Explanatory notes on achieving Practice Learning Outcomes in Learning Disability Nursing 2
and Learning Disability Nursing 3 (Year 1, semester 2 and 3).
Introduction
In the CAP Document for all years undertaking the BSc (Hons) Nursing programme the Practice
Learning Outcomes [PLOs] are skills-based and match the Essential Skills Clusters that the Nursing
and Midwifery Council [NMC] state must be achieved at the different progression points in programmes
they validate. The NMC have identified that ALL nurses need to achieve these as they progress,
whatever their field of practice.
Nursing students experience a range of different placement types. Set out below are some notes which
aim to help students and mentors think about how a PLO might be achieved in different types of clinical
placements. These notes are based on conversations that we have had with students, mentors and
Practice Learning Facilitators (PLF’s).
All questions, suggestions and feedback about these notes are welcome; please don’t hesitate to get in
touch. This document is also available on the Placement Learning Unit website under module
documents/learning disability documents
http://www2.hull.ac.uk/fhsc/placementlearningunit/moduledocuments/learning
disabilityfielddocuments.aspx.
[Insert name]
[insert contact details]
Level of student’s performance in Year 1
Page 10 of the CAP document shows the competency framework that is used throughout the 3 year
programme. In year 1, where the student is expected to perform at least at level 4, he/she is required to
either demonstrate acceptable performance of the activity or skill under direct supervision as a
knowledgeable observer or he/she may observe others undertaking an activity, and accurately describe
it and act as a helper. Level 4 performance has 2 possibilities therefore. Where possible, the student
should ideally practice skills and activities under supervision but if the opportunity to do this is not
available there is the scope to ‘accurately describe it’.
Please note: There is nothing here to prevent the activity or skill being simulated if necessary and/or
described. Many clinical skills can be observed using the resources available to students via the
University VLE eBridge. For example using ClinicalSkillsNet or, for intramuscular injection practice the
videos and elearning package via http://www.reach4resource.co.uk/ . It is also very appropriate for
students at this level to explore the resources and policy documents available in the Trust to support
safe practice (e.g. for infection control). Many Trusts now have access to equipment to simulate clinical
skills and these can be borrowed by teams and mentors (e.g. a injection site model). The student can
be asked to talk through a procedure or asked questions about what they would do in a certain practice
situation or scenario. Alternatively Ellie Borrill can be contacted at the learning centre. Telephone
number: 01482 389261.
The following section contains explanatory notes for some of the PLOs from the Year 1 CAP. For
convenience the PLOs are listed under their Essential Skills Clusters.
Care, compassion and communication
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1.5 Demonstrate an ability to engage effectively with a range of people and build caring
professional (p65)
This PLO provides a list of people the student must have engaged with by the end of Year 1. This does
not mean individually on separate occasions. For example maybe the student will visit a client at home
where there are children and/or young people in the family they interact with. There may need to be
some thought given to how the student can achieve the PLO in relation to ‘Pregnant and/or Postnatal
Women’. This may require facilitation of a visit to an antenatal clinic. It would be better if some
students achieved this in semester 2 to avoid clinics becoming overwhelmed with requests in Semester
3. Please liaise with the PLF if you are not sure how to go about this. Think creatively about what is
meant by a long term condition.
3.1 Demonstrate that they respect the diversity and individual preferences and value differences,
regardless of their own personal views. (p67)
As well as meeting this PLO on both of their year 1 placements, in semester 1 students will also be
required to write a 100-1500 word reflective account that relates to a clause from the NMC’s Code of
Standards of conduct, performance and ethics for nurses and midwives (2008) and link it to examples
from practice. Guidance on this assessment task is located on the module eBridge site.
3.3 Adjust ways of communicating where a person's hearing, vision or speech is compromised.
(p 67)
Think creatively about this one. A person senses may be compromised due to a number of physically as
well as psychologically based reasons.
Organisational aspects of care
9.2 Respond appropriately when faced with an emergency or sudden deterioration in a person's
physical or psychological condition (e.g. abnormal vital signs, collapse, cardiac arrest, selfharm, extremely challenging behaviour, attempted suicide) (p 73)
The key phrase here is ‘sudden deterioration’. The examples given are just examples, any sudden
deterioration in a person’s physical or psychological condition is appropriate as an example. If not
witnessed during this placement, discussing and answering question about how to respond to a given
scenario described by the mentor and taken from his/her previous practice would be appropriate.
9.3 Seek the assistance of appropriate others in such a situation (p74)
See 9.2, the same applies.
10.2 Accurately measures and records weight, height, temperature, pulse, respirations and
blood pressure using manual and electronic devices. (p 74)
Equipment should be available for this in all settings. If no client is available or willing to consent,
practice on the staff. Staff themselves may have become deskilled through a lack of opportunity to
practice and welcome an update from the student. Students can share the resources on
ClinicalSkills.net via eBridge and the Trust training or clinical development departments should be able
to help.
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10.3 Participate in maintaining a person's personal hygiene where they have identified they are
unable to carry this out for themselves (p 74)
This may involve supporting a client to improve their self-care skills. If your clinical area is one where
this activity is infrequent, liaise with a related area placement area where it may be possible for the
student to learn/practice this activity. For example, students placed in a clinic or outclient setting may
benefit from spending some time on hospital ward to achieve this outcome.
11.1 Act within legal frameworks and local policies in relation to safeguarding learning
disabilitys and children who are in vulnerable situations. (p. 75)
As well as meeting this PLO on both of their year 1 placements, in semester 2 students will also be
required to write a 100-1500 word reflective account of an incident that occurred whilst on placement.
Guidance on this assessment task is located on the module eBridge site.
14.2 Engage in communication with a range of members of the team (p 78)
To achieve this you MUST include evidence recorded on the INTER PROFESSIONAL LEARNING LOG on
page 32. Students can download additional copies of this log from their eBridge site. Where possible,
inter professional learning should take place alongside a non-nurse colleague. Students are required to
clarify the purpose of their work with another member of the healthcare team before the experience
takes place. This planning should be documented in the section of the learning log entitled ‘student preexperience preparation’.
Organisational aspects of care
18.3 Demonstrate safe manual handling techniques (p 82)
This does not just apply to people; maybe there is a box or item of furniture that has to be moved.
Infection Prevention and Control
25.1 Apply principles of asepsis to aspects of client care where there is actual or potential
danger of infection being introduced
This does not just apply to wound and skin care. Consider issues such as the safe storage and
preparation of some medicines to avoid contamination. Eg. eye and ear drops topical preparations. In a
community team it may be the nurse is advising the client on storage of these preparations.
26.2 Ensure dignity is preserved when collecting and disposing of bodily fluids and soiled linen
(p 90)
It is possible that the student is asked to talk through a procedure or asked questions about what they
would do in a certain practice situation or scenario. For example, any client in any given service or
situation may vomit or have a nose bleed, what would you do in these circumstances? Alternatively it
may be possible to organise for the student to spend some time on a residential unit.
Nutrition and fluid management
27.1 Assist people to maintain independence in choosing what they eat and drink
27.2 Report any information gained from discussion with the person or their carers about food
preferences/requirements/difficulties (both p91)
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These two activities are about the overarching PLO about meeting needs for an adequate nutrition and
diet. There are many issues to do with poor nutrition in all sorts of client groups and clinical
environments. For example in community setting when working with people who are experiencing
continence problems, patterns of fluid intake may need to be explored.
28.1 Participate in a nutritional assessment, taking and recording all measurements accurately
eg weight, height and BMI. (p 92)
As with learning outcome 10.2 it may be that this activity is carried out on staff within the placement
area who give their consent.
30 (30.1 – 30.4) In relation to creating an environment that is conducive to eating and drinking, (p
94)
If your clinical area is one where this activity is infrequent, identify a related area where it may be
possible for the student to spend some time in to learn/practice this activity. For example, students
placed in a community setting may benefit from spending some time in a community-based continuing
care environment.
Medicines management
33.1 Demonstrate competency in medicines calcul
(page 97)
This activity can be achieved through discussion as well as through supervised practice. Students
should be asked to solve problems related to commonly prescribed medicines using the BNF as a
learning resource. The BNF can be accessed online at http://www.bnf.org using an Athens username
and password.
37.1 Demonstrate knowledge of local and national policies governing ordering, receiving, safe
storage and disposal of medicines; 37.2 Demonstrate safe disposal of medicines (page 101)
38.1 Use prescription charts correctly and maintain accurate records; 38.2 Utilise and safely
dispose of equipment needed to administer medicines e.g. needles, syringes, gloves; 38.3
Demonstrate competency in medicines administration
If medicine administration does not take place in the placement, talk through the process and answer
questions about the policy as this activity says ‘demonstrate knowledge of’. Alternatively it may be of
valuable to access a related placement area for learning in relation to this activity.
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