Higher Education Diploma in Nursing Studies
- Common Foundation Programme Clinical Practice Placement Portfolio
Student Name:
Cohort
Campus
Clinical Practice Placement A
(1)
(2)
Clinical Practice Placement B
(1)
(2)
(3)
If found, please return to:
Name:
Address:
School of Nursing and Midwifery
Queen’s University Belfast
Medical Biology Centre
Lisburn Road
Belfast BT9 7BL
1
COMPLETING THE CLINICAL
PRACTICE PLACEMENT
PORTFOLIO
2
Clinical Assessment Strategy
Beliefs about Learning and Assessment
Any model of assessment ought to capture the developmental nature of learning and the increasing
complexity of professional nursing practice. It is our belief that students are active participants in their
learning and should accept an increasing level of involvement and responsibility in this process.
Therefore, the concepts of progress and development are central to this assessment strategy. A
guiding principle behind this approach is one which supports the notion of life-long learning and is in
keeping with on-going professional development through Post-Registration for Education and Practice
(PREP).
These beliefs are best operationalised in a format of assessment which is continuous in nature,
integrates theory and practice, and is based on dialogue among all parties in the educational process.
Clinical Assessment Strategy
The overall strategy is that of a Clinical Portfolio. The portfolio will be maintained by the student
throughout the Common Foundation Programme (CFP). The Clinical Portfolio, which provides a range
of evidence, will serve as a basis for dialogue and enable assessors to evaluate the extent to which
appropriate learning outcomes have been achieved. The primary focus of the Clinical Portfolio is to
assess the holistic integration of clinical skills and underpinning theoretical and evidence-based
issues.
The Clinical Portfolio will have two inter-related sections. Section One will be a record of a student's
on-going development of clinical skills, while Section Two incorporates a range of evidence which a
student will present to demonstrate awareness of the theoretical and research-based issues which
underpin clinical practice.
Both sections of the portfolio will reflect student development and are designed to meet the learning
outcomes for each Clinical Module in the CFP. The clinical progress of a student will be monitored at
points throughout the CFP by the use of formative and summative assessment.
Clinical Skills Centre
The nature and amount of practice required for the development and acquisition of clinical skills can
be affected by multiple factors. In recognition of this situation, the learning experiences gained in the
Clinical Skills Centre will be used to formatively assess the student. Therefore, Level D (of the Nicol et
al. Framework, see appendix I) will be the expected level of achievement prior to the student
practising their clinical skills in a care setting.
Clinical Practice Portfolio
Section 1
Practice skills document
The practice skills document will act as a record of the student’s activity. The document identifies a
range of skills which normally the student is expected to have achieved by the end of the CFP. It is
recognised that the student may not have the opportunity to engage in all skills in the practice setting,
therefore skills assessment may be undertaken in the practice setting and / or the clinical skills centre.
A viva voce (outlined below) may be required for skills not achieved by the end of Clinical Module B.
Section 2
Range of Evidence - will include the following

Learning Outcomes
Each placement will have a specified set of learning outcomes which the student will be
expected to achieve on completion of each practice placement.

Core Criteria for Professional Practice
The core criteria will form part of the progress report which will be completed by the student,
the mentor and the link nurse lecturer. The criteria address the following issues:
Orientation to placement;
Achievement of learning outcomes.
Commitment to professional values;
3
Interpersonal effectiveness and communication;
Commitment to personal and professional growth;

Self Assessment Record / Identification of Learning
The student will be encouraged through the activity of self-assessment to reflect on strengths
and weaknesses and how learning outcomes for each placement have been achieved.

Action Plan
The student will formulate an action plan which will assist in determining future goals and
priorities. The action plan must be authenticated by the nurse lecturer.

Evaluation of Learning

Reflective diary
The student will complete a reflective diary whilst on clinical placement. This activity is aimed
at facilitating the student to record/recall personal experiences and observations which can be
used to increase understanding, thereby further enhancing the clinical environment as a
positive learning environment.
Assessment of Clinical Skills
The assessment of clinical skills is based on the framework outlined by Nicol et al (1996; Appendix 1).
This framework allows students to develop competence in clinical and communication skills over the
span of the whole of the CFP (and beyond).
The format for the assessment is the Schedule of Skills Development (adapted from the Clinical Skills
Centre at St Bartholomew’s Hospital, London) which is a composite list of the skills required by
students of nursing and medicine (Dacre and Nicol, 1996).
Within the Schedule, skills are listed by body systems, with subdivisions into: assessment and
diagnostic skills; caring, comfort and safety skills; and therapeutic and technical skills. By listing the
clinical practice skills in this way it is possible to identify the level of performance for each skill at
specific points during the programme.
In keeping with a philosophy which recognises the development of competence to be incremental,
and a framework in which there are various stages of clinical skill development, summative
assessment (for clinical skills) will take place only at the end of Clinical Module A and B.
In order to facilitate all parties concerned with the assessment of clinical skills, only those skills which
have been identified as ‘core skills’ shall be awarded a grading.
Method for awarding a grading to the level of clinical skill:
 The grading shall be awarded to the ‘core skills’ identified. These ‘core skills’ are in bold print to
make them easily recognisable in Section 1 of each student’s practice portfolio.
 ‘Sub-components’ of the core skills are listed but these are to be regarded as guidance to remind
students, mentors and lecturers of the scope of the skill concerned and, also, facilitate individuals
in arriving at a conclusion as to what extent the ‘core skill’ has been achieved
 Spaces have been left at appropriate places in the list of clinical skills. This is in recognition of the
fact that it is impossible to accurately predict either a complete list of skills, or the circumstances
in which they happen. In instances where the student has had appropriate exposure to a clinical
skill which is not listed (either as a ‘core skill’, or a sub-component’ of a core skill) then it should
be manually entered into the appropriate place in the skills list
 Please note while every opportunity should be taken to help the student gain a wide experience –
the student would not be expected to perform skills for which they have not been prepared.
Formative Assessment of Clinical Skills
Formative assessment is the mechanism which facilitates evaluation of the student’s on-going
development of clinical skills and integration of theoretical knowledge. It is a process-driven form of
assessment in which the actual process is as important as the outcome.
Formative assessment has no “pass/fail” criteria. Whilst it is recognised that students do not "fail"
formative assessments they shall nevertheless be reminded of the importance of all assessment of
4
clinical work as it contributes to evidence for summative assessments as indicated in the skills
document.
A discursive approach to formative assessment is the key to providing the student with accurate
feedback of progress and also guidance on any areas of weakness with respect to clinical skill
development and construction of the Clinical Portfolio.
In Semester I formative assessment will be conducted by a Nurse Lecturer who will provide guidance
and evaluation of the student's developing portfolio. At this stage the portfolio will contain results from
Clinical Skills Centre work and early evidence of theoretical learning which the student is starting to
integrate.
Normally, a student is expected to achieve a grade D in clinical skills assessment before being
permitted to practice in a care setting. A student who fails to achieve grade D will be required to
undertake further practice of the identified core clinical skills in the Clinical Skills Centre. A further reassessment of their clinical skill development will take place within one week. Failure to achieve grade
D on re-assessment will cause the students profile to be brought to the attention of the Course
Director.
In Clinical Modules A and B clinical placement of four weeks will have a midway review at the midpoint and an end-point assessment. The mid-point assessment will be used to highlight student
development and areas of weakness. The end-point formative assessment will take place in the last
week of placement. These assessments will normally be conducted by the student's mentor.
(However, the link Nurse Lecturer in the normal course of their clinical visits may be involved at this
stage).
In placements of less than four weeks students may complete a self-assessment, although a Mentor’s
assessment is desirable.
Failure to secure the appropriate grade in clinical modules will require the student to discuss their
progress with their Link Lecturer and a mutually agreed action plan shall be put in place which
requires the student to undertake further practice of clinical skills in practice settings and / or the Skills
Centre. Lecturers and Mentors are advised to use the Cause for Concern Section if required.
Viva Voce
It is recognised that some skills may not be achieved during CFP clinical placements for a variety of
reasons. Students are therefore asked to submit a list of such skills with their portfolio at the end of
Clinical Module B. This list of skills will then form the basis of a viva voce examination to determine
the student’s underpinning level of theoretical knowledge relevant to such skills. The nurse lecturer
will award a pass / fail on the basis of the viva voce and incorporate this result into their deliberations
when awarding a final grade to the overall portfolio. In addition, the skills not yet achieved will remain
part of the student’s portfolio and will be assessed, as and when appropriate, in their respective
branch programme.
Summative Assessment:
Summative assessment is a judgement of student achievement of learning outcomes. It contributes
to the award of a grade which is indicative of the degree to which the student is able to integrate
knowledge, skills, attitudes and understandings gained from clinical placements and the theoretical
element of the programme.
At summative assessment a number of formative assessments will have been conducted and the
student will have been given opportunity to address any areas of concern.
Grading of Clinical Portfolio
Clinical module A
The portfolio will be submitted to the School of Nursing and Midwifery to be examined by the Personal
Tutor (or deputy) who will award it a grade as outlined in Phillips et al. (1994, see Appendix II)
framework. The student must submit the portfolio to the designated clerical staff of the School by
12.00 midday on Friday 29 June 2001. Students should arrange with their Personal Tutor to collect
their work and obtain feedback before 3rd September 2001. A minimum grade of ‘D’ has to be
achieved in most skill areas depending on placement types.
5
Clinical Module B
Similarly, the student must submit the portfolio by 12.00 midday on Friday 25 February 2002 and
collect it again before 18 March 2002.
A minimum grade of ‘C’ has to be achieved before the student can progress to their chosen branch
programme.
Students who achieve a grade of D or E will be advised on which part(s) of the Clinical Portfolio have
to be resubmitted. An examination of the re-submitted work will be conducted by the Advisor of
Studies and a grade awarded.
Failure to secure a minimum pass mark in the re-submitted work will be subject to the normal rules
and regulations of the Board of Examiners.
Summative assessment of the CFP Clinical Portfolio is viewed as a continuous learning tool for the
student to enhance development into their branch programme.
Role of the Student
The role of the student is to:
 maintain a record of all clinical skill laboratory work and assessment of same
 create and develop a body of evidence on theoretical contribution to skill activity
 submit Clinical Portfolio to mentor to review formatively in each allocation,
 attend to any weaknesses or areas of concern identified through formative assessment,
contribute discussion during formative assessment, and
 submit Clinical Portfolio for summative assessment at a specified date towards the end of
the CFP.
Role of the Mentor
The role of the mentor is to:
 discuss and review the student’s clinical experiences on arrival in practice.
 identify and discuss the student's strengths and weaknesses
 read Clinical Portfolio evidence with respect to learning outcomes for particular Clinical
Module.
 dialogue with the student and lecturer during formative assessment
 award a mutually agreed grade, with Nurse Lecturer, to end-of-placement rating of clinical
skills
Role of the Nurse Lecturer
The role of the Nurse Lecturer is to:
 monitor the student’s developing Clinical Portfolio during clinical visits
 dialogue with the student and mentor during formative assessment discussions
 highlight the student's strengths and weaknesses
 award a mutually agreed grade, with mentor, to end-of-placement rating of clinical skills
 summatively assess Clinical Portfolio submission at end of CFP
6
What is reflection?
It is the active consideration of, and learning from our thoughts and actions, together with the further
use of these thoughts and actions as a means of developing reflective thinking.
Reflection that happens during an action (example, care intervention) is called reflection-in-action.
An example of this would be when the student consciously considers the style and content of an
interaction with a patient/client.
Reflection after the event is called reflection-on-action. Central to the process of reflection is the
need to the focus on the ‘HOW’ and ‘WHY’ of our actions. There are several ways of reflecting on
practice, but it is important that a structured evaluation of the reflective process is possible.
The following approach serves to guide structured reflection:
1. The experience itself –
Describe the experience, as you understand it.
2. Contributing factors –
What were the main factors which led to the experience?
3. The actual experience –
Consider what exactly happened within this learning experience, when it happened, where it
happened, and how exactly it effected the patient/client, members of staff (inclusive of yourself), and
significant others, for example- family.
4.






Reflection process –
Why did you (or others) intervene as you did?
What were the consequences of you actions?
How did you feel about this experience when it was happening?
How did the patient/client feel about it?
How did you know how the patient felt about it?
What factors or knowledge influenced your/other people’s actions and decisions (you may need to
question both yourself and/or others)?
5.
A)




Considerations from reflection –
Were you concerned with –
Appropriateness of practice
Moral & ethical aspects
Personal aspects
Effectiveness and efficiency of your or the first level nurse’s practice.
B)
Did you consider or take account of any further action you or others could have taken or intend to
take?
C)
What have you learned about yourself both personally and professionally as a result of
reflection?
Reflection demands thought before writing, therefore you should use these guidelines to help you
write concise, knowledgeable entries in your reflective diary. The use of a reflective diary can help
students interpret and internalise knowledge, which if utilised in a positive manner, will be transferable
across many practice placements.
In order to enhance learning through reflection, it is envisaged that the mentor and the student will
negotiate and agree a suitable time, whereby the student will be afforded two hours per week towards
writing up the reflective diary. It is essential that the two hours are planned within the ‘working day’,
so that the student has access to the mentor if required, for clarification of learning
experiences/opportunities.
It is anticipated that one reflective entry will be undertaken for each week of each placement.
The exception to this is:

the Mother and Child Experience;
7
An agreed project will be undertaken for this two week placement and submitted in either Clinical
Module A or Clinical Module B, along with the portfolio.
As completion of the Mother and Child workbook is allocated two weeks, the preceding and
subsequent two week period will be in a placement appropriate to the branch which the student is
following.
PRESENTATION




A4 lined pages should be used.
These may be handwritten in ink.
They should be dated.
All effort should be made to ensure patient/client and institutional confidentiality.
8
SECTION 1
PRACTICAL SKILLS DOCUMENT
Please refer Excel Doc. Skills Page 2 sheet 2 first then
sheet 1 contains 11 pages all together.
9
Marking the clinical skills document in a four week placement
The student, mentor and link lecturer will, towards the end of the placement, allocate a grade to the core
skills. (Students may self assess on a two week placement, but a mentor’s assessment is desirable.)
To facilitate the decision making process the student must, on an ongoing basis, tick the core skills
subsection if and when they have experienced the sub skills.
See sample below
Module A
Dates of Placements (fromto)
Skill
1.1 Verbal Communication
Opening conversations
Questioning skills
Pacing of questions
Use of silence
Checking understanding
Communicating to people:
With speech difficulties
With hearing difficulties
With altered consciousness
levels
Talking to relatives – general
Talking with relatives who
are channel of care:
For adults
For children
Care of the dying patient and
their family
Expected score
at end of
Clinical Module A
D
Type of
Placement 1
Childcare
Type of
Placement 2
Adult
Formative
Self/Mentor
D



Formative
Self/Mentor
D
C





D






Student Signature
Mentor Signature
Advisor/Lecturer Signature
*See Appendix 1
10
Summative A
Personal Tutor
C
Module A
Module B
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
1.1 Verbal Communication
D
Opening conversations
Questioning Skills
Pacing of questions
Use of silence
Checking understanding
Communicating to people:
With speech difficulties
With hearing difficulties
with altered consciousness
levels
Talking with relatives - general
Talking with relatives who are
channel of care:
for adults
For children
Care of the dying patient and
their family
Skill
Summative
A
Personal
Tutor
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
C
Student Signature
Mentor Signature
Advisor/Lecturer Signature
11
Summative
B
Personal
Tutor
Module A
Module B
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
1.2 Written Documentation D
Nursing documentation:
Biographical data
Assessment
Care planning
Assessing progress
maintaining records/charts
Skill
1.3 Non-Verbal
Communication
Observation/awareness and
response to:
body language
posture
stance
Personal space
Active listening
Eye contact
Use of touch
using initiative with patients
with special needs
Student Signature
Mentor Signature
Advisor/Lecturer Signature
Summative
A
Personal
Tutor
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
C
D
B
Module A
Module B
12
Summative
B
Personal
Tutor
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
Skill
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
1.4 Information regarding
D
investigation
Information giving
Informed consent
written
verbal
Summative
A
Personal
Tutor
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
C
1.5 Communication
Education
Teaching a motor skill
Health promotion
D
C
1.6 Communication with
colleagues
Verbal reporting
Communicating with multidisciplinary team
Learning to cope with stress:
personal
in others
D
C
Student Signature
Mentor Signature
Advisor/Lecturer Signature
13
Summative
B
Personal
Tutor
Module A
Module B
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
Skill
2.0 General
2.1 Assessment and
diagnosis of nursing needs
Observation of patient's general
health
Observation of skin integrity
2.2 Bedmaking
Unoccupied
occupied
Preparing a cot
changing draw-sheet
2.3 Patient/client handling
Assistance in bed
preventing complications of
bed rest
bed to chair transfer (weight
bearing)
bed to chair transfer (nonweight bearing)
managing the fallen/collapsed
patient
using cot sides/bed rails
using approved moving
handling aids
Student Signature
Mentor Signature
Advisor/Lecturer Signature
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
Summative
A
Personal
Tutor
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
D
C
D
C
D
C
Module A
Module B
14
Summative
B
Personal
Tutor
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
Skill
3.0 Hygiene
Bed-bath
Bathing babies/young children
General shower/bath
Assisted wash
Oral hygiene
Care of dentures
Eye care
Facial shave
Assisting with dressing
Maintaining privacy
4.0 Eating and drinking
Preparation of patient/client
Preparation of feeds for
babies/children
Feeding babies/young children
Assisting:
dependent patient/client
client with special needs
Naso-gastric feeds:
safety
Student Signature
Mentor Signature
Advisor/Lecturer Signature
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
Summative
A
Personal
Tutor
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
D
C
D
C
15
Summative
B
Personal
Tutor
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
Skill
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
5.0 Elimination
D
Assisting use of:
bedpans
urinals
Commodes
Changing nappies
Toileting young children
Maintaining privacy and
dignity
5.1 Observation and
Recording Output
Maintaining output records
urine
Faeces
Emesis
Summative
A
Personal
Tutor
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
B
D
B
Student Signature
Mentor Signature
Advisor/Lecturer Signature
16
Summative
B
Personal
Tutor
Module A
Module B
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
Skill
6.0 Monitoring/Observation
Height
Weight
Temperature:
oral
aural
auxillary
Pulse
Apex beat
Respiration
Blood pressure
Peak flow
Urine Testing (routine)
6.1 Urine Testing (special)
Blood sugar (BM)
Faeces
Pain assessment
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
Summative
A
Personal
Tutor
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
D
B
D
D
Student Signature
Mentor Signature
Advisor/Lecturer Signature
17
Summative
B
Personal
Tutor
Module A
Module B
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
7.0 Collecting Specimens for
D
Investigations
Urine:
Routine
MSSU
Faeces: Culture
Occult blood
Sputum
Swabs: Ear
Nose
Throat
Wound
Labelling specimen forms
8.0 Infection Control
D
Handwashing
Use of aprons
Opening sterile packs
Aseptic technique
Disposal of soiled dressings
Disinfection policy
Waste
Sharps
Laundry items
Use of disinfection agents
Adherence to universal
precautions
Awareness of infection control
Student Signature
Mentor Signature
Advisor/Lecturer Signature
Skill
Summative
A
Personal
Tutor
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
C
C
18
Summative
B
Personal
Tutor
Module A
Module B
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
Skill
Name of Placement Area
9.0 Wound Care
Preparation of:
patient
Equipment
Environment
Cleansing wound
Suture/clip removal
Care of wound drains
Care of special wound drains
Reporting and recording
10.0 Intravenous Fluid
Management
Care and preparation of patient
Care of site (venflon)
Erecting fluids
Setting manual flow rate
Use of mechanical flow devices
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
Summative
A
Personal
Tutor
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
D
C
-
D
Student Signature
Mentor Signature
Advisor/Lecturer Signature
19
Summative
B
Personal
Tutor
Module A
Module B
Dates of Placements (fromto)
Type of
Type of
Placement 1 Placement 2
Skill
Name of Placement Area
10.1 Therapeutic/Technical
Medication
storage and safe handling of
drugs
reading of prescriptions
checking drug prior to
administration
Administration of
tablets/liquids
Suppositories
eye-drops
topical preparations
Inhalers/nebulizers
Injections
SC injection
IM injection
Safe disposal of equipment
11.0 Recognition of first
steps in emergency care
Altered Consciousness
Respiratory Failure
Cardiac Arrest
Haemorrhage
Student Signature
Mentor Signature
Advisor/Lecturer Signature
*
Expected Formative
Formative
score at
Self/ Mentor Self/Mentor
end of
Clinical
Module A
Summative
A
Personal
Tutor
D
Type of
Type of
Type of
Placement 3 Placement 4 Placement 5
Expected
Formative
Formative
Formative
score at end Self/ Mentor Self/ Mentor Self/ Mentor
of Clinical
Module B
C
D
D
20
Summative
B
Personal
Tutor
SECTION 2
RANGE OF EVIDENCE
1)
Assessment Results
2)
Clinical Practice Learning Outcomes
3)
Reflective Diary
4)
Clinical Practice Progress Records
5)
Practice Portfolio Evaluation Reports A
Practice Portfolio Evaluation Reports B
6) Cause for Concern
21
Name
Cohort
Assessment Results
Module:
Results
Exam
Semester
1
Coursewor
k
Assignmen
t
Art and Science of Nursing (1)
Biomedical Sciences (1)
Nursing Practice (1)
Semester
2
Nursing Practice (2)
Biomedical Sciences (2)
Behavioural Sciences (1)
Semester
3
Therapeutic Nature of Nursing
(1)
Behavioural Sciences (2)
Art and Science of Nursing (2)
23
Re-Sit Results
Practical
Exam
Coursewor
k
Assignmen
t
Practical
Name
Cohort
Clinical Practice Placements
Placement Area
Semester
2
Clinical Practice Placement A
(1)
(2)
Semester
3
Clinical Practice Placement B
(1)
(2)
(3)
24
Result
Clinical Practice Placement Learning Outcomes
Child Health Placement
 demonstrate a professional manner and appreciation for the importance of being polite and
considerate to staff and clients;
 comply with the policies and procedures of the placement area;
 discuss the principle concepts underlying family centred care;
 identify the roles and relationships of child health professionals, involved in the delivery of care to
children and their families, in both the community and hospital setting;
 demonstrate the ability to interact with children;
 discuss the importance of play for ’normal’ children and infants;
 demonstrate an awareness of the implications of health education/promotion for the child and
his/her family;
 practice, as appropriate, taught skills under supervision.
Learning Disability Placement
 demonstrate a professional manner and appreciation for the importance of being polite and
considerate to staff and clients;
 comply with the policies and procedures of the placement area;
 demonstrate an understanding of devaluation and discrimination in relation to people with a
learning disability;
 demonstrate and understanding of how the needs of people with a learning disability are
assessed;
 demonstrate a range of interpersonal and intervention skills with the emphasis on constructive
relationship building/maintenance;
 identify support and resources available for people with a learning disability
 demonstrate an understanding of the health care needs, of people with a learning disability and
consider health promotional activities;
 practice as appropriate, taught skills under supervision.
Adult Nursing Placement
 demonstrate a professional manner and appreciation of the importance of being polite and
considerate to staff and clients;
 comply with the policies and procedures of the placement area;
 discuss aspects of care planning in identification of patient/client needs;
 demonstrate an awareness of the implications of health promotion/education for the patient/client;
 discuss the effects of hospitalisation upon an adult patient/client and their family/carers;
 identify the roles of health care professionals, involved in the delivery of care, in both community
and hospital settings;
 demonstrate an awareness of his/her beliefs and attitudes in the delivery of care;
 practice as appropriate, taught skills under supervision.
Mental Health Nursing Placement








demonstrate a professional manner and appreciation for the importance of being polite and
considerate;
comply with the policies and procedures of the placement area;
discuss his/her feelings and reactions to nursing people with mental health problems;
identify factors which affect a person’s physical, mental and social well-being, demonstrating an
awareness of mental health needs through care planning;
recognise the need for appropriate boundary-setting in relationships with patients/clients/residents
and colleagues;
discuss the effects of caring for people with mental health problems in a variety of care and social
settings;
demonstrate an understanding of the need to establish constructive relationships with
patients/clients with mental health problems;
practice as appropriate, taught skills under supervision.
25
Clinical Practice Progress Records (1)
The School of Nursing and Midwifery
Queen’s University Belfast
Orientation Interview Sheet (To be completed on each Placement)
Name of Student:
Intake:
Semester:
Practice Module:
Name of Facility:
From:
To:
Name of Mentor:
Name of Link Lecturer:
Please indicate if you have provided an orientation to the practice placement in relation to the
following by ticking the appropriate box :
Geographical layout
YES Ž
NO
Ž
Explanation of the procedures in the event of a fire
YES Ž
NO
Ž
The procedure for the emergency resuscitation of individuals
YES Ž
NO
Ž
Practice area policies
YES Ž
NO
Ž
Others (please specify)
Signature of Mentor:
Date:
26
Clinical Practice Progress Record (1)
Identification of Learning
1.
Current skill/knowledge level in relation to the learning outcomes for this practice
module
2.
Identify deficits in knowledge/skills
3.
Action to be taken to address learning deficits
27
Clinical Practice Progress Record (1)
Evaluation of Learning
4.
Evaluation of learning outcomes/achievement of goals/further action needed
5.
Midway Review (week two of four week placements only)
Mentor’s Signature
Date:
and/or
Nurse Lecturer
Date:
Student’s Signature
Date:
28
Clinical Practice Progress Record (1)
Mentor’s End of Placement Report
(to be completed on every placement)
Name of Student:
Intake:
Practice Area:
Semester:
Type of Experience:
From:
To:
Please tick appropriate box
Punctuality
Satisfactory
Ž
Not Satisfactory
Ž
Attendance
Satisfactory
Ž
Not Satisfactory
Ž
Attitude
Satisfactory
Ž
Not Satisfactory
Ž
Professional Appearance
Satisfactory
Ž
Not Satisfactory
Ž
Please specify exact number of days sick/absent:
______ Days
Please specify time made-up, with exact dates: __________________________
___________________________________________________________________
Overall Comment Mentor and Nurse Lecturer
Student Evaluation of Placement Learning Experience
Mentor’s Signature:
Date:
Designation:
Date:
Student’s Signature:
Lecturer’s Signature
Date
29
The School of Nursing and Midwifery
Queen’s University Belfast
PRE REGISTRATION DIVISION
STUDENT SICKNESS/ABSENCE RECORD ON CLINICAL PLACEMENT
Please complete a separate form for each clinical placement facility. Please note that if
sickness/absence
exceeds 5 days, this time must be made up during prescribed annual leave.
NAME OF STUDENT
STUDENT NUMBER
INTAKE
CAMPUS
NAME AND ADDRESS OF
CLINICAL FACILITY
TYPE OF EXPERIENCE
NAME OF LINK
LECTURER
LENGTH OF
PLACEMENT
C
D
DATE OF PLACEMENT
CLINICAL MODULE
(please tick appropriate
box)
A
B
E
F
ZERO ABSENCES
No absences during placement
Please tick box
ABSENCES (ALL ABSENCES MUST BE MADE UP)
Please detail below any absences during clinical placement and provide details of time made up.
DATES OF ABSENCE
START
RETURN
DATE
DATE
FROM
TO
TOTAL
NO OF
DAYS
TOTAL
NO OF
HOURS
MAKE UP TIME
DATES OF DAYS/HOURS
FROM
TO
Signed: _______________________________ Mentor/Ward Manager
________________________
Date:
Signed: _______________________________ Student
________________________
Date:
NO OF HOURS
This form should be kept in the student’s portfolio and the Personal Tutor is responsible for ensuring
all details are correct and handed into the Pre-Reg office at the end of each module. If time has not
been made up, the Personal Tutor liases with the Link Lecturer to arrange this in consultation with the
Clinical Allocations Unit. When all made up time is completed and SIGNED the form is handed into
the Pre-Reg department for filing.
Copy of Form sent to Clinical
Allocations for re-allocation
Sent by
Date
IF ABSENCES EXCEED 5 DAYS RE-ALLOCATION IS REQUIRED
30
NAME AND ADDRESS OF RE-ALLOCATED
PLACEMENT
DATES OF
RE-ALLOCATION
NO OF DAYS/HOURS
MADE UP
I CONFIRM THAT THESE DAYS/HOURS HAVE BEEN COMPLETED
Signed: _______________________________ Mentor/Ward Manager
________________________
Clinical Practice Progress Records (2)
Date:
The School of Nursing and Midwifery
Queen’s University Belfast
Orientation Interview Sheet (to be completed on each placement)
Name of Student:
Intake:
Semester:
Practice Module:
Name of Facility:
From:
To:
Name of Mentor:
Name of Link Lecturer:
Please indicate if you have provided an orientation to the practice placement in relation to the
following by ticking the appropriate box :
Geographical layout
YES Ž
NO
Ž
Explanation of the procedures in the event of a fire
YES Ž
NO
Ž
The procedure for the emergency resuscitation of individuals
YES Ž
NO
Ž
Practice area policies
YES Ž
NO
Ž
Others (please specify)
Signature of Mentor:
Date:
31
Clinical Practice Progress Record (2)
Identification of Learning
1.
Current skill/knowledge level in relation to the learning outcomes for this practice
module
2.
Identify deficits in knowledge/skills
3.
Action to be taken to address learning deficits
32
Clinical Practice Progress Record (2)
Evaluation of Learning
4.
Evaluation of learning outcomes/achievement of goals/further action needed
5.
Midway Review (week two of four week placements only)
Mentor’s Signature
Date:
and/or
Nurse Lecturer
Date:
Student’s Signature
Date:
33
Clinical Practice Progress Record (2)
Mentor’s End of Placement Report
(to be completed on every placement)
Name of Student:
Intake:
Practice Area:
Semester:
Type of Experience:
From:
To:
Please tick appropriate box
Punctuality
Satisfactory
Ž
Not Satisfactory
Ž
Attendance
Satisfactory
Ž
Not Satisfactory
Ž
Attitude
Satisfactory
Ž
Not Satisfactory
Ž
Professional Appearance
Satisfactory
Ž
Not Satisfactory
Ž
Please specify exact number of days sick/absent:
______ Days
Please specify time made-up, with exact dates: __________________________
___________________________________________________________________
Overall Comment Mentor and Nurse Lecturer
Student Evaluation of Placement Learning Experience
Mentor’s Signature:
Date:
Designation:
Date:
Student’s Signature:
Lecturer’s Signature
Date
34
The School of Nursing and Midwifery
Queen’s University Belfast
PRE REGISTRATION DIVISION
STUDENT SICKNESS/ABSENCE RECORD ON CLINICAL PLACEMENT
Please complete a separate form for each clinical placement facility. Please note that if
sickness/absence
exceeds 5 days, this time must be made up during prescribed annual leave.
NAME OF STUDENT
STUDENT NUMBER
INTAKE
CAMPUS
NAME AND ADDRESS OF
CLINICAL FACILITY
TYPE OF EXPERIENCE
NAME OF LINK
LECTURER
LENGTH OF
PLACEMENT
C
D
DATE OF PLACEMENT
CLINICAL MODULE
(please tick appropriate
box)
A
B
E
F
ZERO ABSENCES
No absences during placement
Please tick box
ABSENCES (ALL ABSENCES MUST BE MADE UP)
Please detail below any absences during clinical placement and provide details of time made up.
DATES OF ABSENCE
START
RETURN
DATE
DATE
FROM
TO
TOTAL
NO OF
DAYS
TOTAL
NO OF
HOURS
MAKE UP TIME
DATES OF DAYS/HOURS
FROM
TO
Signed: _______________________________ Mentor/Ward Manager
________________________
Date:
Signed: _______________________________ Student
________________________
Date:
NO OF HOURS
This form should be kept in the student’s portfolio and the Personal Tutor is responsible for ensuring
all details are correct and handed into the Pre-Reg office at the end of each module. If time has not
been made up, the Personal Tutor liases with the Link Lecturer to arrange this in consultation with the
Clinical Allocations Unit. When all made up time is completed and SIGNED the form is handed into
the Pre-Reg department for filing.
Copy of Form sent to Clinical
Allocations for re-allocation
Sent by
Date
IF ABSENCES EXCEED 5 DAYS RE-ALLOCATION IS REQUIRED
35
NAME AND ADDRESS OF RE-ALLOCATED
PLACEMENT
DATES OF
RE-ALLOCATION
NO OF DAYS/HOURS
MADE UP
I CONFIRM THAT THESE DAYS/HOURS HAVE BEEN COMPLETED
Signed: _______________________________ Mentor/Ward Manager Date: _________________
Clinical Practice Progress Records (3)
The School of Nursing and Midwifery
Queen’s University Belfast
Orientation Interview Sheet (to be completed on each placement)
Name of Student:
Intake:
Semester:
Practice Module:
Name of Facility:
From:
To:
Name of Mentor:
Name of Link Lecturer:
Please indicate if you have provided an orientation to the practice placement in relation to the
following by ticking the appropriate box :
Geographical layout
YES Ž
NO
Ž
Explanation of the procedures in the event of a fire
YES Ž
NO
Ž
The procedure for the emergency resuscitation of individuals
YES Ž
NO
Ž
Practice area policies
YES Ž
NO
Ž
Others (please specify)
Signature of Mentor:
Date:
36
Clinical Practice Progress Record (3)
Identification of Learning
1.
Current skill/knowledge level in relation to the learning outcomes for this practice
module
2.
Identify deficits in knowledge/skills
3.
Action to be taken to address learning deficits
37
Clinical Practice Progress Record (3)
Evaluation of Learning
4.
Evaluation of learning outcomes/achievement of goals/further action needed
5.
Midway Review (week two of four week placements only)
Mentor’s Signature
Date:
and/or
Nurse Lecturer
Date:
Student’s Signature
Date:
38
Clinical Practice Progress Record (3)
Mentor’s End of Placement Report
(to be completed on every placement)
Name of Student:
Intake:
Practice Area:
Semester:
Type of Experience:
From:
To:
Please tick appropriate box
Punctuality
Satisfactory
Ž
Not Satisfactory
Ž
Attendance
Satisfactory
Ž
Not Satisfactory
Ž
Attitude
Satisfactory
Ž
Not Satisfactory
Ž
Professional Appearance
Satisfactory
Ž
Not Satisfactory
Ž
Please specify exact number of days sick/absent:
______ Days
Please specify time made-up, with exact dates: __________________________
___________________________________________________________________
Overall Comment Mentor and Nurse Lecturer
Student Evaluation of Placement Learning Experience
Mentor’s Signature:
Date:
Designation:
Date:
Student’s Signature:
Lecturer’s Signature
Date
39
The School of Nursing and Midwifery
Queen’s University Belfast
PRE REGISTRATION DIVISION
STUDENT SICKNESS/ABSENCE RECORD ON CLINICAL PLACEMENT
Please complete a separate form for each clinical placement facility. Please note that if
sickness/absence
exceeds 5 days, this time must be made up during prescribed annual leave.
NAME OF STUDENT
STUDENT NUMBER
INTAKE
CAMPUS
NAME AND ADDRESS OF
CLINICAL FACILITY
TYPE OF EXPERIENCE
NAME OF LINK
LECTURER
LENGTH OF
PLACEMENT
C
D
DATE OF PLACEMENT
CLINICAL MODULE
(please tick appropriate
box)
A
B
E
F
ZERO ABSENCES
No absences during placement
Please tick box
ABSENCES (ALL ABSENCES MUST BE MADE UP)
Please detail below any absences during clinical placement and provide details of time made up.
DATES OF ABSENCE
START
RETURN
DATE
DATE
FROM
TO
TOTAL
NO OF
DAYS
TOTAL
NO OF
HOURS
MAKE UP TIME
DATES OF DAYS/HOURS
FROM
TO
Signed: _______________________________ Mentor/Ward Manager
________________________
Date:
Signed: _______________________________ Student
________________________
Date:
NO OF HOURS
This form should be kept in the student’s portfolio and the Personal Tutor is responsible for ensuring
all details are correct and handed into the Pre-Reg office at the end of each module. If time has not
been made up, the Personal Tutor liases with the Link Lecturer to arrange this in consultation with the
Clinical Allocations Unit. When all made up time is completed and SIGNED the form is handed into
the Pre-Reg department for filing.
Copy of Form sent to Clinical
Allocations for re-allocation
Sent by
Date
IF ABSENCES EXCEED 5 DAYS RE-ALLOCATION IS REQUIRED
40
NAME AND ADDRESS OF RE-ALLOCATED
PLACEMENT
DATES OF
RE-ALLOCATION
NO OF DAYS/HOURS
MADE UP
I CONFIRM THAT THESE DAYS/HOURS HAVE BEEN COMPLETED
Signed: _______________________________ Mentor/Ward Manager
Clinical Practice Progress Records (4)
Date: ___________
The School of Nursing and Midwifery
Queen’s University Belfast
Orientation Interview Sheet (to be completed on each placement)
Name of Student:
Intake:
Semester:
Practice Module:
Name of Facility:
From:
To:
Name of Mentor:
Name of Link Lecturer:
Please indicate if you have provided an orientation to the practice placement in relation to the
following by ticking the appropriate box :
Geographical layout
YES Ž
NO
Ž
Explanation of the procedures in the event of a fire
YES Ž
NO
Ž
The procedure for the emergency resuscitation of individuals
YES Ž
NO
Ž
Practice area policies
YES Ž
NO
Ž
Others (please specify)
Signature of Mentor:
Date:
41
Clinical Practice Progress Record (4)
Identification of Learning
1.
Current skill/knowledge level in relation to the learning outcomes for this practice
module
2.
Identify deficits in knowledge/skills
3.
Action to be taken to address learning deficits
42
Clinical Practice Progress Record (4)
Evaluation of Learning
4.
Evaluation of learning outcomes/achievement of goals/further action needed
5.
Midway Review (week two of four week placements only)
Mentor’s Signature
Date:
and/or
Nurse Lecturer
Date:
Student’s Signature
Date:
43
Clinical Practice Progress Record (4)
Mentor’s End of Placement Report
(to be completed on every placement)
Name of Student:
Intake:
Practice Area:
Semester:
Type of Experience:
From:
To:
Please tick appropriate box
Punctuality
Satisfactory
Ž
Not Satisfactory
Ž
Attendance
Satisfactory
Ž
Not Satisfactory
Ž
Attitude
Satisfactory
Ž
Not Satisfactory
Ž
Professional Appearance
Satisfactory
Ž
Not Satisfactory
Ž
Please specify exact number of days sick/absent:
______ Days
Please specify time made-up, with exact dates: __________________________
___________________________________________________________________
Overall Comment Mentor and Nurse Lecturer
Student Evaluation of Placement Learning Experience
Mentor’s Signature:
Date:
Designation:
Date:
Student’s Signature:
Lecturer’s Signature
Date
44
The School of Nursing and Midwifery
Queen’s University Belfast
PRE REGISTRATION DIVISION
STUDENT SICKNESS/ABSENCE RECORD ON CLINICAL PLACEMENT
Please complete a separate form for each clinical placement facility. Please note that if
sickness/absence
exceeds 5 days, this time must be made up during prescribed annual leave.
NAME OF STUDENT
STUDENT NUMBER
INTAKE
CAMPUS
NAME AND ADDRESS OF
CLINICAL FACILITY
TYPE OF EXPERIENCE
NAME OF LINK
LECTURER
LENGTH OF
PLACEMENT
C
D
DATE OF PLACEMENT
CLINICAL MODULE
(please tick appropriate
box)
A
B
E
F
ZERO ABSENCES
No absences during placement
Please tick box
ABSENCES (ALL ABSENCES MUST BE MADE UP)
Please detail below any absences during clinical placement and provide details of time made up.
DATES OF ABSENCE
START
RETURN
DATE
DATE
FROM
TO
TOTAL
NO OF
DAYS
TOTAL
NO OF
HOURS
MAKE UP TIME
DATES OF DAYS/HOURS
FROM
TO
Signed: _______________________________ Mentor/Ward Manager
________________________
Date:
Signed: _______________________________ Student
________________________
Date:
NO OF
HOURS
This form should be kept in the student’s portfolio and the Personal Tutor is responsible for ensuring
all details are correct and handed into the Pre-Reg office at the end of each module. If time has not
been made up, the Personal Tutor liases with the Link Lecturer to arrange this in consultation with the
Clinical Allocations Unit. When all made up time is completed and SIGNED the form is handed into
the Pre-Reg department for filing.
Copy of Form sent to Clinical
Allocations for re-allocation
Sent by
Date
IF ABSENCES EXCEED 5 DAYS RE-ALLOCATION IS REQUIRED
45
NAME AND ADDRESS OF RE-ALLOCATED
PLACEMENT
DATES OF
RE-ALLOCATION
NO OF DAYS/HOURS
MADE UP
I CONFIRM THAT THESE DAYS/HOURS HAVE BEEN COMPLETED
Signed: _______________________________ Mentor/Ward Manager
Clinical Practice Progress Records (5)
Date: ___________
The School of Nursing and Midwifery
Queen’s University Belfast
Orientation Interview Sheet (to be completed on each placement)
Name of Student:
Intake:
Semester:
Practice Module:
Name of Facility:
From:
To:
Name of Mentor:
Name of Link Lecturer:
Please indicate if you have provided an orientation to the practice placement in relation to the
following by ticking the appropriate box :
Geographical layout
YES Ž
NO
Ž
Explanation of the procedures in the event of a fire
YES Ž
NO
Ž
The procedure for the emergency resuscitation of individuals
YES Ž
NO
Ž
Practice area policies
YES Ž
NO
Ž
Others (please specify)
Signature of Mentor:
Date:
46
Clinical Practice Progress Record (5)
Identification of Learning
1.
Current skill/knowledge level in relation to the learning outcomes for this practice
module
2.
Identify deficits in knowledge/skills
3.
Action to be taken to address learning deficits
47
Clinical Practice Progress Record (5)
Evaluation of Learning
4.
Evaluation of learning outcomes/achievement of goals/further action needed
5.
Midway Review (week two of four week placements only)
Mentor’s Signature
Date:
and/or
Nurse Lecturer
Date:
Student’s Signature
Date:
48
Clinical Practice Progress Record (5)
Mentor’s End of Placement Report
(to be completed on every placement)
Name of Student:
Intake:
Practice Area:
Semester:
Type of Experience:
From:
To:
Please tick appropriate box
Punctuality
Satisfactory
Ž
Not Satisfactory
Ž
Attendance
Satisfactory
Ž
Not Satisfactory
Ž
Attitude
Satisfactory
Ž
Not Satisfactory
Ž
Professional Appearance
Satisfactory
Ž
Not Satisfactory
Ž
Please specify exact number of days sick/absent:
______ Days
Please specify time made-up, with exact dates: __________________________
___________________________________________________________________
Overall Comment Mentor and Nurse Lecturer
Student Evaluation of Placement Learning Experience
Mentor’s Signature:
Date:
Designation:
Date:
Student’s Signature:
Lecturer’s Signature
Date
49
The School of Nursing and Midwifery
Queen’s University Belfast
PRE REGISTRATION DIVISION
STUDENT SICKNESS/ABSENCE RECORD ON CLINICAL PLACEMENT
Please complete a separate form for each clinical placement facility. Please note that if
sickness/absence
exceeds 5 days, this time must be made up during prescribed annual leave.
NAME OF STUDENT
STUDENT NUMBER
INTAKE
CAMPUS
NAME AND ADDRESS OF
CLINICAL FACILITY
TYPE OF EXPERIENCE
NAME OF LINK
LECTURER
LENGTH OF
PLACEMENT
C
D
DATE OF PLACEMENT
CLINICAL MODULE
(please tick appropriate
box)
A
B
E
F
ZERO ABSENCES
No absences during placement
Please tick box
ABSENCES (ALL ABSENCES MUST BE MADE UP)
Please detail below any absences during clinical placement and provide details of time made up.
DATES OF ABSENCE
START
RETURN
DATE
DATE
FROM
TO
TOTAL
NO OF
DAYS
TOTAL
NO OF
HOURS
MAKE UP TIME
DATES OF DAYS/HOURS
FROM
TO
Signed: _______________________________ Mentor/Ward Manager
________________________
Date:
Signed: _______________________________ Student
________________________
Date:
NO OF HOURS
This form should be kept in the student’s portfolio and the Personal Tutor is responsible for ensuring
all details are correct and handed into the Pre-Reg office at the end of each module. If time has not
been made up, the Personal Tutor liases with the Link Lecturer to arrange this in consultation with the
Clinical Allocations Unit. When all made up time is completed and SIGNED the form is handed into
the Pre-Reg department for filing.
Copy of Form sent to Clinical
Allocations for re-allocation
Sent by
Date
IF ABSENCES EXCEED 5 DAYS RE-ALLOCATION IS REQUIRED
50
NAME AND ADDRESS OF RE-ALLOCATED
PLACEMENT
DATES OF
RE-ALLOCATION
NO OF DAYS/HOURS
MADE UP
I CONFIRM THAT THESE DAYS/HOURS HAVE BEEN COMPLETED
Signed: _______________________________ Mentor/Ward Manager
Clinical Practice Progress Records (6)
Date: ___________
The School of Nursing and Midwifery
Queen’s University Belfast
Orientation Interview Sheet (to be completed on each placement)
Name of Student:
Intake:
Semester:
Practice Module:
Name of Facility:
From:
To:
Name of Mentor:
Name of Link Lecturer:
Please indicate if you have provided an orientation to the practice placement in relation to the
following by ticking the appropriate box :
Geographical layout
YES Ž
NO
Ž
Explanation of the procedures in the event of a fire
YES Ž
NO
Ž
The procedure for the emergency resuscitation of individuals
YES Ž
NO
Ž
Practice area policies
YES Ž
NO
Ž
Others (please specify)
Signature of Mentor:
Date:
51
Clinical Practice Progress Record (6)
Identification of Learning
1.
Current skill/knowledge level in relation to the learning outcomes for this practice
module
2.
Identify deficits in knowledge/skills
3.
Action to be taken to address learning deficits
52
Clinical Practice Progress Record (6)
Evaluation of Learning
4.
Evaluation of learning outcomes/achievement of goals/further action needed
5.
Midway Review (week two of four week placements only)
Mentor’s Signature
Date:
and/or
Nurse Lecturer
Date:
Student’s Signature
Date:
53
Clinical Practice Progress Record (6)
Mentor’s End of Placement Report
(to be completed on every placement)
Name of Student:
Intake:
Practice Area:
Semester:
Type of Experience:
From:
To:
Please tick appropriate box
Punctuality
Satisfactory
Ž
Not Satisfactory
Ž
Attendance
Satisfactory
Ž
Not Satisfactory
Ž
Attitude
Satisfactory
Ž
Not Satisfactory
Ž
Professional Appearance
Satisfactory
Ž
Not Satisfactory
Ž
Please specify exact number of days sick/absent:
______ Days
Please specify time made-up, with exact dates: __________________________
___________________________________________________________________
Overall Comment Mentor and Nurse Lecturer
Student Evaluation of Placement Learning Experience
Mentor’s Signature:
Date:
Designation:
Date:
Student’s Signature:
Lecturer’s Signature
Date
54
The School of Nursing and Midwifery
Queen’s University Belfast
PRE REGISTRATION DIVISION
STUDENT SICKNESS/ABSENCE RECORD ON CLINICAL PLACEMENT
Please complete a separate form for each clinical placement facility. Please note that if
sickness/absence
exceeds 5 days, this time must be made up during prescribed annual leave.
NAME OF STUDENT
STUDENT NUMBER
INTAKE
CAMPUS
NAME AND ADDRESS OF
CLINICAL FACILITY
TYPE OF EXPERIENCE
NAME OF LINK
LECTURER
LENGTH OF
PLACEMENT
C
D
DATE OF PLACEMENT
CLINICAL MODULE
(please tick appropriate
box)
A
B
E
F
ZERO ABSENCES
No absences during placement
Please tick box
ABSENCES (ALL ABSENCES MUST BE MADE UP)
Please detail below any absences during clinical placement and provide details of time made up.
DATES OF ABSENCE
START
RETURN
DATE
DATE
FROM
TO
TOTAL
NO OF
DAYS
TOTAL
NO OF
HOURS
MAKE UP TIME
DATES OF DAYS/HOURS
FROM
TO
Signed: _______________________________ Mentor/Ward Manager
________________________
Date:
Signed: _______________________________ Student
________________________
Date:
NO OF
HOURS
This form should be kept in the student’s portfolio and the Personal Tutor is responsible for ensuring
all details are correct and handed into the Pre-Reg office at the end of each module. If time has not
been made up, the Personal Tutor liases with the Link Lecturer to arrange this in consultation with the
Clinical Allocations Unit. When all made up time is completed and SIGNED the form is handed into
the Pre-Reg department for filing.
Copy of Form sent to Clinical
Allocations for re-allocation
Sent by
Date
IF ABSENCES EXCEED 5 DAYS RE-ALLOCATION IS REQUIRED
55
NAME AND ADDRESS OF RE-ALLOCATED
PLACEMENT
DATES OF
RE-ALLOCATION
NO OF DAYS/HOURS
MADE UP
I CONFIRM THAT THESE DAYS/HOURS HAVE BEEN COMPLETED
Signed: _______________________________ Mentor/Ward Manager
Clinical Practice Progress Records (7)
Date: ___________
The School of Nursing and Midwifery
Queen’s University Belfast
Orientation Interview Sheet (to be completed on each placement)
Name of Student:
Intake:
Semester:
Practice Module:
Name of Facility:
From:
To:
Name of Mentor:
Name of Link Lecturer:
Please indicate if you have provided an orientation to the practice placement in relation to the
following by ticking the appropriate box :
Geographical layout
YES Ž
NO
Ž
Explanation of the procedures in the event of a fire
YES Ž
NO
Ž
The procedure for the emergency resuscitation of individuals
YES Ž
NO
Ž
Practice area policies
YES Ž
NO
Ž
Others (please specify)
Signature of Mentor:
Date:
56
Clinical Practice Progress Record (7)
Identification of Learning
1.
Current skill/knowledge level in relation to the learning outcomes for this practice
module
2.
Identify deficits in knowledge/skills
3.
Action to be taken to address learning deficits
57
Clinical Practice Progress Record (7)
Evaluation of Learning
4.
Evaluation of learning outcomes/achievement of goals/further action needed
5.
Midway Review (week two of four week placements only)
Mentor’s Signature
Date:
and/or
Nurse Lecturer
Date:
Student’s Signature
Date:
58
Clinical Practice Progress Record (7)
Mentor’s End of Placement Report
(to be completed on every placement)
Name of Student:
Intake:
Practice Area:
Semester:
Type of Experience:
From:
To:
Please tick appropriate box
Punctuality
Satisfactory
Ž
Not Satisfactory
Ž
Attendance
Satisfactory
Ž
Not Satisfactory
Ž
Attitude
Satisfactory
Ž
Not Satisfactory
Ž
Professional Appearance
Satisfactory
Ž
Not Satisfactory
Ž
Please specify exact number of days sick/absent:
______ Days
Please specify time made-up, with exact dates: __________________________
___________________________________________________________________
Overall Comment Mentor and Nurse Lecturer
Student Evaluation of Placement Learning Experience
Mentor’s Signature:
Date:
Designation:
Date:
Student’s Signature:
Lecturer’s Signature
Date
59
The School of Nursing and Midwifery
Queen’s University Belfast
PRE REGISTRATION DIVISION
STUDENT SICKNESS/ABSENCE RECORD ON CLINICAL PLACEMENT
Please complete a separate form for each clinical placement facility. Please note that if
sickness/absence
exceeds 5 days, this time must be made up during prescribed annual leave.
NAME OF STUDENT
STUDENT NUMBER
INTAKE
CAMPUS
NAME AND ADDRESS OF
CLINICAL FACILITY
TYPE OF EXPERIENCE
NAME OF LINK
LECTURER
LENGTH OF
PLACEMENT
C
D
DATE OF PLACEMENT
CLINICAL MODULE
(please tick appropriate
box)
A
B
E
F
ZERO ABSENCES
No absences during placement
Please tick box
ABSENCES (ALL ABSENCES MUST BE MADE UP)
Please detail below any absences during clinical placement and provide details of time made up.
DATES OF ABSENCE
START
RETURN
DATE
DATE
FROM
TO
TOTAL
NO OF
DAYS
TOTAL
NO OF
HOURS
MAKE UP TIME
DATES OF DAYS/HOURS
FROM
TO
Signed: _______________________________ Mentor/Ward Manager
________________________
Date:
Signed: _______________________________ Student
________________________
Date:
NO OF
HOURS
This form should be kept in the student’s portfolio and the Personal Tutor is responsible for ensuring
all details are correct and handed into the Pre-Reg office at the end of each module. If time has not
been made up, the Personal Tutor liases with the Link Lecturer to arrange this in consultation with the
Clinical Allocations Unit. When all made up time is completed and SIGNED the form is handed into
the Pre-Reg department for filing.
Copy of Form sent to Clinical
Allocations for re-allocation
Sent by
Date
IF ABSENCES EXCEED 5 DAYS RE-ALLOCATION IS REQUIRED
60
NAME AND ADDRESS OF RE-ALLOCATED
PLACEMENT
DATES OF
RE-ALLOCATION
NO OF DAYS/HOURS
MADE UP
I CONFIRM THAT THESE DAYS/HOURS HAVE BEEN COMPLETED
Signed: _______________________________ Mentor/Ward Manager
Name
Cohort
TO BE COMPLETED BY ADVISER OF STUDIES/NURSE LECTURER
PRACTICE PORTFOLIO EVALUATION REPORT
(to be discussed with student)
CLINICAL PRACTICE PLACEMENT A:
GRADE AWARDED:
ACTION PLAN:
STUDY ADVISER/NURSE LECTURER:
STUDENT:
DATE:
61
Date: ___________
Name
Cohort
TO BE COMPLETED BY ADVISER OF STUDIES/NURSE LECTURER
PRACTICE PORTFOLIO EVALUATION REPORT
(to be discussed with student)
CLINICAL PRACTICE PLACEMENT B:
GRADE AWARDED:
ACTION PLAN:
STUDY ADVISER/NURSE LECTURER:
STUDENT:
DATE:
62
CAUSE FOR CONCERN
-Use confidential cover if appropriate
63
APPENDICES
64
Clinical Practice Progress Records
The School of Nursing and Midwifery
Queen’s University Belfast
Orientation Interview Sheet (to be completed on each placement)
Name of Student:
Intake:
Semester:
Practice Module:
Name of Facility:
From:
To:
Name of Mentor:
Name of Link Lecturer:
Please indicate if you have provided an orientation to the practice placement in relation to the
following by ticking the appropriate box :
Geographical layout
YES Ž
NO
Ž
Explanation of the procedures in the event of a fire
YES Ž
NO
Ž
The procedure for the emergency resuscitation of individuals
YES Ž
NO
Ž
Practice area policies
YES Ž
NO
Ž
Others (please specify)
Signature of Mentor:
Date:
65
Clinical Practice Progress Record
Identification of Learning
1.
Current skill/knowledge level in relation to the learning outcomes for this practice
module
2.
Identify deficits in knowledge/skills
3.
Action to be taken to address learning deficits
66
Clinical Practice Progress Record
Evaluation of Learning
4.
Evaluation of learning outcomes/achievement of goals/further action needed
5.
Midway Review (week two of four week placements only)
Mentor’s Signature
Date:
and/or
Nurse Lecturer
Date:
Student’s Signature
Date:
67
Clinical Practice Progress Record
Mentor’s End of Placement Report
(to be completed on every placement)
Name of Student:
Intake:
Practice Area:
Semester:
Type of Experience:
From:
To:
Please tick appropriate box
Punctuality
Satisfactory
Ž
Not Satisfactory
Ž
Attendance
Satisfactory
Ž
Not Satisfactory
Ž
Attitude
Satisfactory
Ž
Not Satisfactory
Ž
Professional Appearance
Satisfactory
Ž
Not Satisfactory
Ž
Please specify exact number of days sick/absent:
______ Days
Please specify time made-up, with exact dates: __________________________
___________________________________________________________________
Overall Comment Mentor and Nurse Lecturer
Student Evaluation of Placement Learning Experience
Mentor’s Signature:
Date:
Designation:
Date:
Student’s Signature:
Lecturer’s Signature
Date
68
The School of Nursing and Midwifery
Queen’s University Belfast
PRE REGISTRATION DIVISION
STUDENT SICKNESS/ABSENCE RECORD ON CLINICAL PLACEMENT
Please complete a separate form for each clinical placement facility. Please note that if
sickness/absence
exceeds 5 days, this time must be made up during prescribed annual leave.
NAME OF STUDENT
STUDENT NUMBER
INTAKE
CAMPUS
NAME AND ADDRESS OF
CLINICAL FACILITY
TYPE OF EXPERIENCE
NAME OF LINK
LECTURER
LENGTH OF
PLACEMENT
C
D
DATE OF PLACEMENT
CLINICAL MODULE
(please tick appropriate
box)
A
B
E
F
ZERO ABSENCES
No absences during placement
Please tick box
ABSENCES (ALL ABSENCES MUST BE MADE UP)
Please detail below any absences during clinical placement and provide details of time made up.
DATES OF ABSENCE
START
RETURN
DATE
DATE
FROM
TO
TOTAL
NO OF
DAYS
TOTAL
NO OF
HOURS
MAKE UP TIME
DATES OF DAYS/HOURS
FROM
TO
Signed: _______________________________ Mentor/Ward Manager
________________________
Date:
Signed: _______________________________ Student
________________________
Date:
NO OF
HOURS
This form should be kept in the student’s portfolio and the Personal Tutor is responsible for ensuring
all details are correct and handed into the Pre-Reg office at the end of each module. If time has not
been made up, the Personal Tutor liases with the Link Lecturer to arrange this in consultation with the
Clinical Allocations Unit. When all made up time is completed and SIGNED the form is handed into
the Pre-Reg department for filing.
Copy of Form sent to Clinical
Allocations for re-allocation
Sent by
Date
IF ABSENCES EXCEED 5 DAYS RE-ALLOCATION IS REQUIRED
69
NAME AND ADDRESS OF RE-ALLOCATED
PLACEMENT
DATES OF
RE-ALLOCATION
NO OF DAYS/HOURS
MADE UP
I CONFIRM THAT THESE DAYS/HOURS HAVE BEEN COMPLETED
Signed: _______________________________ Mentor/Ward Manager
70
Date: ___________
Appendix I
Levels of Communication and Clinical Skill Development
Level A:
Skills Mastery
Psychomotor components of the skill no longer require conscious thought
Cognitive and affective components are highly developed and an integral part of every nursing
intervention
Performance, based on increasing knowledge and experience, is confident, efficient and responsive to
situational cues
Communication skills are a natural part of every professional interaction
Cognitive, affective and psychomotor components are highly developed and are less subject to
interference from other ongoing activities
Performance, based on increasing knowledge and experience, is confident, efficient and responsive to
situational cues
Reflection is central to practice at this level
Level B:
Safe and Accurate Performance with Indirect Supervision in the Care Setting
Performance of the skill will be accurate, co-ordinated, effective and affective
The student is able to adapt his or her performance in response to changes in the care situation
Cognitive and affective components of the skill are integrated
The student is able to use an appropriate blend of communication skills, in a co-ordinated and effective
manner
The student is aware of his or her limitations and seeks help and advice as appropriate
The student is able to adapt his or her performance in response to changes in the care situation
Performance at this level is 'competent'
The student is aware of his or her limitations and seeks help and advice as appropriate
Level C:
Safe and Accurate Performance Under Direct Supervision in the Care Setting
The student is able to demonstrate accuracy in the skill, but not necessarily speed
Psychomotor dexterity is demonstrated
Cognitive and affective components of the skill are evident.
The student is able to utilise and blend communication skills together
The communication skills chosen are appropriate to the patient/client and the situation
The skills are executed smoothly and appear natural
Level D:
The Student is able to demonstrate accuracy in the skill, but not necessarily speed
Psychomotor dexterity is demonstrated
Awareness of the cognitive and affective components of the skill is demonstrated
The student is able to utilise and blend communication skills together
The communication skills chosen are appropriate to the patient/client and the situation
The skills are executed smoothly and appear natural
Level E:
Foundation
The student is able to demonstrate psychomotor components of the skill by following instruction
Performance is slow and lacks co-ordination
The student is able to identify the cognitive and affective components of the skill
The student is able to identify the rational for the use of the communication skill, although tends to
reiterate text book explanations
The student is able to state when the use of the communication skill is appropriate, and to what degree
Performance of the communication skill is awkward and the student may appear self-conscious
(Source: Nicol et al., 1996)
71
Appendix II
A Strategy for Overall Assessment of the Clinical Portfolio
Grade A





Clear evidence of wide reading and understanding supported by appropriate (correct) use of
Reference
Clear evidence of relevant research
Clear expression
Debate and argument indicating some appraisal of facts
Comparing and contrasting of issues and the relating of theory to practice where appropriate
Grade B



Some evidence of relevant research
Sound knowledge and understanding of issues being addressed
Some attempt made at using knowledge to draw conclusions and explore relevant ideas, relating
theory to practice where appropriate
Grade C


Largely descriptive with little discussions and interpretation
Some application of theory to practice where appropriate
Grade D




Restricted application of knowledge to situations
Superficial handling of the issues discussed
Descriptive account showing little evidence of reading
No significant errors of inaccuracies which might imply dangerous practice/judgement
Grade E




Inadequate levels of knowledge
Minimal evidence of understanding
Many unsupported statements
Presence of errors and/or inaccuracies which may imply dangerous practice/judgement
(Source: Phillips et al., 1994; p. 73)
72
Appendix 3
NURSING PRACTICE PRACTICALS
SEMESTER 1 AND 2

Moving and Handling 1, 2 and 3

Bedmaking

Hygiene 1 and 2

Eating and Drinking

Patient Assessment

Clinical Observations

Elimination

Communication and Teaching

Preparation for Childcare Placement

Preparation for Mental Health Placement

Preparation for Learning Disability Placement

C.P.R.
73