University of Manchester, School of Nursing, Midwifery and Social Work
in partnership with
The Greater Manchester Workforce Development Confederation
PRACTICE PLACEMENT ASSESSMENT DOCUMENT
ALL BRANCHES (YEAR THREE)
This page to be completed by the student.
Unit Title:
Placement Dates:
Student’s Name:
Programme (Course):
University ID No:
Intake / Group:
Mentor / Assessor’s Name:
Placement Area Name:
Placement Area Address:
Placement Area Tel No:
Placement Code:
Unit Leader’s Name:
E-mail:
Tel No:
Personal Tutor’s Name:
E-mail:
Tel No:
This Practice Placement Assessment Document is part of the summative assessment for the unit. The completed
form must be submitted to the student’s Personal Tutor at the end of the placement. It might not be returned
to the student, so students are advised to photocopy this document prior to submission to their Personal
Tutor, so that they have a copy for the appropriate section of their Portfolio.
It is the responsibility of the student to keep this document safe and to ensure that the document is made
available during the placement so that the mentor / assessor can complete the appropriate parts of the
form.
A separate Practice Placement Assessment Document is required for each of the six Branch placements.
Personal Tutor Use Only
Mentor / Assessor’s Statement of Achievement acceptable
Yes [ ]
Portfolio verified: evidence / reflection is at an acceptable standard
Yes [ ]
Personal Tutor’s signature:
Date:
1
No [ ]
No [ ]
Yes [ ]
N
GUIDELINES FOR STUDENTS AND MENTORS / ASSESSORS
Whilst students may have had some managerial experience in previous placements the focus
of this placement is to consolidate care delivery and management, and to develop an
understanding of, and some ability, in ward / unit / care area management. To this end the
supervision / mentorship required will be fairly substantial, commensurate with a nurse
inexperienced in this area.
During this placement the following sections of this document MUST be completed:
 Placement orientation checklist (page 6) – within the first week of starting the
placement.
 Preparation for the initial meeting with the mentor / assessor (page 7) – within two
or three days of starting the placement.
 Record of initial meeting with mentor / assessor and the student action plan (page
8) – the initial meeting to be held during the first week of starting the placement.
 Interim / mid-allocation review of progress (page 9) – must be timed to allow the
student the opportunity to improve if necessary by the end of the placement. Action
plan.
 Documentation relating to any experience gained from a rotation to a secondary
placement (see page 3).
By the end of the placement the following sections of this document MUST be completed:
 Unit practice outcomes (pages 10 - 12) – the student must also, where appropriate,
provide evidence in the Portfolio to support achievement of the specified outcomes.
 End of placement review of progress.
 The mentor / assessor’s statement on achievement during the placement (page 15)
– whether the student has met the criteria for AN EFFECTIVE PRACTITIONER and
whether the student’s attendance and conduct have been satisfactory.
At the end of the placement the following should be completed:
 Placement evaluation (ask your Unit Leader for these forms).
 Placement documents
 Record of activities (pages 17 -20).
Orientation
Students should have access to an introductory pack of information that will help orientate
them to new and unfamiliar surroundings. An orientation programme covering the first few
days in the practice area would normally address issues relating to:




personal safety;
procedures in emergency situations;
introduction to other members of the multi-disciplinary team;
confirmation of arrangements for clinical supervision (which should be weekly
wherever possible).
2
Off Duty
Whilst on placement, students are expected to work a 37 ½ hour week within the normal shift
times of the placement areas. Weekends can, and should be, included in the student’s shift
pattern. The supernumerary status of students implies that they should closely shadow the
duty rota of their mentor / assessor or another qualified nurse who is willing to actively
support the student’s learning.
Should a bank (public) holiday occur during a placement period, it is up to the discretion of
the placement area whether students work the bank holiday or whether the bank holiday is
allocated as one of the student’s days off. During bank holiday weeks, students are still
expected to work a 37 ½ hour week; they are not entitled to an additional day off.
Students are not allowed time off from practice hours to attend personal appointments. They
are entitled to Friday 20th May away from practice to attend their exam.
Each Wednesday is a theory day.
9 Reflective days to be taken between weeks 5 and 17 which may be determined by the
Clinical Facilitator / Educator, otherwise to be negotiated with the mentor / assessor and
Clinical Facilitator / Educator.
Night Duty
In order to experience the 24-hour cycle of care, all students must undertake between 2 and
6 weeks’ night-duty during the course (normally during branch studies). Students should
normally have completed this requirement prior to commencing on this unit, but if not they
must do so. A student cannot register without meeting this requirement.
Your Personal Tutor will need to verify that you have completed the required night duty
experience and it is therefore, important that you keep records of any night duty
undertaken on the form provided.
Sickness and Absence Arrangements
Students are responsible for reporting their own sickness and absence to the Sickness and
Absence Secretary on 0161 237 2540 and placement areas and for informing the same upon
return. Sickness and absence must be declared in this document (see page 15). See also the
Student Handbook for specific information.
Rotation Out Of Primary Placements
Students have been allocated a placement where it is believed they will be able to gain a
broad experience in management in order to prepare them for professional practice as a
registered nurse. As it takes time for a student to settle into an environment and feel
comfortable in participating in management activities, short duration spokes (of anything less
than 2 weeks) are considered to be, normally, non-productive and should therefore not be
entertained in this unit. However, there is a lot of interest amongst students to have some
experience in another area which was not accessible to them in their placement choice, such
as high-tech specialist areas, and therefore it is acceptable for the student to negotiate with
their mentor / assessor, clinical placement facilitator and other clinical area in which to do a
rotation, if it can be demonstrated that it would support the learning experience of the
primary placement. This should be no less than 2 weeks and no more than 4 weeks. It is also
recommended that this should occur between weeks 5 and 17 inclusive for obvious reasons.
3
ROLE OF THE MENTOR / ASSESSOR AND ASSOCIATE MENTOR
Each student will be allocated a named mentor / assessor (by the placement area) for the
total duration of the placement(s). As some of the pre-registration allocations are lengthy it is
possible that a mentor / assessor may be absent due to sickness, etc. It is desirable, therefore,
that students also be allocated an appropriately qualified associate mentor where possible.
It is expected that the mentor / assessor of the primary placement will liaise closely with any
mentor(s) / assessor(s) in the secondary (the short interlocated) placement and ensure that the
documentation is adequately completed and reflects the experience and knowledge gained.
Off-duty rotas should be planned so that mentors / assessors / associate mentors have an
opportunity to work with students regularly. Duties of the mentor / assessor include:

Ensuring that the student has an adequate orientation.

Undertaking ongoing observation and discussion with the student to assess his / her level
of competence.

Identifying the student’s strengths and shortfalls. Setting agreed objectives and proposing
subsequent action as required at any point, but at the earliest opportunity, during the
placement. Informing the academic staff when it is considered that a student is failing to
achieve an appropriate level of competence within the target date.

Liaising with other members of the team to gather observations and perceptions of the
student’s progress; particularly with staff from placement areas which the student has
rotated into.

Facilitating ongoing practice teaching and experience for the student.

Acting as a role model for the student.

Carrying out an initial interview with the student (within 3 days of him / her starting the
placement), an intermediate interview and a final interview. Making appropriate records
at each stage.

Ensuring that summative assessment of practice competence is appropriately completed
and recorded including validating the record of activities.
We believe that summative assessment of students’ practice can be enhanced by using a team
approach where associate mentors have an opportunity to contribute to the final judgement
of student achievement. Duties of the associate mentor should include:

Supporting the qualified mentor / assessor in the assessment process.

Undertaking ongoing observation and discussion with the student to assess his / her level
of competence.

Provide feedback to the qualified mentor / assessor regarding observations and
perceptions of the student’s progress, strengths and shortfalls.

Acting as a role model for the student.

Facilitating practice teaching and experience for the student.

Assisting and supporting students in learning new skills and acquiring new attitudes.
All students must be assessed and have their documentation signed by a qualified mentor.
4
LEVELS OF COMPETENCE EXPLAINED
Year 1 (Weeks 1 - 52) - Safe Practitioner
The student will:
 perform safely the practice skills detailed in the unit outcomes
 act with care, avoiding undue risk
 act honestly and lawfully and recognise their limitations
 be able to draw upon appropriate nursing knowledge, interpret it and apply it to the unit
outcomes being assessed.
Year 2 (Weeks 53 - 104) – Emerging Practitioner
The student will continue to meet the criteria for SAFE practitioner, and in addition will:
 actively seek to repeatedly practice the practice skills detailed in the unit outcomes in the
correct manner
 demonstrate a willingness to check their practice skills development by engaging with
their mentor / assessor
 be able to draw upon nursing knowledge to explain their actions.
Year 3 (Weeks 105 - 156) – Effective Practitioner
The student will continue to meet the criteria for SAFE and EMERGING practice and in
addition will:
 demonstrate an understanding and application of practice and management skills in the
clinical area
 examine critically his / her nursing knowledge in given situations and explore the
alternatives
 upon completion - demonstrate competence in relation to the NMC domain outcomes.
5
PLACEMENT ORIENTATION CHECKLIST
Must be completed within the first week of starting the placement.
Yes (Initial /
Date)
Aspect
1.
Fire regulations, emergency procedure.
2.
CPR: location of equipment, emergency telephone
number, student’s role in CPR.
3.
Issues surrounding confidentiality discussed.
4.
Health and Safety policies.
5.
Informed of mentor / assessor’s name.
6.
Uniform policy / standards of dress discussed.
7.
Details of orientation programme / booklet.
8.
Placement philosophy discussed.
9.
Introduced to staff and environment.
No
10. Student to inform mentor / assessor of Personal
Tutor’s name and contact details.
11. Informed of Clinical Facilitator / Educator’s name and
contact details (if available).
12. Informed of Directorate Liaison Teacher’s name and
contact details (if available).
13. Sickness and absence procedures discussed.
14. Evidence of student attending Moving and Handling
training / update.
(If there is no evidence available, the student
MUST NOT be involved in Moving and Handling
until documentary evidence is received).
15. Have you found your placement code?
When all these
have been
achieved
Mentor / Assessor signature:
Date:
Student signature:
Date:
6
PREPARATION FOR THE INITIAL MEETING WITH MENTOR / ASSESSOR
This section should be completed within the first week of starting the placement.
Fill in this section before you have your initial interview with your mentor / assessor.
You should also use the identified comments / strengths / learning needs from your previous
placement to help you plan.
Please use the space below to identify and write down your interests or the issues you want to
explore during this practice placement. You might want to wait a day or so before you meet
with your mentor / assessor so you have a chance to think about the issues and your interests.
You can always firm up your ideas at the initial meeting with your mentor / assessor and,
indeed, at later meetings.
The following questions may help you get started:
 What do I want to see / do?
 Can I build upon previously identified strengths or work on previously identified
weaknesses?
 Where do my priorities lie (bearing in mind what stage you are in your course)?
 What help do I need to pursue my interests / the issues I’ve identified?
 What part should I play in following up my interests / the issues I’ve identified?
 Who should take the lead?
Student’s interests / learning needs / priorities (identified by the student):
7
INITIAL MEETING / DEVELOPMENT OF STUDENT ACTION PLAN (TO
IDENTIFY LEARNING NEEDS AND OPPORTUNITIES)
To be undertaken during the first week of the placement.
Student’s action plan (based upon the unit outcomes and the student’s identified needs and
with the mentor / assessor’s guidance):
Mentor / Assessor’s signature: ………………………………...……… Date: ……………..
Student’s signature: ……………………………………………............ Date: …..…………
8
INTERIM / MID-PLACEMENT REVIEW OF PROGRESS
Please note that this review point must be timed so that, if necessary, the student has time to
improve by the end of placement, but also that any concerns should be identified to the
student immediately and should not necessarily be withheld until this review point.
Mentor / Assessor’s signature: ……………………………...………… Date: ……………..
Student’s signature: ……………………………………………............ Date: …..…………
9
UNIT OUTCOMES
The measurement of achievement is to Year 3 effective practitioner at the point of registration, i.e.; is the student safe in all these domains?
Outcome
PP1.
Evidence
(include in your Portfolio)
1.1 Manage own practice and that of others in
accordance with the NMC Code of Professional
conduct (2002) recognising own abilities and
responsibilities.
1.2 Practice in accordance with an ethical and legal
framework that ensures the primacy of patient /
client interest and wellbeing and respects
confidentiality.
PP2.
Related Domain
Professional and
Ethical Practice
1.3 Practice in a fair and anti-discriminatory
way, acknowledging the difference in
beliefs and cultural practices of individuals
and groups.
2.1 Engage in, develop and disengage from
therapeutic relationships through the use of
appropriate communication and
interpersonal skills.
2.2 Create and utilise opportunities to promote
the health and well being of patients /
clients and groups.
2.3 Undertake and document a comprehensive,
systematic and accurate nursing assessment
of the physical, psychological, social and
spiritual needs of patients / clients /
communities.
Care Delivery
2.4 Formulate and document a plan of nursing
care, where possible in partnership with
patients / clients / carer(s) / significant
others within a framework of informed consent.
10
Achieved
(tick)
Mentor / Assessor’s
and Student’s
Signature
Date
2.5 Based on best evidence, apply knowledge
and an appropriate repertoire of skills
indicative of safe nursing practice.
2.6 Provide a rationale for the nursing care
delivered that takes account of social,
cultural, spiritual, legal, political and
economic influences.
2.7 Evaluate and document the outcomes of
nursing and other interventions.
PP3.
3.1 Contribute to public protection by creating
and maintaining a safe environment of care
through the use of quality assurance and
risk management strategies.
3.2 Demonstrate knowledge of effective
interpersonal working practices that respect
and utilise the contributions of members of
the health and social care team.
Care Management
3.3 Delegate duties to others, as appropriate,
ensuring they are supervised and monitored.
3.4 Demonstrate key skills: literacy, numeracy,
IT and problem solving.
PP4.
4.1 Demonstrate a commitment to the need for
continuing professional development and
personal supervision activities in order to
enhance knowledge, skills, values and
attitudes needed for safe and effective
nursing practice.
Personal /
Professional
Development
4.2 Enhance the professional development and
safe practice of others through peer support,
leadership, supervision and teaching.
11
UNIT OUTCOMES
Comments / Strengths/ Learning Needs
Comments:
Strengths:
Learning needs:
Use the comments / strengths / learning needs identified here to help you plan the learning needs for your future practice.
12
PREPARATION FOR PRACTICE UNIT: SPECIFIC MANAGEMENT
LEARNING OUTCOMES
These are part of, not different to, the unit learning outcomes (which are the competencies of
the NMC domains), but these outcomes have been drawn out to help you identify the specific
management aspects you should be addressing in this unit to ensure that you have the scope
of evidence in your Portfolio necessary to demonstrate competence in domains. You do not
need separate or additional evidence.
Evidence in
Portfolio is on
page:
Outcome
1. Analyse the key concepts and theories related to management and
leadership and their application to practice. Justify decision making
and problem solving processes associated with management
practices.
2. Analyse concepts, processes and skills of effective teamwork within
the context of multi-disciplinary care provision.
3. Analyse different approaches to the management of change including
a positive approach to dealing with resistance.
4. Analyse and apply factors that enhance the clinical learning
environment and strategies for facilitating learning amongst staff
5. Analyse and apply the concepts of planning, implementing and
evaluating learning / teaching strategies.
6. Analyse the concepts of quality and quality assurance and evaluate
methods of monitoring and improving the quality of care.
7. Analyse strategies for risk assessment and management in relation to
providing a safe environment for patients, visitors and staff.
8. Analyse the principles of management of information and
communication technology in the documentation of care and in report
writing.
9. Identify and analyse legislation and policy relevant to the
management of care.
10. Analyse methods of enquiry in collecting and interpreting data in
order to provide information that would inform or benefit practice.
13
END OF PLACEMENT REVIEW OF PROGRESS
STUDENT’S SELF ASSESSMENT
Signed ………………………………………………………….. Date ………………………
MENTOR / ASSESSOR’S ASSESSMENT
The mentor / assessor should also complete the Statement of Achievement section on page 15
at this point.
Signed ………………………………………………………….. Date ………………………
14
MENTOR / ASSESSOR’S STATEMENT OF ACHIEVEMENT
This final assessment must take into account the achievement or otherwise of the
student during any inter-placement rotation to another area.
Year 3: EFFECTIVE PRACTITIONER
The student has achieved the unit practice outcomes: the student can perform any practice
skills specified in the unit outcomes effectively and in the correct manner; the student
demonstrates a willingness to examine critically his / her practice skills in consultation with
his / her mentor / assessor and explore alternatives. The student acts honestly and lawfully
and recognises his / her limitations.
1. Effective Practitioner
SUCCESSFUL (S)
The student has met the effective
practitioner criteria detailed above.
UNSUCCESFUL (U)*
Mentor / Assessor’s
Signature
Date
The student has NOT met the
effective practitioner criteria
detailed above.
2. Attendance
Sickness:
Total number of days …….. on number of occasions …….
Absence:
Total number of days …….. on number of occasions …….
3. Conduct
SUCCESSFUL (S)
The student’s personal conduct and
interpersonal contact with patients /
clients, carers, nursing colleagues
and other allied disciplines has
been appropriate.
UNSUCCESFUL (U)*
The student’s personal conduct and
interpersonal contact with patients /
clients, carers, nursing colleagues
and other allied disciplines has
NOT been appropriate.
*Mentors / Assessors wishing to award an ‘UNSUCCESSFUL’ for any of the three
achievement criteria should, in the first instance, consult with the student’s Personal
Tutor.
Mentors / Assessors must also forward to the Personal Tutor, a signed and dated short report
justifying this decision.
15
RECORD OF NIGHT DUTY EXPERIENCE (IF APPROPRIATE)
Placement area
Date(s)
Hours
Student’s
signature
16
Mentor / Assessor’s signature