SOUTH PAD PRACTICE ASSESSMENT DOCUMENT

SOUTH PAD

PRACTICE

ASSESSMENT

DOCUMENT

University of Brighton

An Exemplar Guide for Students, Practice Supervisors,

Practice Assessors and Academic Assessors

BSc (Hons) Nursing

An Overview of the South Practice Assessment Document

This guide has been adapted from the materials supplied by the Pan London Practice Learning Group in

their development of the Pan London Assessment Document. This work has been led by Jane Fish (Project

Manager).

Aims of This Guide

 For it to be used by both students and all staff involved in practice learning and assessment as an

aid memoire for completion of PAD

 To ensure that the key principles are understood and completed by students, practice supervisors,

practice assessors and academic assessors

 To provide a visual aid to help with completion of the PAD and OAR and should be read in

combination with the Guide to Using the South PAD document

There are a number of key principles that apply across all AEI’s within the South PAD area. In addition HEI’s

will have identified specific programme regulations that must be adhered to – you will find these at the

start of each PAD for each Part.

Overall Summary of the PAD

 Each document is known as ‘Parts’ to reflect the NMC progression points for the course; e.g. part 1

may equate to year 1 of the course. Each individual HEI will specify how the parts are allocated for

their course

 There are 4 mandatory components to the PAD

1. Professional Values (must be completed each placement)

2. Proficiencies (must be completed by the end if the part)

3. Episodes of Care x 2 (must be completed by the end if the part)

4. Medicine Management x 1 (must be completed by the end if the part)

In Parts 2 and 3 there are a 14 proficiencies marked with an asterisk* - these proficiencies can be

achieved in either Part 2 or 3 but all must be achieved by end of Part 3. A record of the complete

asterisked* proficiencies is provided in the Ongoing Achievement Record (OAR)

 An initial, mid-point and final interview MUST be completed for all students

 Range of Service User feedback forms are available. This will be facilitated by the practice

supervisor and/or practice assessor.

 Range of additional feedback paperwork – includes Peer Feedback, Other Health Care Professionals,

and Additional Communications to provide insight into the students learning and progression

 List to record all practice supervisors and practice assessors for each placement and academic

assessor for the Part

 Grading of practice may occur in some HEI’s - please be aware of HEI specific requirements

 All students will have an Ongoing Record of Achievement (OAR) – this is a single document that

provides a summary view of the students’ progress across placements and parts

 University of Brighton (UoB) Appendix 1 – this is a mandatory requirement that students must

complete prior to summative submission of the PAD for each Part

Completing the Practice Assessment Document

Section 1 -Preparation for student placement:-

 Signatory List

 Placement Information

 Orientation

5-6

Section 2 - Recording student progress/objectives/feedback

 Initial/Mid and End Interviews

 Service User feedback



Record of working with and learning from others/inter-

professional working

 Peer Feedback

 Record of communication/additional feedback

7-11

Section 3 - Principles for Assessment

 Assessment Descriptors and advice students/practice

supervisors/practice assessors

 Assessment of Professional Values

 Assessment of Proficiencies

 Episodes of Care and Medicine Management – Summative

Assessment by Practice Assessors only

15-16

17 - 18

19 - 21

22 – 26

Section 4 - Action Plans

27-28

Section 5 – Ongoing Achievement Record (OAR)

 UoB Appendix 1 - Confirmation of Mandatory Training

Undertaken/Record of Exposure to Fields of Nursing and

Declaration of Good Health and Character (NMC mandatory

requirement)

 Progression onto the next Part

Remember: If concerns are highlighted at any stage during the placement then the academic

assessor must be informed and an Action Plan completed.

The academic assessor will contact the relevant Practice Liaison Lecturer Team (PLL) to forward

on concerns and to ensure support is given to both student and practice colleagues

Signatory List for Practice Supervisors/Practice Assessors and Academic Assessors

Any Registered professional who writes in the PAD or OAR must complete the appropriate signatories’ page.

This includes the record of orientation, record of communication and/or record of practice hours. The page

can be found at the start of each PAD for the relevant Part

It is the practice supervisor, practice assessor and academic assessor’s responsibility to complete this

section

Students should remind their practice supervisor, practice assessor and academic assessor that this is a

requirement

This is to ensure the university can assure the NMC that correct processes have been followed and that all

practice supervisors, practice assessors and academic assessors are properly up to date and qualified to

verify the student's competence. Those supervisors/assessors who are not registered nurses should

indicate their professional qualification

Example of a completed Signatory List

List of Practice Supervisors

A sample signature must be obtained for all entries within this document

Name

(please print)

Job Title

Signature

Initials

Placement

Frankie Jones

Staff Nurse

FJones

Ward 2b

Mark Matthews

Staff Nurse

MMatthews

Rapid Response Team

List of Practice Assessors

A sample signature must be obtained for all entries within this document

Name

(please print)

Job Title

Signature

Initials

Placement

Alan Peterson

Senior Staff Nurse

APeterson

Ward 2b

Sam Makepiece

Charge Nurse

SMakepiece

Rapid Response Team

List of Academic Assessors

A sample signature must be obtained for all entries within this document

Name

(please print)

Job Title

Signature

Initials

Placement

Holly Grey

Senior Lecturer

HGrey

Part 1

Section 1: Preparation for Student Placement

Placement Information

Students should complete these sections prior to the initial interview

Placement Provider:

(e.g. Trust/Organisation)

St Elsewhere Community Trust

Name of Placement Area:

Rapid Response Team

Type of Experience:

Acute Community Placement

(e.g. Community/Ward based)

Placement Telephone number 01234

56789

Placement Contact Email:

[email protected]

Start Date:

8/04/2019

. End Date:

14/06/2019

No. of Hours

37.5 hours per week

Nominated person to support student and address concerns:

Name: Jack Straw

Designation: Practice Education Facilitator

Contact email address [email protected]

Practice Assessor Details

Name: Sam Makepiece

Designation: Charge Nurse

Contact email address: [email protected]

Academic Assessor Details (for part):

Name: Holly Grey

Designation: Senior Lecturer

Contact email address: [email protected]

Orientation

This section can be completed by the Practice Supervisor or a designated member of staff in the placement

area

There are some elements of orientation that must be completed on the first day on placement

as highlighted below*

Risk Assessments/reasonable adjustments – should be discussed with the Practice Supervisor and noted

below

Placement Area 1

Placement Area 2

(if app.)

Name of Placement Area

Name of Staff Member

This should be undertaken by a member

of staff in the Placement Area

Initial/Date

(Student)

Initial/Date

(Staff

signature)

Initial/Date

(Student)

Initial/Date

(Staff

signature)

The following criteria need to be met within the first* day/week in placement

*A general orientation to the health and

social care placement setting has been

undertaken

*The local fire procedures have been explained

Tel………………

The student has been shown the:

□

fire alarms*

□

fire exits*

□

fire extinguishers*

*Resuscitation policy and procedures have

been explained Tel: ..........................

*Resuscitation equipment has been shown

and explained

*The student knows how to summon help

in the event of an emergency

The student is aware of where to find local

policies

□

health and safety

□

incident reporting procedures

□

infection control

□

handling of messages and

enquiries

□

other policies

The student has been made aware of

information governance requirements

*The shift times, meal times and reporting sick

policies have been explained.

The student is aware of his/her professional

role in practice.

Policy regarding safeguarding has been

explained

The student is aware of the policy and

process of raising concerns

Lone working policy has been explained (if

applicable)

Risk assessments/reasonable adjustments

relating to disability/learning/pregnancy

needs have been discussed (where

disclosed)

The following criteria need to be met prior to use

*The student has been shown and given a

demonstration of the moving and handling

equipment used in the placement area

The student has been shown and given a

demonstration of the medical devices used in

the placement area

Practice Supervisors should use the relevant risk assessment documentation for the University and ensure

they follow specific university processes where required. The orientation checklist allows for orientation to

be carried out in two areas as some students may attend more than one area as part of their placement

experience.

Initial Interview

This can be completed by a Practice Supervisor (PS) or Practice Assessor (PA). This meeting should take

place within the first week of placement. If completed by the PS they must discuss and agree with

the PA

Student to identify learning and development needs (with guidance from the Practice Supervisor)

Develop Confidence in assessing patients in the community who are acutely unwell

Develop skills in communicating news to relatives/patients about their condition

Practice handing over/referring patients to other HCP’s

Learn more about how the RRT work as an multi-disciplinary team

Taking available learning opportunities into consideration, the student and Practice

Supervisor/Practice Assessor to negotiate and agree a learning plan.

Outline of learning plan

How will this be achieved?

 To assess patients (initially under supervision) when

on home visits

 Stuart to carry out supervised handover/referral of

care

 Stuart to initially observe communication with

relatives and then to carry out supervised

communication with patients/relatives

 Stuart to spend time with each professional body that

makes up the RRT to appreciate their role in the team

 Patients will be identified as suitable for assessment

by the relevant HCP and Stuart to be supported in

taking the lead on the assessment/handover/referral

of patient

 Communication with relatives/patients will be enabled

initially following conversation with HCP

but latterly initiated by Stuart

 Weekly meeting with myself (practice supervisor) to

discuss progression

 Off duty will identify opportunities to work alongside

members of MDT

Learning plan for placement agreed by Practice Assessor (where applicable) YES/NO

Student’s Name:

Stuart Marl

Signature:

SMarl

Date:

10/04/2019

Practice Supervisor/Assessor’s Name:

Mark Matthews (PS) / Sam Makepiece (PA)

Signature:

MMatthews

(PS)/

SMakepiece

(PA)

Date:

10/04/2019

Section 2. Recording student progress/objectives/feedback

Mid-Point Interview

This is completed by the student and the Practice Supervisor and Practice Assessor who will

review progress and if there are causes for concern the Practice Assessor will liaise with the

Academic Assessor and complete an

action plan

The date for the midpoint interview should be identified at the beginning of the placement. This

ensures that both the practice supervisor, practice assessor and student are allocated the same

shift and time is set aside for the interview to take place. Students should prepare for the interview

by completing their self-assessment/reflection on progress. The midpoint interview is an

opportunity for the practice supervisor, practice assessor and student to reflect on the first half of

the placement, review all feedback both whilst planning for the second part of the placement. This

meeting should be an opportunity for the student to discuss their documented reflection on their

learning, including their strengths and developments linking to learning outcomes and

professional values.

Advice for Students

Advice for students:

Your reflection should include evidence to support your self-assessment. Give examples of how

you’ve demonstrated appropriate knowledge, professional values and essential skills.

Personal

Learning Needs

• Am I meeting my personal learning needs set at the beginning of

placement?

• How am I achieving these?

Professional

Value

• What professional values have I achieved and how?

• What professional values need developing?

Proficiencies

• What Proficiencies have I achieved and how?

• What Proficiencies need developing?

Advice for Practice Supervisors and Practice Assessors:

Consider the following areas for discussion and review

Personal

Learning Needs

• Is the student meeting their personal learning needs that they set at

beginning of placement?

• What evidence supports this?

• Has there been any concerns/interruptions that has hindered this?

Professional

Value

• What professional values is the student achieving?

• What professional values need developing?

• What evidence supports both of these points?

Proficiencies

• What Proficiencies is the student achieving?

• What Proficiencies need developing and why?

• What evidence supports both of these points?

Student’s self-assessment/reflection on progress

Reflect on your overall progression referring to your personal learning needs, professional values and

proficiencies. Identify your strengths and document areas for development.

Knowledge:

I have been assessed and achieved some of the proficiencies around communication, assessment and recognition

of deterioration. I have practiced handing over to other staff, but still feel under confident especially when

talking to relatives about the patient’s condition

Skills:

I have been given opportunities to practice the skills of assessment and communication, but find the lack of

knowledge about patient’s medications and conditions difficult. I am also struggling with discussing the

deterioration of the patients with the patient and their relatives

Attitudes and values:

I believe that I act in a professional manner at all times. There have been a couple of times when I have

been late due to bus timetables and I have spoken about this with my practice supervisor and a plan has

been formed as to how to contact the placement if this happens again

Practice Assessor’s comments

Discuss with the student their self-assessment and comment on their progression using the criteria for

Assessment in Practice Descriptors, detailing evidence used to come to your decision.

Knowledge:

Stuart has been working hard to develop his knowledge of the more common conditions encountered on this

placement. He needs to develop confidence in this new knowledge to help him communicate more effectively

with other HCP’s, patients and relatives. We have agreed that Stuart needs to understand commonly used

medications in more detail

Skills:

Stuart is developing clear and empathetic communication skills with patients and relatives, but lacks

confidence in his abilities. He is good at picking up on non-verbal cues. More practice will help Stuart to

overcome his nervousness at handover

Attitudes and values:

Stuart recognizes his limitations, although does need to step out of his comfort zone at times to develop

further. There have been 3 occasions of lateness and 2 of absenteeism and Stuart and I have discussed

this and agreed that if this happens again he is to text both Mark and myself, so that we are aware of a)

his personal welfare and b) when he will be on duty

Following the Mid-Point interview the student is to identify their learning and development needs

for the remainder of the placement and negotiate with their Practice Assessor how these will be

achieved.

Learning and development needs

How will these be achieved?

 Gain more confidence in handing over to other HCPs,

especially medical profession using SBAR

 To develop knowledge on commonly used drugs

 Stuart to spend time with each professional body that

makes up the RRT to appreciate their role in the team

 To ensure communication about attendance is maintained

 Observe trained staff communicating with other

agencies plus be prepared to take the lead more

frequently. Be open to receiving feedback.

 Stuart to be provided with a list of common encountered

medications and to develop cue cards around these to

help with knowledge and understanding

 Off duty will identify opportunities to work alongside

members of MDT

 Must attend every shift as planned to ensure learning

objectives are met

Student’s Name:

Stuart Marl

Signature

SMarl

Date

10/05/2019

Practice Assessor’s Name:

Sam Makepiece

Signature:

SMakepiec

Date:

10/05/2019

Any outstanding learning and development needs are to be discussed and documented at the final

interview.

Final Interview

This is completed by the

student and the Practice Assessor

who will review progress and confirm

achievement. At the end of the interview the Practice Assessor must complete the checklist for assessed

documents.

Student’s self-assessment/reflection on progress

Reflect on your overall progression referring to your personal learning needs, professional values

and proficiencies. Identify your strengths and document areas for development.

Knowledge:

I believe that I have learnt a lot from this placement and know more about conditions such as COPD,

Chronic Asthma, Diabetes and Heart Failure. I still need to know more about drugs.

Skills:

I still feel under confident about discussing patient’s conditions with relatives and at handover. I have

enjoyed improving my skills in assessment and clinical decision making and have achieved proficiencies in

these, although have been frustrated at times when I am not allowed to do things independently

Attitudes and values:

I believe that I have been professional at all times, although I know there are concerns expressed about

my attendance and appearance. I have spoken to Mark about these and he is aware of why I have

struggled with both of these things

Practice Assessor’s comments

Discuss with the student their self-assessment and comment on their progression using the criteria

for Assessment in Practice Descriptors, detailing evidence used to come to your decision.

Knowledge:

Stuart has developed his knowledge well regarding COPD and Diabetes but could still develop more

knowledge in the management of heart failure. This is partly because Stuart has been absent for a number

of shifts towards the end of this placement. He also did not engage in the development of cue cards

regarding medications as agreed

Skills:

Due to lack of attendance Stuart has not really had the opportunity to develop his handover skills and gain

confidence in this, which is a shame as he demonstrated good potential at the start of this placement to

achieve this

Attitudes and values:

Professional Value No’s 14 and 15 has not been met despite discussions at mid-point and an action

plan drawn up in the 2

part of the placement to help Stuart meet this. Stuart (when present on

placement) shows a willingness to learn and participate in care, but over the latter part of the

placement his attendance has remained sporadic, and when present his appearance is disheveled and

uniform is stained and unclean

Practice Assessor to identify specific areas to take forward to the next placement

Attendance needs to be addressed and Stuart is to meet with his Personal Tutor and Student Support

on return to uni to review the issues he has raised with myself and Mark his Practice Supervisor

Stuart needs to develop his knowledge on medications and continue to develop his skills on

communication with HCP’s and handover of patients

Student Advice

Use this section to identify specific learning opportunities that you feel would help you develop during

your next practice learning experience. Revisit the advice for mid-point interview to help with this

Practice Assessor Advice

Use this section to summarise areas the student has achieved and any areas of non-achievement. Revisit

the advice for mid-point interview to help with this. There should be an action plan completed at this time

if the student has not achieved any outcome

See Page 28 for more about Action Plans

Checklist for assessed documents

Tick

Practice

Assessor

Initial

Student

Initial

The professional value statements have been signed at both Mid-Point

and Final Interview

√

The relevant proficiencies/skills that the student has achieved in this area

(where applicable) have been signed

√

The practice placement hours have been checked and signed

√

All the interview records and development plans have been

completed and signed as appropriate

√

The Practice Supervisors and Practice Assessor have printed and

signed their name on the appropriate list at the beginning of the

document.

√

The Practice Assessor has completed the Ongoing Achievement Record

(OAR)

√

Student’s Name:

Stuart Marl

Signature

SMarl

Date

13/06/2019

Practice Assessor’s Name:

Sam Makepiece

Signature:

SMakepiece

Date:

13/06/2019

Additional Signature (If Applicable e.g. Academic Assessor)

Name:

Holly Grey

Signature:

HGrey

Date

13/06/2019

Service User/Carer Feedback

Below is an example of 1 of the 4 forms that can be used

Advice for Students

The student will reflect on the feedback provided by the patient/service user/carer

and discuss the outcomes, including any changes to practice that need to be made

which can be included in the interviews or in an Action plan.

Advice for Practice Supervisors/Practice Assessors

Please obtain consent from patients/service users/carers/families, who should feel

able to decline to participate. The practice supervisor/practice assessor should offer the

service user the option of completing the service user feedback themselves, or offers to

complete it with them. It is important that the student receives feedback from a service user

on every placement if possible. There may well be instances where service user feedback is not

appropriate and practice supervisors/practice assessors should use their discretion with this

Record of working with and learning from others/inter-professional working

Student Reflection: Reflect on your learning in outreach/short placements or with members of the

multi-disciplinary team who are supervising your learning and summaries below:

Student Name:

Signature:

Date:

Practice Supervisor’s Comments:

Practice Supervisor Name:

Signature:

Date:

Student Reflection: Reflect on your learning in outreach/short placements or with members of

the multi-disciplinary team who are supervising your learning and summaries below:

Student Name:

Signature:

Date:

Practice Supervisor’s Comments:

Practice Supervisor Name:

Signature:

Date:

Advice for Students

Students should reflect on their learning when working with members of the multi- disciplinary

team and document this. Additional learning experiences (such as undertaken through spokes)

should reflect learning that is in addition to the usual day to day learning experiences available

in a placement area. All additional learning experiences should be undertaken through

discussion with your practice supervisor to ensure they are appropriate for your level of learning.

There is no set time period for an additional learning opportunity. The length is dependent on

the experience being undertaken, but must be discussed and agreed by your practice supervisor.

Advice for Practice Supervisors/Practice Assessors/Other Designated Registered Health Care

Professionals

The Practice Supervisor or designated other Registered Health Care Professional will

discuss the student’s reflection on their learning from others and provide relevant

feedback to the Practice Assessor as appropriate. The Practice Assessor will review

documented records where the student has worked with other health and social care

professionals and incorporate into assessment where appropriate.

Record of peer feedback

Feedback is an essential part of the learning process. Through engaging in peer review and

receiving feedback from a number of peers, students are exposed to a greater diversity of

perspectives as well as enabling students to develop skills in peer review and feedback. (NMC,

2018 5LMNCWIT 5.8, 5.9)

These records can be completed by peers i.e. other students who have worked alongside you or

have had the opportunity to discuss you’re learning needs with you. If you have facilitated a

teaching session on placement you can use the form below to obtain feedback

Peer feedback

Name: Programme/year:

Signature: Date:

Record of communication/additional feedback

These records can be completed by Practice Supervisors, Practice Assessors, Academic Assessor

or any other members of the team involved in the supervision and/or assessment of the student.

Communication/additional feedback

Name:

Signature:

Designation:

Date:

Advice for Students

Students can seek feedback from staff members they have been working with on a daily basis

as this will be useful feedback for their mentors/ supervisors

Advice for Practice Supervisors/Practice Assessors/Academic Assessors and Others

If students require additional advice, support or development of action plans then these meetings

should be recorded here. For example; after the mid-point interview if identification of additional

needs re student progression has been identified – then please record the meetings here but fill

out an action plan as per usual practice

Levels of Expected Supervision and Achievement dependent on Part

Part 1 Part 2 Part 3

The decision on the level of supervision provided for students should be based on the needs of the

individual student. The level of supervision can decrease with the student’s increasing proficiency and

confidence. (NMC, 2018, p 5). This should be taken into account when assessing the students against the

proficiencies and episodes of care/medicine management for the relevant part. This is achieved in

combination with the criteria below.

Criteria for Assessment – Achieved MUST be obtained across all 3 components to pass the element under

assessment

Part 1: Guided participation in Care

Achieved

Knowledge

Skills

Attitudes and Values

Yes

Is able to identify the appropriate knowledge

base required to deliver safe, person centred

care under with some guidance.

In commonly encountered

situations is able to utilise

appropriate skills in the delivery

of person centred care with

some guidance.

Is able to demonstrate a

professional attitude in delivering

person centred care.

Is not able to demonstrate an adequate

knowledge base and has significant gaps in

understanding, leading to poor practice

Under direct supervision is not

able to demonstrate safe

practice in delivering care

despite repeated guidance

and prompting in familiar

tasks.

Inconsistent professional

attitude towards others and

lacks self-awareness. Is not

asking questions nor engaging

with own learning needs.

Part 2: Active participation in care with minimal guidance and increasing confidence

Achieved

Knowledge

Skills

Attitudes and Values

Yes

Has a sound knowledge base to

support safe and effective practice

and provide the rationale to support

decision making.

Utilises a range of skills to deliver

safe, person centered and evidence

based care with increased confidence

and in a range of contexts

Demonstrates an understanding

of professional roles and

responsibilities within the

multidisciplinary team. Maximizes

opportunities to extend own

knowledge.

Has a superficial knowledge base and

is unable to provide a rationale for

care, demonstrating unsafe practice

With supervision is not able to

demonstrate safe practice and is

unable to perform the activity and/or

follow instructions despite repeated

guidance

Demonstrates lack of self-

awareness and understanding of

professional role and

responsibilities. Is not asking

appropriate questions nor

engaged with their own learning

Section 3: Principles for Assessment

Guided participation

in care and

performing with

increasing

confidence and

competence

Active participation in

care with minimal

guidance and performing

with increased

confidence and

competence

Practicing

independently with

minimal supervision

and leading and

coordinating care

with confidence

Part 3: Leads and coordinates care

Achieved

Knowledge

Skills

Attitudes and Values

Yes

Has a comprehensive knowledge-base to

support safe and effective practice and can

critically justify decisions and actions using

an appropriate evidence-base.

Is able to safely, confidently

and competently manage

person centered care in both

predictable and less well

recognised situations,

demonstrating appropriate

evidence based skills.

Acts as an accountable

practitioner in responding

proactively and flexibly to a

range of situations. Takes

responsibility for own learning

and the learning of others.

Is only able to identify the essential

knowledge-base with poor understanding of

rationale for care. Is unable to justify

decisions made leading to unsafe practice.

With minimal supervision is not

able to demonstrate safe

practice despite guidance.

Demonstrates lack of self-

awareness and

professionalism. Does not take

responsibility for their own

learning.

Remember -

If the student’s performance gives cause for concern at the mid-point interview or

at any point during the experience feedback must be given and an action plan written to

enable the student to address this prior to the final interview. The Practice Assessor must

communicate with and involve the Academic Assessor in this process.

Advice for Students

Students are continually assessed. To pass a proficiency students must demonstrate Knowledge, Skills and

Attitudes and Values appropriate to the Part (see above). To help with this consider the following:

 Need to participate in activities that involve the proficiencies you want to be assessed in

 Need to demonstrate knowledge by providing evidence of supportive reading/learning for the

proficiencies to be achieved

 Actively seek feedback from other HCP’s who you have worked with in support of the

proficiencies you want to achieve.



Ensure feedback is documented under either Peer Support or Record of working with and

learning from others/inter-professional working

 Can discuss with the PS PA examples from practice that they have participated in to meet the

relevant proficiency

 Students may wish to keep a record of participation with reflection as a tool as an aide memoire.

Advice for Practice Supervisors and Practice Assessors

The levels of expected supervision and achievement provide guidance of expected performance that a

student should be working towards achieving by the end of the respective part. Use this in conjunction

with the Criteria for Assessment relevant to the Part to assist in the decision making process regarding

progression and achievement. Evidence should be sought via the various feedback mechanisms as

discussed on pages 12-14 of this guide. To help with this consider the following points:-

 Have you tested the students’ knowledge and understanding appropriate to the part?

 Has the student demonstrated appropriate professional values?

 Have you observed/tested the student preforming the proficiency/episode of care?

 Have you received testimonial from patients/service users/carers/relatives?

 Have you received feedback from other members of staff

 Is all the above documented?

Assessment of Professional Values

Advice for Practice Supervisors and Practice Assessors

Assessment of professional values is a continuous process and practice supervisors and practice

assessors should provide specific evidence of where standards are being met / not met at the midpoint

and end of placement, or more frequently if required.

Students should be assessed on ALL professional values during EVERY PLACEMENT

Students are required to demonstrate high standards of professional conduct at all times during their

placements. Students should work within ethical and legal frameworks, and be able to articulate the

underpinning values of The Code (NMC, 2015). Professional Values reflect a number of proficiency

statements and are captured under the 4 sections of The Code.

The Practice Assessor has responsibility for assessing Professional Values though the Mid-Point review,

which can also be completed by a Practice Supervisor in liaison with the Practice Assessor

Student achievement: Important information if student is not maintaining

competence of assessed elements

Where other components have been assessed and achieved e.g. a proficiency assessed at the beginning

of the Part, the student needs to demonstrate continued competence and confidence in the proficiency.

Professional Value statement 8 enables the assessor to ensure and record that the student is meeting

this requirement

If the student is not achieving any aspect of professional values this must be identified as a

development need with the student. If it continues, an action plan will be required.

Action plans should reflect specific areas of concern and be completed as early in the placement as

possible to ensure the student has the maximum time and opportunity to develop. If there are any

issues/areas for concern, these must be recorded as ‘Not Achieved’ and must trigger an Action Plan.

The joint Action Plan must involve the Practice Assessor and Academic Assessor and/or delegated

representative from the student’s university e.g. Practice Liaison Lecturer/Link Lecturer.

Advice for Students

Assessment of Professional Values is done via continuous assessment and feedback is given

and documented at mid-point and end point interviews. However feedback can be given at

any time if required using the record of communication/feedback sheets.

Students must provide a comment on how they felt they had achieved the value at any point

during the placement but are advised to have reflected upon at least a third of all the

Professional Values by midpoint and then to have completed all by final interview

Exemplar of Professional Values to be assessed

Yes = Achieved, No = Not Achieved (Refer to Criteria for Assessment in Practice)

Achieved

Mid-Point

Yes/No

Initial/

Date

Achieved

Final

Yes/No

Initial/

Date

(Final)

Prioritise people

1. The student maintains confidentiality in accordance with the NMC

code.

Yes

10/4/2019

Yes

13/6/2019

2. The student is non-judgmental, respectful and courteous at

all times when interacting with patients/service users/carers

and all colleagues.

Yes

10/4/2019

Yes

13/6/2019

Practice effectively

6. The student maintains consistent, safe and person- centered

practice based on best available evidence.

Yes

10/4/2019

Yes

13/6/2019

7. The student manages appropriate and constructive relationships

within the inter-disciplinary team with the intent of building

professional relationships.

Yes

10/4/2019

Yes

13/6/2019

8. The student makes consistent effort to engage in and reflect on

their learning, contributing to their own professional development

and supporting the learning and development of others.

Yes

10/4/2019

13/6/2019

Preserve safety

10. The student demonstrates openness (candour), trustworthiness and

integrity.

Yes

10/4/2019

Yes

13/6/2019

11. The student reports any concerns to a member of staff when

appropriate e.g. safeguarding.

Yes

10/4/2019

Yes

13/6/2019

Promote professionalism and trust

14. The student’s personal presentation and dress code is in accordance

with the local policy.

Yes

10/4/2019

13/6/2019

15. The student maintains an appropriate professional attitude regarding

punctuality and communicates appropriately if unable to attend

placement.

10/4/2019

13/6/2019

Mid-point assessment

Practice Supervisor Name: Mark Matthews

Reviewed and agreed by Practice Assessor

Practice Assessor Name: Sam Makepiece

Signature:

MMatthews

Signature:

SMakepiece

Date:10/04/2019

End point: Student reflection on meeting Professional Values

Choose one example from your practice on this placement to demonstrate how you practice within the

NMC Code of Conduct (ensure confidentiality is maintained). For each placement, please select a different section of The

Code to reflect on

Reflection on No 1 – Confidentiality – I have observed and am aware of the need to obtain patient permission prior to

discussing a patient’s condition with a relative. This can be hard at times when the relative insists on knowing and the

patient does not want them told. I came across this with an elderly patient who had cancer and was insistent that their

daughter should not know. The daughter was not happy and was threatening to complain, the RN sat down with the

daughter and discussed sharing of information. In the end the daughter understood.

Student Name: Stuart Marl Signature:

SMarl

Date:10/06/2019

Final assessment - please add comments on Final Interview Page

Practice Assessor Name: Sam Makepiece Signature:

SMakepiece

Date:13/06/2019

Assessment of Proficiencies

The proficiencies “apply to all registered nurses, but the level of expertise and knowledge required will

vary depending on the chosen field(s) of practice”. (NMC, Future Nurse, 2018, p22, 26)

Assessment of Proficiencies are undertaken across the Part. These can be assessed in a range of

placements but need to be assessed as Achieved (YES) at least once by the end of the Part. If a proficiency

is assessed as Achieved (YES) early in the Part it is expected that the student maintains that level of

competence and can be re-assessed in subsequent placements at the Practice Assessor’s discretion.

Professional Value No 8 can be used if a student does not maintain competency of a proficiency

Proficiencies include skills and procedures, and should be assessed within the field of practice

that the student is undertaking. However, when considering the person’s age and a range of

mental, physical, cognitive and behavioural health challenges, the student can learn and be

assessed across different health and social care settings.

The Grade Descriptors are ‘Yes’ (This proficiency has been achieved), ‘No’ (this proficiency has not been

achieved). Refer to Criteria for Assessment in Practice for further details. Some of the proficiencies may be

met within simulated learning as per the individual university’s policy. Hyperlink

Proficiencies marked with an * can be met in either Part 2 or Part 3; please refer to the OAR to

confirm achievement of these.

Achievement of Proficiencies:

As student’s progress through each part of the programme the proficiencies will vary by number and level

of difficulty. For example in Part 1 = 29; Part 2 = 22; Part 3 =27. There are 14 Proficiencies that can be

achieved in either Part 2 or Part 3 (92 in total)

Advice for Students

Students are continually assessed. To pass a proficiency students must demonstrate Knowledge, Skills and

Attitudes and Values appropriate to the Part. To help with this consider the following:

 Need to participate in activities that involve the proficiencies you want to be assessed in

 Need to demonstrate knowledge by providing evidence of supportive reading/learning for the

proficiencies to be achieved

 Actively seek feedback from other HCP’s who you have worked with in support of the

proficiencies you want to achieve.



Ensure feedback is documented under either Peer Support or Record of working with and

learning from others/inter-professional working

 Can discuss with the PS PA examples from practice that they have participated in to meet the

relevant proficiency

 Students may wish to keep a record of participation with reflection as a tool as an aide memoire.

Advice for Practice Supervisors and Practice Assessors

The levels of expected supervision and achievement provide guidance of expected performance that a

student should be working towards achieving by the end of the respective part. Use this in conjunction

with the Criteria for Assessment relevant to the Part to assist in the decision making process regarding

Part1

Part2

Part 3

Participates in

assessing needs

and planning person-centered

care

Participates in

assessing needs

and planning person-centered

care with increased confidence

Confidently assess needs and

plans person-centered care

Participates in

providing and

evaluating person-

centered care

Participates in

providing and

evaluating person-

centered care with

increased confidence

Confidently delivers and

evaluates person-centered care

Participates in procedures for the

planning, provision and

management of person-

centered care

Participates in procedures for

the planning, provision and

management of person-

centered care with increased

confidence

Confidently manages the

procedure in assessing,

providing and evaluating care

Participates in

improving safety and

quality of person-

centered care

Participates in improving safety

and quality of person-centered

care with increased confidence

Confidently contributes to

improving safety and quality

person-centered care

Participates in the co-

ordination of person-

centered care

Participates in the co-ordination

of person-centered care with

increased confidence

Confidently co-

ordinates person-

centered care

If a student does not achieve a Proficiency by the end of a Part

It must have been discussed between the student, practice supervisor and practice assessor

that a student is struggling to achieve a proficiency. The academic assessor must have been

notified early on in the process. An Action Plan must also be completed to allow every

opportunity for the student to achieve.

A decision regarding not-achievement is made at the final interview on the final placement and

recorded as ‘Not Achieved’. Practice Assessors should record this by writing an ‘NO’ in the box.

They should then date and sign the assessment and record this in the ‘Learning and

Development Needs’ page in the PAD (part of the final interview paperwork)

progression and achievement. Evidence should be sought via the various feedback mechanisms

as discussed on pages 12-14 of this guide. To help with this consider the following points:-

 Have you tested the students’ knowledge and understanding appropriate to the part?

 Has the student demonstrated appropriate professional values?

 Have you observed/tested the student preforming the proficiency/episode of care?

 Have you received testimonial from patients/service users/carers/relatives?

 Have you received feedback from other members of staff

 Is all the above documented?

In Addition Practice Supervisors and Practice Assessors are advised to consider these under

the 5 clusters as many are related and can be achieved in combination. Also remember when

that a number of the proficiencies can be achieved whilst undertaking an Episode of Care

Summative Assessment with a Practice Assessor

Example from the proficiencies

The individual completing the assessment should draw on a range of observed experiences in which the students demonstrates the required

knowledge, skills, attitudes and values to achieve high quality person/family-centered care in an increasingly confident manner, ensuring all

care is underpinned by effective communication skills.

Please remember that students do not have to be assessed on every proficiency in every placement, but if assessed and passed must maintain

that competence

Participates in assessing needs and planning person-centered care with increased confidence

YES = Achieved, NO = Not Achieved

Assessment 1

Assessment 2

Assessment 3

Assessment 4

Yes/No

Sign/Date

Yes/No

Sign/Date

Yes/No

Sign/Date

Yes/No

Sign/Date

1. Support people to make informed

choices to promote their wellbeing

and recovery, assessing their

motivation and capacity for change

using appropriate therapeutic

interventions e.g. cognitive

behavioural therapy techniques.

(2PHPIH 2.8, 2.9, 2.10, A2.7, A 3.6)

2. Apply the principles underpinning

partnerships in care demonstrating

understanding of a person’s capacity

in shared assessment, planning,

decision- making and goal setting.

(1BAP 1.9, 2PHPIH 2.9, 3ANPC 3.4, 4

PEC 4.2)

* 3. Recognise people at risk of

self-harm and/or suicidal ideation

and demonstrates the knowledge

and skills required to support

person-centred evidence-based

practice using appropriate risk

assessment tools as needed. (3ANPC

3.9, 3.10, 4PEC 4.11)

Those marked with an * can be assessed in Part 2 or Part 3. Please record in OAR as well on achievement

Summative Assessments I (Completed by Practice Assessors Only)

Episodes of Care

Episodes of Care are holistic assessments which enable the student to demonstrate

progression across a number of platforms and must be achieved by the end of the Part.

Effective communication and relationship management skills underpin all aspects of care.

This assessment must be completed by a Practice Assessor

Part 1:

Formative

- Episode of direct care meeting the needs of a person receiving care.- can be

completed by Practice Supervisor who must feed back to the Practice Assessor

Summative

- Episode of direct care meeting the needs of a person receiving care.

Part 2:

Summative

: Episode of Care 1 - group of people receiving care or individual with complex care

needs.

Summative

: Episode of Care 2 - group of people receiving care with increasingly complex

health and social care needs.

Part 3:

Summative

: Episode of Care 1 - Supervising and teaching a junior learner in practice, based on

the delivery of direct person-centered care.

Summative

: Episode of Care 2 - organisation and management of care for a group/caseload of

people with complex care covering all seven platforms.

The Student and Practice Assessor should identify an appropriate time and patient to complete

an Episode of care. The discussion should include expectations based on the Levels of Expected

Supervision and Assessment Criteria against the Learning outcomes for that Episode of Care. In

addition recognition of the proficiencies that also could be included within the assessment

should also be identified.

Advice for Students

This is a summative assessment and therefore 1 attempt is allowed to achieve this assessment per

placement. If an Episode of Care is undertaken in placement and not achieved then a 2

Opportunity to

retake the assessment will be given in Placement 2

To pass an Episode of Care assessment students must demonstrate Knowledge, Skills and Attitudes and

Values appropriate to the Part (see page 15 ). To help with this consider the following:

 Familiarise themselves with the Aims and Learning Outcomes for each Episode of Care as each

one is different

 Discuss with your Practice Supervisor about having Formative assessments on the Episode of

Care – this is built into Part 1, but is good practice for students to do this in Part 2 and Part 3

 Need to participate in activities that relate to the Episode of Care you are being assessed in

 Need to demonstrate knowledge by providing evidence of supportive reading/learning for the

proficiencies to be achieved

 Actively seek feedback from other HCP’s who you have worked with in support of the

proficiencies you want to achieve.

Remember -

If the student’s performance gives cause for concern at the mid-point interview or

at any point during the experience feedback must be given and an action plan written to

enable the student to address this prior to the final interview. The Practice Assessor must

communicate with and involve the Academic Assessor in this process.

Advice for Practice Assessors