomes that have not been achieved.

At the summative assessment if the student has failed to achieve the required level of
competence related to any of their learning outcomes this will be recorded as a fail by you
(the mentor) on the ongoing record of achievement – summary sheet. This means that the
student has failed this placement (please refer to section 6.7.16 criteria for resit / fail of
practice)

7.9.4 Interpersonal profiles (IPP)

The interpersonal profile is divided into three levels of achievement; very good (pass),
satisfactory (pass), poor (fail). Each section contains a set of standards which are related
to the NMC domains (2010). The interpersonal profile is designed incrementally for each
year of the programme. The student will be formatively assessed at midway and the
summative assessment will be completed at the end of their placement experience. The
formative assessment (midway) is to identify the student’s strengths, areas for development,
and any areas of concern. If the student is achieving the standard of satisfactory they
should consider with you (the mentor) the areas they need to develop in order to achieve a
very good pass. If the student has not achieved the required standards at the formative
(midway) assessment, you (the mentor) with the student, will develop an action plan to
help them with the areas of concern. Both you (the mentor) and the student must inform the
practice educator / facilitator or practice module leader as it may be beneficial to involve
them in the action planning process. The format of the action plan is provided within their

Page 26
assessment of practice documentation. An exemplar of an action plan for IPP is included for
guidance purposes only, which can be found for reference within practice 1.

To be awarded a ‘pass’ in the interpersonal profile the student has to achieve ALL the
standards at the level of ‘satisfactory’ or ‘very good’. Any standards identified as ‘poor’ at
the summative point (final interview), will mean that they have failed the interpersonal profile
and therefore failed this module (please refer to section 6.7.16 criteria for resit / fail of
practice).

7.9.5 Essential Skills

As part of becoming a registered nurse the student is required to demonstrate that they have
developed a repertoire of skills which underpin their practice. The Nursing and Midwifery
Council (2010) have identified three incremental stages within the pre-registration nursing
course that focus on the achievement of skill development. There are three sets of essential
skills within the assessment of practice documentation that have been developed
sequentially which reflect the stages of practice found in section 6.3. The three sets of
essentials skills relate to each year of the programme:-

 Essential skills year 1 relates to practice placement 1 & 2

 Essential skills year 2 relates to practice placement 3 & 4
 Essential skills year 3 relates to practice placement 5 & 6

7.9.6 Assessment of essential skills

All skill development should be under the supervision of a registered health / social care
professional.

In achieving the skills listed in this record, as a student nurse you must

 Adhere to the appropriate policies, procedures and legislation.

 Prepare and maintain a safe environment
 Use any equipment and aids appropriately and safely
 Recognise your level of competence and seek further assistance where this is
required
 Support clients emotionally and physically
 Be able to perform the skill and demonstrate the underpinning knowledge base

The student should not ask to be assessed in a skill unless they have performed
this, usually on a number of occasions, and can meet the above criteria.

A registered health / social care professional can sign to say that the student has achieved
a skill providing they satisfy themselves that the student can perform the skill safely and
effectively by consistently demonstrating that they have met the criteria identified in the

Page 27
bullet points above. A signature in the skills inventory means that, the student can
consistently perform the skill safely and effectively. It is therefore the responsibility of the
health/social care professional to ensure this is the case before signing the skill in the
Essential Skills element of the document.

You (the mentor) within each placement will want evidence that the student is developing
their skills. Therefore the student needs to regularly have to hand within their practice
placement their assessment of practice documentation. You (the mentor) will also be
responsible for ensuring that the student can bring together the various skills that they
have learned to deliver safe and effective practice. This will be assessed in each
placement as part of the learning outcomes. In addition in the student’s final placement the
sign off mentor will be monitoring their progress with their skill development and will check
that all the essential skills within their nursing programme have been signed and that they
can use their skill repertoire to deliver compassionate safe and effective nursing care
before signing off their practice.

If the student has not been able to access the opportunity to demonstrate and practice
an essential skill within their second practice in either year 1, 2 or 3 then please encourage
the student to be proactive and develop an action plan with you (the mentor) as to how
they might achieve the essential skill. This may involve a period of time agreed at a spoke
placement. Please contact the practice module leader or practice facilitator /educator to
discuss further

! IMPORTANT!

 When negotiating nursing skills / techniques with students the registered

health professional signing off skills remains accountable for delegating tasks
to student nurses. The registered professional must, therefore, be able to
justify the decision to allow the student to carry out the practice and closely
supervise the student during the execution of the procedure, identifying and
judging when the student is competent.
 This does not in any way absolve the student’s personal responsibility to work
safely, effectively and within the guidelines of policies and procedures and the
NMC Code of Conduct.

7.9.7 Completing the essential skills documentation

 Each skill within the essential skills has to be signed off at least once by a
registered health / social care professional.
 To authenticate signatures all names and signatures of professionals signing the
student’s essential skills are to be written at the back on the signature list provided.

Page 28
  It is recommended that at least 50% of the essential skills are achieved in each
practice placement
 The student’s choice of skill development will depend on the learning opportunities
available within their allocated placement
 At the second practice within the year all essential skills within each set need to be
achieved and sighed by a registered health or social care professional in order to
progress
 Failure to achieve an essential skill by the end of the second practice within the year
will result in the student failing this module (please refer to section 6.7.16 criteria for
resit / fail of practice)

7.9.8 Attendance Record

As part of the criteria for registering to become a nurse the student must demonstrate that
they have completed 2300 hours in practice (NMC 2010). As part of the assessment of their
practice module the student will be required to complete an attendance record for each
placement. The attendance record details the actual hours the student has worked in
practice plus any sickness and absence they have accrued. The student must obtain the
attendance record prior to attending the practice placement. This document should be
completed accurately by the student, and must be signed daily by the professional
supervisor for that day. Falsification of the attendance record by the student has professional
implications please see section 6.7.13. The student’s attendance record must be reviewed
and signed by you (the mentor) at the end of the placement. The student must keep a
photocopy of each attendance record before submitting it to the assignment handling office.

Please note that a summary of the student’s completed hours /sickness/absence is also
documented in the on-going record of achievement – summary sheet that you (the mentor)
will complete at the final interview.

8.0 PREPARATION FOR PRACTICE

Prior to the student’s practice placement they are required as part of their Interpersonal
profile (IPP) assessment of practice to complete the following:-

 The student checklist

 The student learning activity
 The student reflective activity

- The student checklist is designed to inform the student of key themes and activities that
they need to consider and complete prior to commencement of their practice placement.
The information provided aims to help facilitate a smoother transition for the student into
practice.

Page 29
- The learning activity directs the student to actively seek one piece of evidence informed
literature that is related to the speciality of their allocated placement. The aim is to help
direct their learning.
- The reflective activity focuses on the student’s personal and professional development
through a process of reflection. Reflection has the potential to increase their
engagement with learning in clinical practice helping to promote their professional
identity (Goldie 2008). There are a number of identified themes for the student’s
consideration which they need to complete. Each reflective activity is designed to be
sequential in order to enhance their progression of self awareness throughout the six
practice placements. This process helps the student to identify their future learning
needs which they will be expected to share and discuss with you (the mentor) at their
next practice placement.

8.1 Learning logs

There are a total of four learning logs related to the NMC domains (2010) which the
student will be expected to complete for each practice placement. The learning logs
enable them to develop evidence which can support the attainment of one or more of
their learning outcomes. To help the student get started an exemplar is provided in
practice 1 with statements which they can either complete or develop their own. The
student will be expected to identify the learning outcome to which the evidence pertains.
This should be recorded on the student learning log in the column provided. The
learning logs should form part of the student’s mid-way interview discussion and the
completed learning log should be presented by them at the final summative interview.

8.2 Service user / relative / carers feedback review

Service user feedback has the potential to enhance and influence the students own self-
awareness and empathy, encouraging a process of deeper reflective practice in the
delivery of care. Service user feedback informs discussions with the student in terms of
the values connected to the interpersonal profile and the competency framework.

 You (the mentor) will identify the possible service users /relatives/carer that
could be approached to complete the feedback review
 The student will not be involved in the collection of the feedback. Only you
(the mentor) will do this.
 You (the mentor) are advised to complete the feedback review at the midway
point of the student’s practice experience to inform these discussions.
 After discussion with the student about the content obtained from the service
users /relatives/carer, they will complete the student reflective section and
action points to help inform their future learning
 The service user /relative/carer feedback review will contribute towards the
evidence for the student’s assessment of practice


Page 30
9.0 CRITERIA FOR A PASS

The following guidance outlines the minimum requirements for a PASS of the student’s
assessment of practice

 Demonstrated achievement of all the identified learning outcomes. (To guide this
decision, please refer to the criteria identified in the outcome and competency
incremental levels for year’s one, two and three in section 6.3).
 Successful completion of essential skills at the relevant progression points
 Demonstrated achievement of all aspects of the interpersonal profile to the level of
either “satisfactory” or “very good”
 Completion of attendance record

10.0 STUDENTS WHO ARE NOT ACHIEVING THE REQUIRED STANDARD

Please remember you (the mentor) are responsible for upholding professional standards and
safeguarding the public. If you are concerned that the student may not be achieving the
required standard then it is important that this is identified as soon as possible. Students who
are struggling to meet the required standards will normally benefit from clear guidance and
support on how to develop those aspects of practice that need to be improved. Where you
have identified concerns about the progress of your student during the placement
experience it is imperative that you meet with the student and discuss the concerns and
complete an action plan that relate to concerns within the interpersonal profile and /or
learning outcomes and/or essential skills. The action plans are to provide the student with
guidance in order to support their learning needs. When you deem that your student is under
achieving the practice educator/facilitator or academic should be contacted promptly so that
appropriate support can be given to both you and the student to facilitate the process.
Regular meetings should be planned with the student before their final interview to discuss
their progress on the achievement of the action plan(s). You and the student must agree a
date and time for a meeting to discuss the final assessment of their overall performance in
relation to the assessment of practice.

11.0 INDUCTION & FORMAL INTERVIEWS

There are three formal interviews scheduled as part of the assessment of each practice;
initial, mid-way and final interviews which you as the mentor need to organise and
undertake. A mentor checklist has been developed as an aid to guide you through the
assessment of practice process.

Page 31
11.1 Initial Interview

Day 1

You and your student must complete the induction to the practice setting on day 1 of
your practice placement

Week 1

Complete the initial interview

You and the student will meet to review and discuss their learning needs and requirements
identifying the learning opportunities that are available to enable your student to achieve
their assessment of practice.

At the initial interview please ensure the following items have been discussed and reviewed
and interview schedule completed

 Student preparation for practice checklist

 Student preparation for practice learning activities
 Student preparation for practice reflective activity.
 Review the on-going record of achievement – summary sheet ( except for practice 1)
 Student learning logs
 Learning outcomes
 Essential skills
 Interpersonal profile
 Personal and professional development
 Learning opportunities
 Personal health and wellbeing which could include exchange of contact details
 Complete sign and date initial interview (Additional comment sheets have been
included for use if you require more space to write comments. Please consider
whether any of this information needs to be noted in the “on-going record of
achievement summary sheet )
 Plan future date for midway interview

11.2 Midway Interview

Throughout the student’s placement their practice will be continuously assessed by

yourself (mentor) and / or other practitioners to assess their knowledge, skills and
attitudes that are necessary and appropriate for achieving the criteria for a pass. The
mid-way interview is a focal point to discuss and review their progress. At the mid-way

Page 32
 interview please ensure the following items have been discussed and reviewed and
interview schedule completed

 Review progress and provide feedback

 Review student learning logs
 Learning outcomes
 Essential skills
 Interpersonal profile
 Review of learning opportunities
 Review the attendance record
 Complete, sign and date mid-way interview (Additional comment sheets have been
included for use if you require more space to write comments. Please consider
whether any of this information needs to be noted in the “on-going record of
achievement )
 Plan future date for final interview

Where you as the mentor have identified concerns about your student’s progress either prior
to or at mid-way interview you should arrange to meet with your student to discuss the
concerns and complete an action plan. The action plan will focus on the components of
concern that relate to the interpersonal profile and /or learning outcomes and/or essential
skills. The action plans are to provide your student with guidance in order to support their
learning needs. When you (the mentor) deem that your student is under achieving the
practice educator/facilitator or academic should be contacted promptly so that appropriate
support can be given to you both. Regular meetings should be planned before the
student’s final interview to discuss their progress on the achievement of their action plan(s).
You as the mentor should agree and organise a date for a meeting to discuss the final
assessment of the student’s overall performance in relation to the assessment of practice

11.3 Final Interview

At the final interview please ensure the following items have been discussed and reviewed
and interview schedule completed

 Progress and feedback of assessment of practice

 Completed student learning logs
 Learning outcomes
 Essential skills
 Interpersonal profile
 Review completed attendance record
 Complete and sign final interview schedule (Additional comment sheets have been
included for use if you require more space to write comments Please consider
whether any of this information needs to be noted in the “on-going record of
achievement summary sheet

Page 33
  Complete and sign the on-going record of achievement – summary sheet
 All signatures completed by mentor

12.0 STUDENT AND MENTOR GUIDANCE

12.1 Supernumerary status

The student is required to be supernumerary during all practice learning. Supernumerary

means that the students are an addition to the current workforce requirements (staffing
levels) for the practice placement to which they have been allocated. The student is required
to undertake a variety of shift patterns dictated by the placement area. As part of the practice
element of the programme they are required to complete 2,300 hours which should reflect
the nature of modern healthcare which is normally 24hour care over 7 days a week. The
student should not interpret supernumerary status as being able to alter allocated working
patterns nor have their personal requests constantly honoured. Please contact the practice
educator/ facilitator or practice module leader if you (the mentor) believe the student’s
supernumerary status is being compromised.

12.2 Professional integrity / Social networking

The student is required to uphold the NMC Code of Standards of conduct, performance and
ethics for nurses and midwives (2008) at all times. If the student breaches this code of
conduct then they may jeopardise their ability to join the NMC register.

In regards to social networking sites the student must not;

 Share confidential information online
 Post inappropriate comments and or pictures about colleagues , service users, carers
and relatives
 Bully or intimidate colleagues
 Display and or distribute evocative material either personal or from others
 Distribute sexually explicit material
 Use social networking to establish friendships or personal relationships with service
users, carers and/or relatives

Please refer to the Faculty Social Networking Policy for further information which can be
found in the Faculty Student Handbook.

The above list is not intended to be exhaustive. The same principles of professional integrity
apply when using other modes of communication.

12.3 Reporting concerns

Prior to attending clinical placement, the student must read and familiarise themselves with
The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives (NMC
2008) This will guide the student in identifying any concerns in practice, which suggest that
care provision is being compromised. Such things may be due to staff shortages, staff

Page 34
attitudes or behaviours, or they might witness poor or unsafe practice. Two clauses in the
code of particular relevance are clauses 22 and 32 which state that:

 You must work with colleagues to monitor the quality of your work and
maintain the safety of those in your care (clause 22 NMC 2008).
 You must act without delay if you believe that you or a colleague or anyone
else maybe putting someone at risk (clause 32 NMC 2008).

Ideally and where appropriate, the student should voice their concerns to you (the mentor) or
the nurse in charge of the practice area where they are working but if for some reason this is
not possible the student should involve the practice educator / facilitator / or practice module
leader. Alternatively, the student may wish to follow the complaints procedure. Please be
aware that all nurses, including student nurses, are responsible and accountable for their
actions and omissions.

12.4 Critical incidents

If the student is involved in a critical incident then please direct them to follow the placement
organisation’s policies and procedures. The university requires to be notified as per
guidelines on the induction form if a statement of the incident is required to be completed by
the student.

12.5 Practice launch

The module leader for each practice placement will organise the launch of the module. This
will include relevant information ranging from health and safety procedures to the details of
submission of the student’s assessment of practice document. These sessions are
compulsory for the student to attend and are counted as part of the practice hours.

12.6 Simulated practice

Most practice learning is required to be undertaken in direct care of service users although
up to 300 hours of practice learning may be undertaken through simulation. Simulation
allows the student to learn or practice skills in a safe situation that imitates reality. Simulation
will be used incrementally to build upon the students’ nursing skills over the three year
period. This is for the purpose of further developing the students’ critical reflection whilst
enhancing the skills of working both analytically and holistically in evaluating care delivery in
partnership with other professionals, patients, clients, families, carers and other health and
social care providers as well as providing opportunities to practice some essential skills .
This will be achieved via a series of objectives linked to prescribed workshop scenarios and
exercises which will be planned as part of the students’ placement experience and
which the student must attend at the designated venues. Within each practice
placement section of the assessment of practice document the student will find the relevant
forms to summarise the learning from simulated practice.

Page 35
12.7 Meeting EU directive 2005/36/EC

For students undertaking the adult field of practice there is a requirement to demonstrate
that they have met the EU directives regarding the development of specific knowledge and
skills including experience in the following areas

General and specialist medicine

General and specialist surgery

Child care and paediatrics

Maternity care

Mental Health

Care of older people

Home nursing

Evidence of the support for these can be collected throughout your entire programme.

12.8 Record of Mandatory training

Each year the student is required to attend mandatory training at the university. The skills
are identified in the Record of Mandatory Training, located in your Portfolio. All skills need to
be signed by the skills instructors / lecturers who have delivered the training. The student is
responsible for the completion of their mandatory training record. Failure to attend this
training can have implications for the students’ future practice placements as the student
may not be able to attend if this training has not been undertaken. Please note that this
record cannot be used as evidence of updates for any external employer.

12.9 Additional practice learning opportunities

As part of the student’s assessment of practice learning there may be opportunities available
within a wide variety of diverse environments that the student can access and experience.
These learning opportunities are known as “spoke experiences.” If the student accesses any
spoke visit / placement they are required to document the spoke visits / placements in the
record provided in the assessment of practice documentation

The spoke experiences may provide the student with the learning opportunities to complete
some of the essential skills which they have not been exposed to in their allocated practice
placement (hub).

Page 36
12.10 Achieving practice outcomes

The competencies and skills within the student’s assessment of practice have been
designed for use in all practice settings. If the student is experiencing difficulties’ with
fulfilling the requirements of the assessment of practice please address these concerns
promptly.

12.11 Evaluation of practice placement

As part of the quality monitoring process, the student will be asked to attend an evaluation
session at the university and complete a placement evaluation form at the end of each
practice placement. The relevant nursing practice module leader will provide the student with
a copy of the evaluation form for them to complete at the end of their practice placement.

13.0 GLOSSARY OF TERMS

MENTOR: A nurse on the NMC register who, following successful completion of an NMC
approved mentor preparation programme, is entered on a local register and is eligible to
supervise and assess students in a practice setting.

SIGN OFF MENTOR: A nurse mentor who has met additional NMC requirements in order to
be able to make judgements about whether a student has achieved the overall standards of
competence required for entry to the register at the end of an NMC approved
programme.The sign off mentor must be on the same part of the register and working in the
same field that the student intends to qualify. This is called “due regard”

DUE REGARD: This relates to the student assessment in Pre-registration Nursing

Programmes. If ‘due regard’ is required, the assessor must be registered on the same part of
the NMC register and have a mark in the same field of practice that the student intends to
enter.

IN-HOUSE SUPERVISOR: A registered healthcare professional that assists with supporting

and facilitating learning and assessment in practice.

PRACTICE EDUCATOR / FACILITATOR: A health or social care professional that is

responsible for supporting mentors and students in practice as part of their role.

PERSONAL TUTOR: A nurse lecturer who is responsible for facilitating the student’s
learning throughout the course.

MODULE LEADER: is responsible for planning and organising a module or unit of learning.

HEALTH AND SOCIAL CARE REGISTERED PROFESSIONAL A health or social care

professional from any discipline who supports students learning in practice can sign the
essential skills when they have judged that the student has demonstrated understanding and
competency of the skill(s)

Page 37
ACADEMIC IN PRACTICE TEAM: A group of lecturers who are responsible for providing
support to mentors and students for identified clinical areas.

PROGRESSION POINT
There are three progression points that normally divide the pre-registration nursing
programme into three equal parts. Students cannot normally move from one part to the next
until they have met all the requirements for the current part.

FORMATIVE ASSESSMENT (Mid-way) This is a supportive assessment process

undertaken by the mentor and student, where feedback is given to the student to enhance
their learning and understanding, with the key premise to develop and improve the student’s
competence by identifying what the next steps should be.

SUMMATIVE ASSESSMENT (Final) This is a formal procedure which is a final judgement

on the student’s performance against the set assessment criteria rather than supportive
learning

HUB PLACEMENT: The main allocated placement, supervised & summatively assessed by
the mentor

SPOKE PLACEMENT: A range of practice experiences that the student can access whilst
in their hub placement to provide additional learning opportunities

CASELOAD: The number of cases allocated to the student nurse managing the care within
the practice setting over a given period of time.

Page 38
 REFERENCES

Goldie, J. (2008) Integrating professionalism teaching into undergraduate medical

educations in the UK setting. Medical Teacher. 30 (5), 513-527.
Cs' should be. It is based on day to classroom p
Nursing and Midwifery Council (2010) Standards for Pre-registration Nursing
Education. London: NMC

Nursing and Midwifery Council (2010) The Code: Standards of Conduct,

Performance and Ethics for Nurses. London: NMC

Nursing and Midwifery Council (2008) Standards to Support Learning and

Assessment in Practice. London: NMC

Southampton University, School of Health Sciences. Assessment of Practice and

what has been achieved. It is used mainly to measure performance rather than support
learningFormative Assessment - Assessment for learning takes place during learning,
working with the pupil to determine what is being learned and identifying what the 'next
steps' should be. It is based on day to day classroom practice, where both teachers and
pupils use feedback to improve the learning.

Summative assessment - Assessment of learning takes place after the learning and tells
us where pupils have been at given points in time and what has been achieved. It is used
mainly to measure performance rather than support learning.
Year 1
 YEAR 1 – PRACTICE 1

104NHS

Introduction to the Foundations of Nursing

Practice
 Tick box
Student checklist- Preparation for your practice: Year 1 when
Practical activities to complete before you start practice completed

 I have accessed my clinical allocation from the Coventry University placement web site
 I have recorded my correct and up to date details on the Coventry University web site (Solar) for contact purposes by the University
 I have received satisfactory Disclosure and Barring service clearance
 I have received Occupational Health clearance(first placement only unless directed otherwise)
 I have logged onto my practice module web site at the University
 I am physically and emotionally fit for practice and I am looking after my own personal wellbeing
 I understand what is required of me in terms of the sickness and absence reporting procedures during my practice placement.
 I have contacted the clinical placement area a minimum of two weeks before starting to introduce myself and to be informed of my shift pattern. If
the clinical area has not received my allocation details I will contact the placement office immediately
 I have organised/ planned how to get to placement for my shift pattern. I have investigated travel times and transport links to enable me to be
punctual for practice
 I will give careful consideration with planning a pre-placement visit if my personal circumstances allow and if the practice area agrees that they can
accommodate a pre-placement visit. A pre-placement visit offers you the opportunity to become familiar with the clinical environment / location of
the practice area including transport links and travel times.
 I am available for the full range of shifts I might be required to do
 I am prepared to manage/balance my work life /home life, such as my partner/family relationships or children were child care arrangements are in
place for me to attend the shift patterns required
 I have downloaded the time sheet from the University’s placement website to record my practice placement hours
 I am aware of the student practice placement handbook and will refer to the procedures within to help me answer possible queries about practice
 I have a uniform/ student badge/ and understand the dress code or uniform policy for that practice area.
 I have attended the preparation for practice sessions at the University
 I am aware of the process of whistle blowing
 I have the contact details of the lecturer(module leader) and the practice educator/facilitator I may need to contact during placement
 I have read my learning outcomes, interpersonal profile , essential skills clusters and learning log
 I have done preparation work about the learning opportunities that the clinical environment offers
 I have completed preparation for practice evidence informed literature activity
 I have completed preparation for practice self assessment of professional development activity
Preparation for practice- Learning activity must be completed before starting placement-year 1

Actively seek out one piece of evidence informed literature that will develop your knowledge, skills and professional values. The literature should relate to your allocated
placement area. Literature sources should come from recognised textbooks, journals, policies and procedures, such as Department of Health (DH) and NICE guidelines.
Google advanced scholar is an acceptable source to obtain literature but not Wikipedia.

Where does the information come from (write down the, source, title, author/s, date of publication):-

What are the key points:-

How can you apply the key points to your placement experience:-

Who will you share this information with:-

Why has this been written and forWhom (for example service user/professionals):-
Student preparation for practice learning – reflective activity - practice 1

The student must self- assess their professional developmental needs in preparation for practice learning (Before commencing practice 1 you can use your prior life
experiences to guide your reflections)
When self assessing and planning your professional development needs below you can give consideration to your Learning Outcomes of professional values; communication and
interpersonal skills; nursing practice and decision making; team working and self management. You can also give consideration to the Essential Skill Clusters of care, compassion and
communication; organisational aspects of care; infection, prevention and control; nutrition and fluid management; medicines management to guide your reflections.

What are my strengths What do I need to learn and how will I achieve this

What pre- placement concerns do I have What concerns do you think the service user/carers and mentor may have
 MENTOR CHECKLIST

MENTOR CHECKLIST Signature of

mentor/ in-
At the start of the placement have you ……? house
supervisor

Met with your student, completed and signed the induction checklist

Planned your student’s duty rota

Discussed how the practice setting is organised

Agreed ground rules( professional expectations)

Asked about the student’s personal learning needs and ambitions

Discussed with the student the learning opportunities to achieve the

learning outcomes , the interpersonal profile (IPP) and essential skills

Completed signed and dated the initial interview

Discussed and planned with the student future date for mid-way interview

At mid-way have you

Reviewed student learning logs

Given your student feedback on their progress including the Interpersonal

profile learning outcomes and essential skills

Discussed and reviewed attendance record

Informed the student of any concerns you might have and developed an
action plan where necessary

Informed the Practice Educator of any concerns you might have

Informed the practice module leader of any concerns you might have

Discusses with the student further opportunities to achieve the learning

outcomes , the interpersonal profile (IPP) and essential skills

Discussed and planned with the student date for final interview date
Completed signed and dated mid-way interview

At the end of the practice placement have you ……..?

Reviewed student’s completed learning logs

Reviewed and discussed with student any other relevant evidence presented
by your student Had further discussion with Practice Educator or academic
(if necessary)

Given your student feedback on their progress including the Interpersonal

profile learning outcomes and essential skills

Completed and signed the interpersonal profile , the learning outcomes and
final interview schedule

Completed student attendance record and noted any further sickness and
absence on attendance record

Complete and sign the assessment record of practice outcome (ongoing

record of achievement)

Checked that you have signed all relevant areas in the assessment of
practice including the signature sheet
 Induction to Practice Checklist

NAME OF STUDENT...............................................................................................................

DATES OF PRACTICE PLACEMENT………………………………………………………………

PRACTICE PLACEMENT NAME…………………………………………………………………..

The following items should be included in your induction into the organisation /placement
preferably on your first day in practice. Please check off the items below and date when they
occur and inform your practice educator/facilitator or practice module leader of any items not
covered within one week of the start of your placement. This list is not exhaustive and other
relevant items can be covered and included under “other issues”

On completion of the form please sign below and ask your mentor to sign to show that
that they have seen the form and do not foresee any health and safety problems

TASK DATE
Introduced to key staff members and their roles explained
Practice setting layout including exits
Location of toilet facilities, rest room, canteen etc (if relevant)
Lunch ,tea and coffee arrangements
Professional conduct including
- Dress code
- Shift patterns / attendance
- Professional expectations
- How to answer the telephone, transfer calls and make calls both
internally and externally
- ID badges
Car parking

HEALTH AND SAFETY ISSUES DATE

Emergency procedures such as fire,
Location of first aid / emergency equipment
Location of Health and safety policies including infection control
Location of relevant organisational policies such as escalating concerns
Accident reporting and location of incident forms
IT regulations and procedures
Other issues

STUDENT SIGNATURE.................................................................. DATE....................

MENTORSIGNATURE................................................................... . DATE....................

CLINICAL INCIDENTS THAT REQUIRE STATEMENTS FROM STUDENT NURSES

Student nurses may be involved in clinical incidents while in clinical practice for which they will be required
to give a witness statement (oral and /or written).

If this happens mentors and sign-off mentors are required to contact a University Representative for support
BEFORE the student is asked to provide a statement.
This may be a practice educator/facilitator, academic in practice tutor, practice module leader. An incident
form must be completed in a timely manner. This will ensure the student is offered appropriate advice,
support and guidance, and possible referral to a union or legal representative. In all circumstances,
Registered Health Professionals should remember that they remain accountable for the practice of student
nurses.
 INITIAL INTERVIEW

To be completed within the first week of practice placement.

Review and discuss the student’s “Preparation for Practice” documentation and
Essential Skills.

What Learning Opportunities are available in this placement?

If learning needs were identified from previous placement what actions / support can
be offered?

Student Name: Signature: Date:

Mentor Name:

Planned date for Midway Interview:

 Additional Mentor Notes (if required)

Date Notes Mentor signature

Please consider whether any of this information needs to be noted

within the Ongoing Record of Achieved Summary Sheet
 Student Learning Log Year 1
You are required to record evidence below that demonstrates your understanding and supports your attainment of the domain communication and interpersonal skills is within your
assessment of practice documentation(learning outcomes/IPP).You can either complete the exemplars below or produce your own recorded evidence linked to either the learning outcomes or
IPP. Please identify the learning outcome (number only) and the IPP statement (sub-heading only) in the box where you sign and date. For more information about the learning log please refer
to student guidance on page.....
Recorded evidence :-communication and interpersonal skills Student signature
and date
Provide at least one example of what you did in placement that reflects communication and interpersonal skills. (Exemplar:-learning
(Exemplar: I introduced myself to the service user and gained their consent when I helped the person ....................) outcome number
3.IPP-communication
(Sign and date)

Provide practical examples of your understanding of communication and interpersonal skills and the importance of this in placement
(Exemplar: I used listening skills when communicating with the service user as this demonstrates.....................)

Provide practical examples of how you reached a decision that contributed to person centred care
(Exemplar: Using my communication skills I engaged and encouraged the service user to....................)

In what way does your knowledge of communication and interpersonal skills influence the person centred care you provided
(Exemplar: By using communication skills I can engage the service user in....................)
 Student Learning Log Year 1
You are required to record evidence below that demonstrates your understanding and supports your attainment of the domain professional values is within your assessment of practice
documentation(learning outcomes/IPP).You can either complete the exemplars below or produce your own recorded evidence linked to either the learning outcomes or IPP. Please identify the
learning outcome (number only) and the IPP statement (sub-heading only) in the box where you sign and date. For more information about the learning log please refer to student guidance on
page.....
Recorded evidence:- Professional values Student signature
and date
Provide at least one example of what you did in placement that reflects professional values (Exemplar:-learning
(Exemplar: I always maintained confidentiality by....................) outcome number
3.IPP-communication
(Sign and date)

Provide practical examples of your understanding of professional values and their importance in practice
(Exemplar: I demonstrated caring towards service uses by....................)

Provide practical examples of how you reached a decision that contributed to person centred care
(Exemplar: I felt unsure about performing a procedure with a service user so I ....................)

In what way does your knowledge of professional values influence the person centred care you provided
(Exemplar: I understand and recognise the importance of treating everyone as an individual by....................)
 Student Learning Log Year 1
You are required to record evidence below that demonstrates your understanding and supports your attainment of the domain nursing practice and decision making is within your
assessment of practice documentation(learning outcomes/IPP).You can either complete the exemplars below or produce your own recorded evidence linked to either the learning outcomes or
IPP. Please identify the learning outcome (number only) and the IPP statement (sub-heading only) in the box where you sign and date. For more information about the learning log please refer
to student guidance on page.....
Recorded evidence:-Nursing practice and decision making Student signature
and date
Provide at least one example of what you did in placement that reflects nursing practice and decision making (Exemplar:-learning
(Exemplar: I reduced the risk of infection by....................) outcome number
3.IPP-communication
(Sign and date)

Provide practical examples of your understanding of nursing practice and decision making and their importance in practice
(Exemplar: Under supervision I safely performed a medication round by....................)

Provide practical examples of how you reached a decision that contributed to person centred care
(Exemplar: I read the NMC guidelines on medication management and....................)

In what way does your knowledge of nursing practice and decision making influence the person centred care you provided
(Exemplar: I am more aware of.....................)
 Student Learning Log Year 1
You are required to record evidence below that demonstrates your understanding and supports your attainment of the domain leadership, management and team working is within your
assessment of practice documentation(learning outcomes/IPP).You can either complete the exemplars below or produce your own recorded evidence linked to either the learning outcomes or
IPP. Please identify the learning outcome (number only) and the IPP statement (sub-heading only) in the box where you sign and date. For more information about the learning log please refer
to student guidance on page.....
Recorded evidence:-Leadership, management and team working Student signature
and date
Provide at least one example of what you did in placement that reflects leadership, management and team working (Exemplar:-learning
(Exemplar: I was able to carry out instructions by....................) outcome number
3.IPP-communication
(Sign and date)

Provide practical examples of your understanding of leadership, management and team working and their importance in practice
(Exemplar: I requested to take the lead role in the persons care by....................)

Provide practical examples of how you reached a decision that contributed to person centred care
(Exemplar: I made a decision to provide personal care to the service user because...................)

In what way does your knowledge of leadership, management and team working influence the person centred care you provided
(Exemplar: If I am to provide holistic care I need to ....................)
 INTERPERSONAL PROFILE-Year 1 practice 1
1. PROFESSIONAL VALUES

POOR (fail) SATISFACTORY (pass) VERY GOOD (pass)

Attendance/Punctuality Attendance/Punctuality Attendance/Punctuality

Poor punctuality most of the time. Poor communication if Satisfactory punctuality and attendance. Communicates Punctuality and attendance is very good. Always communicates effectively and
unable to attend on time or if absent. adequately most of the time if unable to attend on time or if professionally if unable to attend on time or if absent.
absent.
Midway (initials ) Final (initials ) Midway (initials ) Final (initials ) Midway (initials ) Final (initials)

Dress Code/Hygiene Dress Code/Hygiene Dress Code/Hygiene

Does not adhere to local/national guidelines on dress
code/prevention and control of infection including footwear,
hair, piercings and nails. Does not wear appropriate clothing for
the care environment. Has a poor standard of personal
hygiene.
Midway (initials ) Final (initials )
Adheres to local/national guidelines on dress code/prevention
and control of infection including footwear, hair, piercings and
nails most of the time. Wears appropriate clothing for the care
environment. Has a good standard of personal hygiene.
Midway (initials ) Final (initials )
Always adheres to local/national guidelines on dress code/prevention and control
of infection including footwear, hair, piercings and nails. Always wears
appropriate clothing for the care environment. Has a very good standard of
personal hygiene.
Midway (initials ) Final (initials )

Dignity/Respect Dignity/Respect Dignity/Respect

Does not show dignity and respect for others/or their rights.
Does not demonstrate kindness, warmth, compassion,
sensitivity and attentiveness. Shows a lack of awareness of
cultural, religious and/or ethical sensitivity.
Midway (initials ) Final (initials )
Shows dignity and respect for others/or their rights.
Demonstrates kindness, warmth, compassion, sensitivity and
attentiveness. Shows an awareness of cultural, religious
and/or ethical sensitivity.
Midway (initials ) Final (initials )
Always shows dignity and respect for others/or their rights. Always shows
kindness, warmth, compassion, sensitivity and attentiveness. Consistently
demonstrates awareness of cultural, religious and/or ethical sensitivity.
Midway (initials ) Final (initials )

2. COMMUNICATION AND INTERPERSONAL SKILLS

POOR (fail) SATISFACTORY (pass) VERY GOOD (pass)

Communication Communication Communication

Does not communicate people’s needs and wishes to other Communicates people’s needs and wishes to other Excellent communication of people’s needs and wishes to other professionals.
professionals. Does not offer informed and considered professionals. Offers informed and considered opinions most of Always offers informed and considered opinions.
opinions. the time.
Midway (initials ) Final (initials ) Midway (initials ) Final (initials ) Midway (initials ) Final (initials )

Qualities Qualities Qualities

Reacts inappropriately to constructive criticism. Is unaware of Reacts appropriately to constructive criticism. Is usually aware Reacts positively to constructive criticism taking opportunities to reflect and learn.
the impact of their behaviour on others. of the impact of their behaviour on others. Shows very good awareness of the impact of their behaviour on others.
Midway (initials ) Final (initials ) Midway (initials ) Final (initials ) Midway (initials ) Final (initials )

Empathy Empathy Empathy

Does not seek to confirm understanding of what a person is Seeks to confirm understanding of what a person is Always confirms understanding of what a person is communicating. Responds in
communicating. Does not respond in a way that confirms what communicating. Responds in a way that confirms what a a proactive way that confirms what a person is communicating.
a person is communicating. person is communicating.
Midway (initials ) Final (initials ) Midway (initials ) Final (initials ) Midway (initials ) Final (initials )

Emotional Resilience Emotional Resilience Emotional Resilience

Does not use, recognise, manage and deal with own emotions. Recognises, manages and deals with own emotions most of Successfully recognises, manages and deals with own emotions. Always
Does not respond appropriately to compliments and comments. the time. Responds appropriately to compliments and responds appropriately to compliments and comments.
comments.
Midway (initials ) Final (initials ) Midway (initials ) Final (initials ) Midway (initials ) Final (initials )
3. NURSING PRACTICE AND DECISION MAKING
POOR (fail)
Limitations
Does not seek help where people’s needs are not being met or
they are at risk. Unable to recognise and work within the
limitations of their own knowledge and skills and professional
boundaries. Does not understand or take responsibility for their
actions.
Midway (initials ) Final (initials )
Safe Care and Risk Awareness
Does not demonstrate informed decision making to achieve
safe person centred care. Does not understand the risks
associated with safeguarding and protection procedures for
vulnerable persons. Does not recognise or respond to signs of
aggression appropriately and does not assist when help is
required to keep self and others safe. Does not seek informed
consent.
Midway (initials ) Final (initials )
Information
Does not understand or apply the principles of confidentiality
and data protection and shares information inappropriately.
Midway (initials ) Final (initials )
4. LEADERSHIP/MANAGEMENT/TEAM WORKING
POOR (fail)
Team Working
Exhibits difficulty in establishing a professional rapport with
colleagues. Does not act in a way that values the professional
codes and responsibilities of others in the team.
Midway (initials ) Final (initials )
Management/Leadership
Does not consistently apply professional codes of conduct
and/or organisational policies in their practice. Does not
recognise/take initiative and cannot apply expected nursing
responsibilities to ensure safe care. Does not practice with
honesty and integrity when applying the principles of the NMC
Code of Practice.
Midway (initials ) Final (initials )
Self Management
Does not appear motivated and does not recognise or act upon
learning opportunities. Did not/or poorly completes preparation
for practice activities. Does not actively engage in personal
reflection and supervision or seek support as necessary. Does
not display an appropriate level of confidence.
Midway (initials ) Final (initials )
SATISFACTORY (pass)
Limitations
Seeks help where people’s needs are not being met or they are
at risk. Recognises and works within the limitations of their own
knowledge and skills and professional boundaries most of the
time. Understands and takes responsibility for their actions.
Midway (initials ) Final (initials )
Safe Care and Risk Awareness
Demonstrates informed decision making to achieve safe person
centred care. Understands the risks associated with
safeguarding and protection procedures for vulnerable persons.
Can recognise and respond to signs of aggression
appropriately and assist when help is required to keep self and
others safe. Seeks informed consent.
Midway (initials ) Final (initials )
Information
Understands and applies the principles of confidentiality and
data protection and shares information appropriately.
Midway (initials ) Final (initials )
SATISFACTORY (pass)
Team Working
Establishes a professional rapport with most colleagues.
Reacts in a way that values the professional codes and
responsibilities of others in the team.
Midway (initials ) Final (initials )
Management/Leadership
Applies professional codes of conduct and/or organisational
policies in their practice. Recognises/takes initiative and applies
expected nursing responsibilities to ensure safe care.
Practices with honesty and integrity when applying the
principles of the NMC Code of Practice.
Midway (initials ) Final (initials )
Self Management
Appears motivated and recognises/acts upon learning
opportunities. Some attempt has been made to complete
preparation for practice activities. Engages in personal
reflection and supervision and usually seeks support as
necessary. Displays an appropriate level of confidence.
Midway (initials ) Final (initials )
VERY GOOD (pass)
Limitations
Always seeks help where people’s needs are not being met or they are at risk.
Always recognises and works within the limitations of their own knowledge and
skills and professional boundaries. Displays an excellent understanding and
takes responsibility for their actions.
Midway (initials ) Final (initials )
Safe Care and Risk Awareness
Exhibits excellent informed decision making to achieve safe person centred care.
Understands and articulates the risks associated with safeguarding and
protection procedures for vulnerable persons. Recognises and responds in a
proactive manner to signs of aggression and actively assist when help is required
to keep self and others safe. Always seeks informed consent.
Midway (initials ) Final (initials )
Information
Shows a very good level of understanding when applying the principles of
confidentiality and data protection and always shares information appropriately.
Midway (initials ) Final (initials )
VERY GOOD (pass)
Team Working
Establishes a professional rapport with colleagues. Always reacts in a way that
values the professional codes and responsibilities of others in the team.
Midway (initials ) Final (initials )
Management/Leadership
Effectively applies professional codes of conduct and/or organisational policies in
their practice. Is very good at recognising and taking initiative when applying
expected nursing responsibilities to ensure safe care. Always practices with
honesty and integrity when applying the principles of the NMC Code of Practice.
Midway (initials ) Final (initials )
Self Management
Is highly motivated, recognises and seeks out relevant learning opportunities.
Has comprehensively completed preparation for practice activities. Always
engages in personal reflection and supervision and seeks support as necessary.
Always displays an appropriate level of confidence.
Midway (initials ) Final (initials )
 ACTION PLAN EXAMPLE
FOR INTERPERSONAL PROFILE
CONCERN/PROGRESS EXPECTED OUTCOME ACTIONS REQUIRED
Poor punctuality Satisfactory punctuality and attendance. Arrive on time.
Communicates adequately most of the time if Report any sickness or absence according to
unable to attend on time or if absent. university policy e.g. inform placement and
ring the University 24 hr sickness and
absence answer machine.

Date Achieved:

Date Achieved:

Date Achieved:

It is the responsibility of the mentor to meet regularly with the student to discuss progress
 You may wish to use the notes page below to document progress or highlight concerns

DATE OF MEETING PROGRESS NOTE MENTORS SIGNATURE

 ACTION PLAN
FOR INTERPERSONAL PROFILE
CONCERN/PROGRESS EXPECTED OUTCOME ACTIONS REQUIRED

Date Achieved:

Date Achieved:

Date Achieved:

Discuss and agreed; Mentor signature:............................................... Student signature..........................................

 You may wish to use the notes page below to document progress or
highlight concerns
DATE OF MEETING PROGRESS NOTES MENTORS SIGNATURE

It is the responsibility of the Mentor to meet regularly with the student to discuss progress
Service user /relatives/carer feedback review about the care
received from the student nurse.
Introduction

Service user feedback has the potential to enhance and influence the students own self-
awareness and empathy, encouraging a process of deeper reflective practice in the delivery
of care. Service user feedback informs discussions with your mentor in terms of the values
connected to the interpersonal profile and the competency framework. The proceeding
principles underpin the feedback process.

 The students mentor will identify one service users /relatives/carer that could
be approached and invite them to offer valued and meaningful feedback
 Students will not be involved with collecting the feedback. Only the mentor
will complete the feedback review. The mentor is advised to complete the
feedback review at the midway point of the student’s practice experience to
inform the midway interview.
 Informed consent must be gained from the service user /relative/carer by the
mentor. The user /relative/carer must be informed that there is no requirement
to participate in the review and that they can withdraw consent at any time
without affecting the care that is provided.
 The review feedback process should be completed in an environment where
the service user /relative/carer feels safe.
 Service users /relatives/carers must be assured of anonymity. No personal
details will be recorded

The mentor should ask the service user/relative/carer the questions below and complete the
grid by ticking the yes/no boxes. The mentor should ask the service user/relative/carer if they
would like to offer any further comments and record overleaf

Please complete at midway point of practice

Please Tick Yes No

1 Did the student introduce themselves to you
2 Did the student acknowledge you
3 Was the student approachable
4 Did the student listen to you
5 Was the student patient and accepting
6 Did the student show kindness and warmth
7 Did the student treat you with dignity and respect
8 Did the student show an interest in your concerns and views
9 Do you feel the students manner was friendly and positive
10 Was the student sensitive when talking to you
11 Did the student respond appropriately to the information you
shared with them
12 Did you feel the student was aware of your wellbeing and
current treatment
13 Did the student offer you support with your choices as part of
your person centred care
14 Did the student request your consent to participate in your care
15 Was the student caring and compassionate
Mentor please record any further comments given by the service user/relative/carer on their
yes/no ticked answers
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Any overall comments
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

Mentor Name Mentor Signature Date

Student’s reflective thoughts, feelings and action points that informs their future learning
though the process of service user/relative/carers feedback

Reflective thoughts/feelings about feedback and comments

What I have learned or became aware of from the feedback and comments about how I
should carry out my professional role

Action points for future practice placements I can take foward

Student Signature Date

Year 1 – Practice 1- Mental Health Learning Outcomes

Generic Learning outcomes.
Assessment of competence at
Level 1(understanding, initiation
and participation )
1) Demonstrates safe, basic person-
centred care, under supervision for
people who are unable to meet their
own physical and emotional needs.
Related domains Students self assessment of your Mentors signature of the Date
achievement of the learning students achievement of
outcomes. Please note type of their learning outcomes
evidence and sign and date.
Professional values.
Communication and interpersonal skills
Nursing practice and decision making.

2) Maintaining dignity at all times, can

meet people’s essential needs
promoting self care management Professional Values
wherever possible in relation to:
Communication
 Safety and Security
 Well being Nursing practice and decision making
 Bowel and bladder care
 Nutrition and Fluid maintenance
 Personal hygiene

3) Seeks help where people’s needs are Communication and interpersonal skills
not being met, or they are at risk.
Nursing practice and decision making

Leadership, management and team

working

4) Recognises when a person’s physical Nursing practice and decision making

or psychological condition is
deteriorating and take appropriate Leadership, management and team
action working

Communication and interpersonal skills

5) Is able to work with the limitations of Professional Values

their own knowledge and skills and
professional boundaries. Communication and interpersonal skills. This outcome is achieved in the Interpersonal profile(IPP) under limitations
Understanding they are responsible
for their own actions.
Generic Learning outcomes.
Assessment of competence at
Level 1(understanding, initiation
and participation )
6) Demonstrates the ability to listen,
seek clarity and carry out instructions.
7) Understands and works within the
laws governing health and safety at
work demonstrating safe manual
handling and understanding how
nurses can help reduce the risk of
infection including effective hand
washing.
8) Follows local and national guidelines
and adheres to standard infection
control precautions
9) Safely and accurately carries out
basic medicines calculations
10) Displays professional image in their
behaviour and appearance showing
respect of diversity and individual
preferences.
Related domains Students self assessment of your Mentors signature of the Date
achievement of the learning students achievement of
outcomes. Please note type of their learning outcomes
evidence and sign and date.
Professional Values
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Professional Values
Communication and interpersonal skills.
Nursing practice and decision making
Professional Values
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Professional Values
This outcome is achieved in the Essential Skills
Communication and interpersonal skills.
Nursing practice and decision making
Professional values
This outcome is achieved in the Interpersonal profile(IPP) under professional image
Communication and interpersonal skills.
Nursing practice and decision making
Generic Learning outcomes.
Assessment of competence at
Level 1(understanding, initiation
and participation )
11) Demonstrates respect for people’s
rights and choices.
12) Acts in a manner that is attentive,
kind, sensitive, compassionate and
non- discriminating, that values
diversely of actions within professional
boundaries.
13) Understands the principles of
confidentiality and data protection.
Treats information as confidential
except where sharing is required to
safeguard and protect people.
14) Practices honestly and with integrity
applying the principles of the codes of
professional standards of conduct,
performance and ethics.
15) Acts in a way that values the roles and
responsibilities in the team and
interacts appropriately
16) Recognises when people are anxious
or in distress and seeks help from an
appropriate person
Related domains Students self assessment of your Mentors signature of the Date
achievement of the learning students achievement of
outcomes. Please note type of their learning outcomes
evidence and sign and date.
Professional values
Communication and interpersonal skills. This outcome is achieved in the Interpersonal profile(IPP) under dignity and respect
Nursing practice and decision making
Professional values
Communication and interpersonal skills. This outcome is achieved in the Interpersonal profile(IPP) under dignity and respect
Nursing practice and decision making
Professional values
Communication and interpersonal skills. This outcome is achieved in the Interpersonal profile(IPP) under information
Nursing practice and decision making
Professional values
Communication and interpersonal skills. This outcome is achieved in the Interpersonal profile(IPP) under leadership and management
Nursing practice and decision making
Professional values
Communication and interpersonal skills.
This outcome is achieved in the Interpersonal profile(IPP) under leadership and management
Nursing practice and decision making
Leadership, management and team
working
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Generic Learning outcomes.
Assessment of competence at
Level 1(understanding, initiation
and participation )
17) Initiates and participates in holistic
assessments and uses data captured
to plan and inform decisions about the
care with the service user under close
supervision
18) Is aware of the correct use, limitations
and hazards of common interventions
including nursing activities, treatments
and the use of medical devices and
equipment
19) Recognises the opportunity and
importance of encouraging health
promoting behaviour through
education, role modelling and effective
communication, such as making every
contact count
20) Demonstrates an understanding of
how to work within legal and
professional frameworks and local
polices to safeguard and protect
people, particularly young people and
vulnerable adults.
21) Participates under supervision in a
range of diagnostic skills to help
assess the needs of the service user
Related domains Students self assessment of your Mentors signature of the Date
achievement of the learning students achievement of
outcomes. Please note type of their learning outcomes
evidence and sign and date.
Professional values
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Professional values
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Professional Values
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Professional values
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Mental Health Field Specific
Outcomes.
Assessment of competence at
Level 1(understanding, initiation
and participation )
22) Understands the importance of
promoting mental health well-being
whilst challenging inequalities and
discrimination
23) Positively engages with recovery
focused practice which promotes
social inclusion
24) Develop skills in relationship building
and communication to support people
who may be experiencing psychosis
25) Must be aware of their own mental
health and know when to share
aspects of their own life to inspire
hope while maintaining professional
boundaries
26) Demonstrates an understanding of the
unwanted side effects whilst
participating in the current use of
physical, technological and
pharmacological interventions taking
into account individual choices, needs
and preferences
27) Understands and participates in
recovery value based principles /
models of care
Related domains Students self assessment of your Mentors signature of the Date
achievement of the learning students achievement of
outcomes. Please note type of their learning outcomes
evidence and sign and date.
Professional values
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Communication and interpersonal skills.
Nursing practice and decision making
Communication and interpersonal skills.
Nursing practice and decision making
Professional values
Communication and interpersonal skills.
Nursing practice and decision making
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
Communication and interpersonal skills.
Nursing practice and decision making
Leadership, management and team
working
 MIDWAY INTERVIEW

The aim of this meeting is to: Mentor Signature

1.Review and discuss the student’s progress
2. Provide accurate and detailed feedback
3. Sign off any Outcomes/Essential Skills achieved to date
4. Review attendance record, including sickness/absence to
date
5. Develop an action plan for any areas of concern if
appropriate

Mentor to provide summary of progress to date.

Comment on any particular areas which may require further development, to include
planned actions. ( In practice placements 2,4,6 please identify and discuss how the
student can achieve any outstanding essential skills )

If an Action Plan is required please refer to Mentor Guidance.

Student Name: Signature: Date:

Mentor Name: Signature: Date:
Planned date for Final Interview:

NB: It is the student’s responsibility to provide evidence of their progress towards

their Learning Outcomes/Essential Skills.
 Additional Mentor Notes (if required)

Date Notes Mentor signature

Please consider whether any of this information needs to be noted

within the Ongoing Record of Achieved Summary Sheet
 ACTION PLAN EXAMPLE
FOR LEARNING OUTCOMES
You may wish to use the printed ‘learning outcome’ for the ‘expected outcome column’
CONCERN/PROGRESS EXPECTED OUTCOME ACTIONS REQUIRED
Poor communication 1. Demonstrates the ability to listen, seek Can communicate effectively within the MDT,
clarity and carry out instruction. accurately handing over patient information in
a safe and timely manner.
Can discuss with the mentor the importance
or clear and effective communication.
Identifies and reflects on where they have
improved their communication skills.

Date Achieved:

Date Achieved:

It is the responsibility of the mentor to meet regularly with the student to discuss progress
You may wish to use this notes page to document progress or highlight concerns

DATE OF MEETING PROGRESS NOTES MENTORS SIGNATURE

 ACTION PLAN
FOR LEARNING OUTCOMES
You may wish to use the printed ‘learning outcome’ for the ‘expected outcome column’
CONCERN/PROGRESS EXPECTED OUTCOME ACTIONS REQUIRED

Date Achieved:

Date Achieved:

Date Achieved

Discuss and agreed; Mentor signature:............................................... Student signature..........................................

 You may wish to use the notes page below to document progress or highlight concerns

DATE OF MEETING PROGRESS NOTES MENTORS SIGNATURE

It is the responsibility of the mentor to meet regularly with the student to discuss progress
 SIMULATION OF PRACTICE SUMMARY SHEET

TITLE OF DATE SUMMARY OF LEARNING FROM SIMULATION STUDENT

SIMULATION INITIAL
ACTIVITY
TITLE OF DATE SUMMARY OF LEARNING FROM SIMULATION STUDENT
SIMULATION INITIAL
ACTIVITY
 RECORD OF PRACTICE SPOKE EXPERIENCE UNDERTAKEN DURING CURRENT PRACTICE

Student to photocopy and submit with timesheet

DATE SPOKE PRACTICE: TOTAL HOURS SIGNATURE OF SPOKE

NAME AND CONTACT DETAILS COMPLETED PRACTITIONER
IN SPOKE CONFIRMING ATTENDANCE
PRACTICE BY THE STUDENT
From To
HEALTH AND SOCIAL CARE PRACTITIONER FEEDBACK SHEET FROM SPOKE VISIT /
PLACEMENT

Please comment on the student’s professionalism such as:- punctuality, reliability,

attitude and dress code:

Please comment on the students verbal and non verbal communication skills with
services users/carers/relatives and colleagues where appropriate

Please comment on the students overall performance including areas of strength and
future development

Student Signature Spoke practice name Date

Practitioner signature Professional Qualifications Date

HEALTH AND SOCIAL CARE PRACTITIONER FEEDBACK SHEET FROM SPOKE VISIT /
PLACEMENT

Please comment on the student’s professionalism such as:- punctuality, reliability,

attitude and dress code:

Please comment on the students verbal and non verbal communication skills with
services users/carers/relatives and colleagues where appropriate

Please comment on the students overall performance including areas of strength and
future development

Student Signature Spoke practice name Date

Practitioner signature Professional Qualifications Date

 SUMMARY OF LEARNING FROM SPOKE EXPERIENCES

Please comment on what you have learned from your spoke visits

SPOKE PRACTICE SUMMARY OF YOUR LEARNING DATE

NAME
SPOKE PRACTICE SUMMARY OF YOUR LEARNING DATE
NAME
 FINAL INTERVIEW & ASSESSMENT RECORD OF PRACTICE OUTCOME

The aim of this final meeting is to: Mentor

Signature
1. Review and discuss the overall performance of the student
2. Provide accurate and detailed feedback.
3. Sign off any remaining Outcomes/Essential Skills that have
been achieved
4. Complete attendance record, including sickness/absence.
5. Check all relevant documentation is completed.

Please summarise the student’s strengths during this placement.

Please comment on any areas the student has passed, but requires further
development.

Please identify and comment on any areas the student has not passed.

Student Comment: Please comment on your own development in this placement.

Student Name: Signature: Date:

Mentor Name: Signature: Date:

NB: It is the student’s responsibility to provide evidence of their progress towards

their Learning Outcomes/Essential Skills.
 Additional Mentor Notes (if required)

Date Notes Mentor signature

Please consider whether any of this information needs to be noted

within the Ongoing Record of Achieved Summary Sheet
 ON-GOING RECORD OF ACHIEVEMENT – SUMMARY SHEET

STUDENT NAME: _______________________ COHORT: __________________

FIELD:_________

PLACEMENT NAME ______________________ PLACEMENT DATES______________

CRITERIA FOR PASS (please complete by circling yes or no)

Consistently demonstrated achievement of all the identified Yes No

learning outcomes ( to guide your decision please refer to the
criteria identified in the outcome and competency incremental
levels for years one two and three

Consistently demonstrated achievement in practice of all aspects Yes No

of the interpersonal profile to the level of either “satisfactory” or
“very good”

* For completion only of practice placements 2,4,6 Yes No

Successfully achieved all the essential skills for the relevant part
of the programme
Completion of attendance record Yes No

The overall outcome of this placement is: PASS FAIL

STUDENT ATTENDANCE IN PRACTICE PLACEMENT

Total hours attended practice placement_____________

Total sickness and absence hours accrued on practice placement

_____________________

Mentor Name………………………………………………………………………………………..

Signature……………………………………………………………………………………………..

Date……………………………………………………………………………………………………

Verified by Academic: ………………………………....................... Date: ……………

(Please Sign)
 Practice Educator - Facilitator / Academic in Practice Comment Sheet

Signature Date

Signature Date

Signature Date

Signature Date

Signature Date
 Record of Signatures

NAME (PRINT) SIGNATURE INITIALS PRACTICE

PLACEMENT
 Record of Signatures

NAME (PRINT) SIGNATURE INITIALS PRACTICE

PLACEMENT