SCHOOL OF HEALTH
BSc in
Operating Department Practice
Clinical Assessment Document
Year
Two
Trimester
Trimester 1
Module Name
Principles of Post Anaesthetic Care (M2B721429)
Student’s name........................…………..................
Matriculation number………………………………
Mentor..............................……….............................
Placement......................................………................
Module leader ……Agnes Lafferty……………….
Group..............................YEAR …………………..
Placement commencement date ………………….
Assessment Submission Date................………........
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Table of Contents
TABLE OF CONTENTS ............................................................................................................................. 2
INFORMATION FOR MENTORS ............................................................................................................ 3
STRATEGY FOR ASSESSING PRACTICE ......................................................................................................... 3
SUPERVISION OF PRACTICE AND FACILITATION OF LEARNING..................................................................... 3
PRELIMINARY INTERVIEW .......................................................................................................................... 4
PROVIDING APPROPRIATE LEARNING EXPERIENCES................................................................................... 4
INTERIM PERFORMANCE REPORT DISCUSSIONS.......................................................................................... 4
FINAL WRITTEN REPORT ............................................................................................................................ 4
THE PROCESS OF ASSESSMENT ................................................................................................................... 5
ORIENTATION PROGRAMME ....................................................................................................................... 5
CRITERIA FOR THE ASSESSMENT OF ASPECTS OF PERFORMANCE. ..................................... 6
LEARNING OUTCOMES .......................................................................................................................... 7
INTERIM PERFORMANCE REPORTS .................................................................................................. 9
FINAL WRITTEN REPORT .....................................................................................................................10
2
Information for Mentors
Strategy for Assessing Practice
Assessing a student may involve indirect methods such as reflective diaries or critical incident analysis.
Arguably the most valuable indicator of ability comes from the direct observation of practice by you, the
mentor. This assessment tool is designed to help you do this. Because you cannot (and would not want to)
assess every minute of the student’s placement, your judgement is based on a sample of the student’s total
performance. Learning outcomes have been identified and should be assessed independently at
progressively higher levels as the student progresses in the course. Criteria by which you should judge how
well a student performs are specified in the table on page 6. Please ensure that you have a working
knowledge of these criteria to use when planning learning experiences and giving feedback to students.
Prior to making a ‘performance’ assessment, the learning outcomes should be assessed. Indicate whether
they have been achieved or not by initialling the appropriate box.
It should be noted that failure to demonstrate an acceptable standard of professional conduct will normally
result in a failed assessment and possibly the student’s subsequent removal from the programme, in
accordance with programme regulations. You should be confident that maintaining professional standards
is a crucial part of the mentor’s role, and that the academic advisor will advise and support you in these
decisions. Further information is provided on page 6.
Supervision of Practice and Facilitation of Learning
This document has been developed in compliance with Quality Assurance Agency and NHS Education for
Scotland national standards for placement learning. The details below outline how you can support the
student in accordance with these standards.
The student must be assigned to a mentor prior to the placement and be welcomed and orientated at the
beginning of the placement experience. A learning contract should be negotiated within the first 48 hours of
the placement. If no mentor is available or the mentor becomes unavailable and cannot be replaced by a
suitable co-mentor, then the module leader must be informed. As a mentor you should be in a position to
facilitate the student’s learning and provide supervision and support on a regular basis, amounting to at
least 50% of total practice time. If you share the role with others, collaboration in completing learning
contracts and assessment documentation is expected.
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On the first day of the placement the student must be orientated to the area and be provided with the
necessary information relating to emergency procedures and Health & Safety policies. You should advise
the student of the location of applicable policy and procedure manuals and allow time for these to be
studied. Please confirm that this has been done on page 5.
Preliminary Interview
Preferably you (or someone acting on your behalf) should meet with the student within two days of
commencing the placement. This discussion ought to establish the following:

The student’s previous practice achievements in order to identify current learning needs.

The performance level and competencies that need to be achieved during this placement.

The available learning opportunities.

An initial action plan.
Providing Appropriate Learning Experiences
It is anticipated that placements selected for students should provide sufficiently varied experiences to
enable the student to achieve the outcomes or competencies, and to develop their performance. However,
situations have been known to change at short notice. Should you anticipate any difficulty, you must inform
the university to negotiate a satisfactory resolution to the problem. Writing ‘N/A’ against any of the
student’s learning outcomes or competencies means that the student has been disadvantaged through not
achieving essential learning at the appropriate time.
Interim Performance Report Discussions
You should hold these at least every second week, to discuss the student’s progress. From these sessions,
the initial action plan should be updated. Comments on performance should be recorded on the interim
performance report sheet then signed and dated by you and the student. This is especially important if you
anticipate the possibility of the student not achieving the required level of performance, or become
concerned about the student’s professional behaviour, in which case the university must be informed at
once.
Final Written Report
This must normally be completed during the last few days of the placement. In anticipation of this, you
should review the student’s progress, identifying evidence upon which you can make a professional
judgement. This should involve discussion with other appropriately qualified staff who have supported the
student in your absence. Analyse the criteria in the table on page 6. In the event of the student not
achieving the competencies or learning outcomes, or demonstrating an unsatisfactory level of performance,
4
you must forewarn a member of university academic staff. This allows a lecturer to be present when the
assessment is discussed with the student.
The Process of Assessment
It is important to understand that there are two elements to this assessment. The student’s ability to carry
out specific activities, as well as their overall performance must be assessed. That is,

each of the specified learning outcomes need to be achieved & the appropriate box signed/initialled.

the student’s performance needs to satisfy the criteria in the table on Page 6. Criteria are in relation to
professional standard and quality of performance. The level of support you require to give the student
is another useful indicator of their level of performance.
The consequence is that it may in fact be possible for a student to achieve every learning outcome, assessed
in isolation, but if in day-to-day activities the student’s efficiency and effectiveness and amount of
assistance required are such that their performance has not reached the appropriate level for the placement,
the student has failed the assessment.
The methods you use to assess the student will vary from situation to situation. Direct observation, reports
from colleagues, reflection on practice and analysis of written work should, taken together, indicate a level
of performance and the achievement of competencies. Probing underpinning theory and decision making
processes, perhaps through posing hypothetical questions relating to clinical situations should reveal
breadth and depth of knowledge and understanding. This may supplement other, more direct methods of
assessment, especially as the student should be developing initiative and require less ‘direct supervision’ as
the programme progresses.
There is opportunity to comment on the student’s professional standard, quality of performance, level of
support and evidence in support of your judgement in the ‘Final Written Report’ (page 10).
Orientation Programme
Please indicate that you have advised the student of:
 Location of Policy and Procedure Manuals
 Layout of Area
 Emergency Procedures
 Health & Safety Policies
Signed Mentor…………………………………….. Student ……………………… Date…….
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Criteria for the Assessment of Aspects of Performance
PERFORMANCE
LEVEL
1
2
3
TO BE
PROFESSIONAL STANDARD*
ACHIEVED BY
QUALITY OF PERFORMANCE* LEVEL OF SUPPORT*
Year 1
Trimester 1
The student begins to build a fragile
confidence. Co-ordination and efficiency,
lacking initially, begin to improve.
The student begins to learn to respond
appropriately to individual patients.
The mentor acting as motivator,
explains the relevance of the experience,
revealing what needs to be learned.
Through frequent verbal support and
demonstration, activities are explained.
The student’s performance is efficient in
part, but requires a prolonged timescale
and excessive effort. He or she does not
yet fully consider the needs of the whole
patient.
The major goals of the student’s practised
activities can normally be achieved. He or
she frequently notices patients’ actions
and responses, and attends to these
appropriately. Performance is becoming
efficient, co-ordinated, confident, and
completed within a reasonable time.
The mentor acts as a catalyst, engaging
the student with experiences in a
controlled manner, explaining,
demonstrating and encouraging safe
participation.
Through monitoring activities and
giving feedback, the mentor moderates
the student’s perception of their
performance.
Explanations may be required, but the
emphasis shifts from demonstrating and
giving direction, to giving the student
support in the performance of activities.
The student predominantly needs
supportive cues and feedback, with little
direction. Under supervision, she or he
can be held increasingly accountable for
the delivery of interventions that have
previously been practised.
Year 1
Trimester 2 &
Trimester 3
The student cannot safely perform clinical activities
alone. Initial involvement with a new experience is
by looking and listening before participation. He or
she demonstrates awareness of their own limitations
and seeks help and advice. Positive attitudes towards
caring for people, and learning, are demonstrated.
The student is sufficiently self-motivated to explore
issues and practise in a number of activities in a safe
and caring manner. Attention to detail is more
evident in performance.
Year 2
Trimester 1
The student is safe and accurate in a growing
number of activities. His or her performance is
typified by critical and systematic practice in the
development of an understanding of guiding
principles, and inherent values. Students begin to
identify emotionally and intellectually with their
experiences in caring for others.
Year 2
Trimester 2
The student consistently demonstrates safe, accurate
and co-ordinated practice within assigned activities,
contributing to patient care. Caring attitudes and
empathy are characteristic of performance. She or he
can support actions by reasoned discussion and can
justify decisions, but this may be limited in depth
and specific to context.
The student can provide a sound rationale for perioperative care, and effectively communicates
information and concepts.
He or she is able to evaluate the contribution that
peri-operative care makes within a wider context.
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Year 2
Trimester 3
(Entry to Register)
The student can effectively meet the
majority of patients’ needs, and develops
efficiency in rehearsed activities. He or
she demonstrates awareness of patients’
changing needs, and confidence in
providing appropriate interventions as
situations unfold
The student is aware of the effect of
interventions on the patient and adjusts
care to produce positive outcomes as
situations unfold. The delivery of perioperative care is informed, efficient,
effective, integrated and confident.
The student can act independently
within supervised environments, and
opportunities should be provided to
extend the student’s abilities. Critical
appraisal, debate, and challenge are now
required in order that the student
consolidates this level of performance.
At the point of entry to the register, the student demonstrates competence, ie, “the skills and ability to practise safely and effectively without the need for direct supervision” †
5
*Based on Bondy (1983), Steinaker and Bell (1979). † Definition of Competence, Peach (1999)
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Principles of Post Anaesthetic Care
Each of the following learning outcomes must be achieved







Achieved? Please sign/initial relevant box
Yes
Demonstrate the ability to establish and maintain a safe
environment for the reception and treatment of postoperative
patients and, where appropriate, their carers in the post
anaesthesia care unit.
Demonstrate the ability to apply the knowledge and skills of a post
anaesthesia practitioner to the planning, implementation and
evaluation of care to patients recovering from elective surgery and
anaesthesia and apply pertinent national and local policies.
Demonstrate a broad knowledge of the anatomy, physiology and
pathophysiology of the endocrine system and the associated
surgical procedures, with particular reference to caring for the
diabetic patient.
Demonstrate skills and knowledge in the recognition, assessment
and treatment of patients suffering from commonly occurring post
operative complications and conditions.
Demonstrate the ability to administer and monitor the effects of
drugs.
Identify, analyse and reflect upon the cultural, ethical, moral and
practical issues that affect communication with patients in the
immediate postoperative period.
Understand and apply to practice the legal and professional issues
surrounding inter-professional communication, discharge criteria
and the documentation of care.
Student: Evidence in support of your achievement
Student’s signature……………………………
7
Date…………
No
Mentor: What level of performance (page 6) has the student reached?
NOT YET PERFORMANCE PERFORMANCE PERFORMANCE PERFORMANCE PERFORMANCE
LEVEL 1
LEVEL
LEVEL
LEVEL
LEVEL
LEVEL
1
2
3
4
5
Please sign in the appropriate box. You may qualify your judgement on page 11.
Mentor’s Signature..............................................
8
Date................
INTERIM PERFORMANCE REPORTS
Comments on performance and outcomes of interim interviews should be recorded and
signed by both mentor and student. The frequency of meetings should be at least every two
weeks. You may attach additional sheets to this document if necessary.
Date
Comments
Signatures
9
FINAL WRITTEN REPORT
Please comment on achievement relative to expectations outlined on table, page 6, under each area
below
Professional Standard
Quality of Performance
Level of Support
10
Student’s Strengths and Areas for Improvement
Mentor’s Comments in Support of Judgement
Student’s Comments in Relation to Level of Performance
Mentor’s Signature..............................................
Date................
Student’s Signature.............................................
Date................
11