BSc (Hons) Integrated Practice in
Learning Disabilities Nursing and
Social Work Pre-Registration
Programme
Assessment of Practice: Year 2
September 2012 Intake
School of Nursing Midwifery & Social Work
College of Health and Social Care Placement Unit,
Room A101, Allerton Building,
Contact: placements-chssc@salford.ac.uk
Available on blackboard – Practice Learning
www.salford.ac.uk/nmsw/courses/practice-education
Contents
Section 1
Introduction
Section 2
Preparation for Placement
Section 3
Placement Finding
Section 4
Placement Structure
Section 5
Expectations on Placement
Section 6
Supervision
Section 7
Direct Observation
Section 8
Assessment
Section 9
Portfolio Structure
Section 10
Quality Assurance Processes
Section 11
Practice Educators
Appendices
Appendix 1
HCPC Guidance on Conduct and Ethics for Student
HCPC Standards of Proficiency for Social Work
Appendix 2
The College of Social Work - Domains within the PCF
Appendix 3
NMC Domains for Pre registration students progression point 2
Appendix 4
Greater Manchester Practice Educator Programme
Appendix 5
Complaints and Dissatisfaction whilst on Placement
Appendix 6
Forms for use whilst on Placement
Appendix 7
Whistle-blowing
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Section 1 Introduction
This Practice Assessment Document (PAD) is designed to act as a guide for students, Practice
Educators, On-site supervisors and Mentors to the practice learning experience incorporated in the
BSc Integrated Practice in Learning Disability Nursing and Social Work. This PAD is accessible on
Blackboard.
Students are required to complete a total of 170 days in a social work practice setting and 2400
hours in a nursing practice setting to complete the award. The programme ethos is that of
interprofessional learning. The provision of 6 practice placements across 3 years provides
opportunities for students to develop proficiency in Nursing and Social Work practice.
All placements within the Salford Programme are co-ordinated by the Practice Learning Team
(PLT). The PLT works closely with the Co-ordinators and Practice Education Facilitators (PEFs) in
our stakeholder and placement provider agencies and with Practice Educators and PEFs across the
region. All placements are quality assured to ensure that they provide appropriate learning
opportunities and allow students to demonstrate competence within the practice arena.
Placement components of the programme have been structured in line with requirements and
guidance from the Health and Care Professions Council (HCPC) Standards of Proficiency (SOPS),
The College of Social Work (TCSW) Professional Capabilities Framework (PFC), The Nursing and
Midwifery Council (NMC) Standards to Support Learning and Assessment in Practice and the
Quality Assurance Agency. Placements are managed within partnership arrangements and are
included in the Memorandum of Co-operation which is in place across Greater Manchester.
All placements provide a balance of Nursing and Social Work elements. Practice placements in
year 1, whilst integrating HCPC and TCSW requirements are assessed predominantly against
Nursing standards providing evidence for NMC progression point 1. Practice placements in year 2
whilst providing broad and balanced opportunities in both fields of practice assess student
capabilities with slightly more emphasis on assessment of Social Work in placement 3 and on
Nursing in placement 4, the latter enabling students to demonstrate readiness for NMC progression
point 2. However it is important to note that all placements are assessed against integrated
standards of proficiency. All professional standards can be found in Appendices 1-3.
Social Work placements in Greater Manchester are provided in blocks of 70 days and 100 days. In
order to maintain harmonisation of practice learning across the region, BSc Integrated Practice
placements follow the same pattern in years 2 and 3 of the programme, with additional practice
learning opportunities in semester 3 of year 2 and semester 1 of year 3.
In addition all students will complete 30 days of skills development, delivered in partnership
between academics, practitioners and service users/carers to support them in moving into the
practice environment. Learning outcomes at each point are linked to the Professional Capabilities
Framework and the Standards of Proficiency in Nursing and Social Work and students must
successfully complete each level before progressing to the next (see Appendix 2).
Assessment of students in practice will incorporate a range of evidence which will include feedback
from service users and carers.
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This document should be read in conjunction with the relevant programme handbook.
The Practice Learning Team
Contact us: placements-chssc@salford.ac.uk or visit the Clinical Placement Unit in Room AD101
(off the concourse), Allerton Building, Frederick Road Campus.
Administration: placement-chssc@salford.ac.uk (Social Work Placements) or
n.j.finnigan@salford.ac.uk (Nursing Placements)
Nathan Finnigan
Christine Reay
Caroline Davies
Module Leaders:
Andrea Pepe
Valerie Houghton
Julie Lawrence
Placements Unit Manager
Placements Assistant
Placements Administrator
Tel: 0161 295 6476
Tel: 0161 295 2186
Tel: 0161 295 2026
70 day Placement (4) Module
Leader
Placement 5 Module Leader
100 day Final Placement
Module Leader
a.pepe@salford.ac.uk
v.houghton@salford.ac.uk
j.lawrence@salford.ac.uk
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Section 2 Preparation for Placement
Suitability
The University of Salford has a robust admissions process for entry to its social work and nursing
programmes. All students must have an accepted Disclosure and Barring Service (DBS) check and
an accepted occupational health assessment, with details approved by the Admissions Panel.
Placements cannot start unless this process has been satisfactorily completed and students have
successfully completed the Readiness for Direct Practice Assessment.
Agencies may require to see your copy of the DBS report, and reserve the right to refuse a
placement to any student who they deem to be unsuitable. Students should ensure that they
keep their own copy of the DBS report safe as the law does not permit the University to keep a
copy on file. Should you lose your report you will be required to pay for a further check to take
place.
Prior to admission all students must complete a self declaration form identifying any previous
offences, cautions or reprimands etc. – failure to declare an offence is grounds for the student offer
to be revoked. Any concerns noted on the declaration form or DBS report are referred for
consideration at the Admissions Panel who will make a decision as to the student’s suitability to join
the social work programme.
All students who interrupt study are re-checked prior to returning to the programme. Students are
required to self-declare annually upon re-registration any offences or behaviour likely to bring the
profession into disrepute. Any concerns raised will be referred to the Director of Social Work.
Assessed Readiness for Direct Practice
All students will be assessed for readiness for direct practice prior to the commencement of any
social work practice placement in line with TCSW (PCF) requirements.
Students will be required to demonstrate basic communication skills, ability to engage with service
users and carers, capacity to work as a member of an organisation, willingness to learn from
feedback and supervision, and basic social work values, knowledge and skills. This is completed as
a formal assessment within the programme structure.
Roles and Responsibilities
Service Users and carers
Service Users and carers are a vital part of the practice learning process. Students and Practice
Educators must be sensitive to potential disruption caused by students entering and exiting services
users lives on a regular basis. Their views must be sought by students and practice educators
throughout the placement to aid the student’s learning and to inform the final assessment.
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Practice Tutor
On confirmation of placement all students will be allocated a Practice Tutor, this will usually be
the student’s personal tutor who will represent the University during the placement and is
responsible for supporting the student and Practice Educator and Nurse Mentor throughout the
placement learning process. The Practice Tutor will act as the first point of contact should any
difficulties arise during placement and will provide advice and support as necessary. The Practice
Tutor, following discussion with the Practice Educator or Nurse Mentor, will assess the written work
produced by the student in the portfolio and will provide feedback and tutorial support prior to final
submission.
Practice Educator
All students will be supported and assessed in practice by an appropriately qualified Practice
Educator in placements 4 and 6 in line with the Practice Educator Professional Standards for
Social Work. The Practice Educator will provide support for the students learning, identify
appropriate work to facilitate student development, teach and assess the student throughout the
placement. They will make the final assessment as to the student’s capability at the end of
placement and provide a report evidencing their judgement.
Where an agency can provide good learning opportunities but lacks the time or appropriately
qualified staff to provide a Practice Educator in house, an Off Site Practice Educator (OSPE) will
be appointed by the University to work in tandem with an experienced member of staff from the
agency who will act as the On Site Supervisor. The functions of the Practice educator will be split
between these two people, with the On Site being responsible for issues of accountability for the
agency and directing the students day to day work and the OSPE, providing the additional
supervision re development of professional practice and underpinning knowledge etc. Both will
contribute to the final report but the responsibility for the final assessment will remain with the
OSPE. Where OSPE arrangements are in place, it is important that arrangements are clearly
detailed within the learning contract so that all parties are clear re expectations and responsibilities.
Practice Educators, Nurse Mentors and Off-site Practice Educators will be working in conjunction
with a range of other staff working within the placement setting. Often these team members will
contribute greatly to student learning and student assessment.
Nurse Mentor
All students will be supported and assessed in practice by an appropriately qualified Learning
Disability Nurse Mentor in placements 5 and 6 in line with the NMC Standards for Pre-registration
Nurse Education. The Mentor will provide support for the students learning, identify appropriate
work to facilitate student development, teach and assess the student throughout the placement.
They will make the final assessment as to the student’s capability at the end of placement and
provide a report evidencing their judgement.
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Section 3 Placement Finding
All placements are assessed (see Section 10 Quality Assurance Processes) as meeting
professional regulatory body requirements (HCPC and NMC) and provide appropriate learning
opportunities for the student to meet the requirements of the Professional Capabilities Framework
(TCSW) and Standards for Pre-registration Nurse Education (NMC). Every attempt is made to
accommodate the specific needs of individual students by working in partnership with agencies to
provide a quality experience. The University is normally able to allocate placements for students in a
timely manner despite there being a nationally recognised shortage. However, as placements are
provided by external agencies we are dependent on their availability, which in some circumstances
may lead to delays. Therefore, choice is limited and individual preferences cannot always be
accommodated. Students are expected to accept the placement that is offered to them. A student
may only reject an offer of a placement on the grounds that it is not accessible due to physical
disability or that the placement is unable to make reasonable adjustments to meet learning support
plans.
The programme is under no obligation to provide an alternative placement should a placement offer
be refused.
Wherever possible, the placement team will strive to place students geographically in relation to the
University. Students will not usually travel more than one and half hours to and from placement.
However, where students choose to live significant distances from Salford, this travel limit cannot be
guaranteed.
Students are not permitted to undertake placements outside the North West Region, and would
normally be placed within a 50 mile radius of Salford.
The placement finding process
Placements are coordinated either by the Placements Unit Manager or the Practice Learning Team
- Module Leaders supported by the College Placement Unit. It is essential, in order to ensure
practice opportunities for all students, that all placement arrangements are co-ordinated by the
team. Many students bring great experience to the Programme, including valuable ideas about
placement opportunities. The staff will be happy to assess these as potential placements and they
may then provide a valuable contribution to the placement pool. If you are aware of a potential
placement opportunity please email details of the address, phone number and contact name to
either n.j.finnigan@salford.ac.uk or placements-chssc@salford.ac.uk and the appropriate Module
Leader will assess the opportunities available with that agency.
The process of placement finding involves:
1) Students complete an electronic placement request form. A separate confidential form is
available to inform the module leader of sensitive issues that may need to be taken in to
consideration when placements are being allocated, for example if a family member is known to
a particular service.
a. All students will be invited to a placement briefing session where advice will be given
about completion of the form.
b. Placement module leaders will use the forms to identify how students’ learning needs
and previous experience can be used to help identify a placement.
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c. An initial linking of students with placements will be undertaken through a process of
negotiation with Mentors and/or Practice Educators in the placement agencies.
Sometimes several approaches are necessary in order to find an appropriate
placement, therefore timescales cannot be guaranteed.
d. Once a potential placement is identified, the form will be sent for consideration to the
agency concerned and the student informed by email. Applications can remain with a
placement agency for up to 4 weeks at which point if the student has not been
contacted the administration team will chase the agency for an update on progress.
2) When a provisional placement has been arranged:
a. The placement agency invites the student to attend an informal visit to meet the
Mentor or Practice Educator and agency. In some instances a more formal interview
may take place. Final placement students should take a copy of the Practice
Educator report from their previous placement and first year PAD to this
meeting.
b. If the Mentor and/or Practice Educator feel the placement can go ahead then the
placement is confirmed. The student should then email either the Placements Unit
Manager at n.j.finnigan@salford.ac.uk or the Placement Assistant at placementschssc@salford.ac.uk as appropriate with the name, and full postal address of the
placement setting, the name and contact number of the mentor and/or practice
educator or an off-site practice educator request.
c. If the placement matching is unsuccessful at this stage, students will be provided with
feedback from the interview and a further placement will be sought.
3) In the rare event of the personal tutor being unavailable a Practice Tutor will be
allocated/confirmed within 10 working days of receipt of the email by the Placement Assistant.
The student will then be sent an email to confirm tutor contact details.
4) Students should then co-ordinate a placement learning agreement meeting involving the
student, Practice Educator, Nurse Mentor, and Practice Tutor. Placements cannot start until
this meeting has taken place with all parties present and a placement learning agreement
has been completed.
5) Students and Practice Educators should ensure they have read the Practice Assessment
Document and take with them to the contract meeting the correct documentation from
Blackboard.
The student timetable will reflect the earliest start date for placements within the cohort and
placements are intended to start on a rolling programme throughout the academic year with a view
to completion for the relevant examination board. However, actual placement start dates are
dependent upon placement availability within agencies and will be determined by the placement coordinator, nurse mentor and practice educator. Occasionally, placements may be delayed due to
circumstances beyond the control of the University.
The University cannot be held responsible for potential loss of earnings, and students are required to
keep the university and placement agency informed of any change of circumstances.
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Placements for Students with Disabilities
The Equality Act 2010 defines a disabled person as
‘…someone who has a physical or mental impairment which has an effect on his or her ability to
carry out normal day-to-day activities’. That effect must be:



Substantial (that is more than minor or trivial) and
Long-term (that is, has lasted or is likely to last for at least 12 months or for the rest of the life
of the person affected) and
Adverse
The Act requires Higher Education Institutions:



Not to discriminate against disabled students
To find out about a student’s possible needs
To make reasonable adjustments
In addition, the Act gives institutions a positive duty to promote the equality of disabled people.
These responsibilities apply also to the provision of practice placements on professional courses.
The University is committed to ensuring that the needs of disabled students are taken into account,
and that all students are given access to placement settings that meet their needs and provide them
with appropriate learning opportunities. However, the safety of service users is paramount and
must take priority over students’ learning needs.
It can take time for placements to put appropriate adjustments in place and the earlier the
placement module leader is alerted to a student's needs, the better. Students are therefore
encouraged to discuss the needs arising from any disability as early as possible in their course.
This can be done by making an appointment with Student Life, where an advisor will be able to help
you with any concerns you may have regarding disclosure.
Where a student discloses that s/he has a disability, the placement module leader will:

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Consult with the student (and where appropriate with the Disability Advisor) about the nature
of the support/adjustments required in a placement setting
Agree with the student if and how information concerning their disability should be shared
with the placement staff. Many agencies require sight of the student support plan prior to
offering a placement; this is to ensure that they are able to meet the particular student’s
learning needs.
Prioritise placement allocation for disabled students.
Where necessary, provide additional monitoring of the placement setting to ensure the
adequacy of the adjustments/support provided.
Examples of the kinds of adjustments and support that could be provided include:

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
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Physical adaptations (e.g. handrails etc.)
Provision of specialist equipment (e.g. dictaphones for note taking)
Adaptation to IT resources and/or use of specialist software
Adjustments to the pace of a placement e.g. shorter working week to minimise fatigue. (NB
This would result in placement taking more weeks to complete the required number of days)
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Students should either attach a copy of their support plan or provide a summary of the adjustments
required on their placement application form. Where students provide a summary they should share
the whole support plan with Practice Educators and Practice Tutors at the earliest opportunity, (e.g.
at the informal visit). Support requirements and adjustments can then be incorporated into the
learning agreement at the initial placement meeting.
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Section 4 Placement Structure
Placements are usually structured around 2 placement meetings:
Placement Meeting 1: The Learning Agreement meeting
A placement learning agreement meeting is held at the start of the placement. The purpose of this
meeting is to agree all aspects of the placement and to formalise these in an agreement. This
meeting is led by the Practice Tutor and also involves the student and all required practice
personnel which will be clarified by the module leader prior to each placement- see pro-forma
available on Blackboard and on the Practice Learning website.
The learning agreement allows all parties to clarify their expectations and roles. It is essential that
attention is paid to the completion of this form, which ensures that everyone has contact details and
agreed arrangements for the remainder of the placement. This form is completed by the student at
the meeting: it is then approved by the Practice Tutor and copied to all members of the agreement
meeting, and placement administrator. This should be a word document or scanned PDF file by
email. The student is responsible for ensuring that final copies of the form are completed and
distributed within a week of the placement agreement meeting.
Placement Meeting 2: The Interim Placement Review
The interim placement review provides an opportunity to check that the placement is proceeding
satisfactorily and is in accord with the placement agreement. It reviews positive progress but also
allows any party to express concerns about the arrangements for the placement, availability of
learning opportunities, levels of demonstrated student competence and to agree changes that will
address any issues that arise.
The nurse mentor and/or practice educator provides an assessment of the student’s progress on
placement to date.
The Practice Tutor formally checks a sample supervision record; reflective log entry; and 1 direct
observation record. The practice tutor, nurse mentor and/or practice educator provide feedback on
the submitted piece of written work. The Practice Tutor records the meeting on the review
proforma.
Copies of the interim placement review pro-forma will be distributed as above. The form should be
typed by the student, who is responsible for sending a signed copy to all present at the meeting and
the placement administrator. This should be a word document or scanned PDF file by email. The
student is responsible for ensuring that final copies of the form are completed and distributed within
one week of the placement agreement meeting.
Where concerns are expressed about a student’s progress on placement, their performance, the
learning opportunities available or any other issue, an action plan should be developed at the
interim placement meeting. A date will be set for an additional placement meeting two weeks later to
review progress against the action plan. The Practice Tutor should notify the Programme Leader
and the placement module leader of the issues raised and the outcome. Where necessary the
matter will be referred to the Director of Social Work to determine any further action necessary.
11
End of Placement
The student should complete their portfolio and include the Placement Assessment Report by the
date agreed at the contract meeting. The student will forward the portfolio to the Practice Tutor
electronically. The tutor will discuss this with the Nurse Mentor and/or Practice Educator by
telephone and send feedback to the student by email. A meeting to formalise the ending of the
placement will therefore not usually be required.
On the final day of the placement the student will present their portfolio to the Practice Educator and
Nurse Mentor where appropriate who will complete the final placement report. This confirms that the
student has completed the required number of placement days and is a confirmation that the
student has passed or failed the placement.
This form should be sent to the Practice Tutor as an email attachment and copied to the placements
administrator. The form is available for download from Blackboard.
A final placement meeting may be held if required for example if:




the student has demonstrated outstanding performance and it is deemed desirable to
identify and celebrate this achievement;
issues have arisen about the provision of learning opportunities during the placement and
discussion is useful to promote future learning opportunities;
there have been concerns about the students progress during placement;
where a practice educator or sign off mentor is making a fail recommendation in relation to
the students practice.
Any concerns regarding the students practice should be raised by the Practice Educator or Nurse
Mentor at the earliest opportunity in supervision and if unresolved an additional meeting involving
the tutor should be requested (see Extraordinary Placement Meeting).
Submission of the Portfolio
When the placement is completed, it is the student’s responsibility to ensure that the completed
portfolio is submitted to the University to Room MS1.03, Mary Seacole Building the next working
day.
The student’s portfolio is then moderated at the University and a final mark confirmed at the
programme examination board.
Issues or Concerns: Extraordinary Placement Meeting
It is recognised that occasions may arise when an additional meeting is required to discuss
concerns about the behaviour/competence of an individual student or changes of circumstance
within the placement setting.
If a Nurse Mentor/Practice Educator/On-site Supervisor has concerns about either the behaviour or
competence of a student on placement, then the Nurse Mentor/Practice Educator/On-site
Supervisor should in the first instances inform the student of the concerns. If the matter cannot be
resolved the Practice Educator or Nurse Mentor should involve the Practice Tutor to arrange a
Concerns Meeting. The meeting will agree an action plan; a copy of this should be circulated to all
parties and copied to n.j.finnigan@salford.ac.uk and/or c.davies@salford.ac.uk. If necessary the
12
Tutor will involve the Programme Leader/Placement Administrator for advice and guidance
regarding the next steps.
Serious concerns will be reported by the Programme Leader to the Director/Head of School for
consideration with regard to the Fitness for Professional Practice Procedures.
Students can access further support in this process from their Practice Tutor and/or from the
Student Union.
Placements should wherever possible continue until all the required placement days have been
completed. The decision to terminate or suspend a placement rests solely with the Head of
School. Under unusual circumstances Agencies may choose to withdraw support for the
placement due to the seriousness of the concerns raised. This decision should be immediately
communicated to the Programme Leader and the Placement Administrator who will take appropriate
action.
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Section 5 Expectations on Placement
Placements take place in a variety of settings and with different services and service user groups.
In line with HCPC Standards of Proficiency and Conduct and Ethics; the TCSW Professional
Capabilities Framework and NMC Standards for Pre-registration Nurse Education you must adhere
to the following essential principles whilst on placement:
Attendance
Students must complete the required days in each of the placements resulting in a minimum total
during the course of 2300 hours. The placement day will usually be either 7 or 7.5 hours in
length, (clarified at initial meeting) excluding breaks. Students will need to be flexible and respectful
of usual working patterns within the agency and may be required to work shifts, including evenings
and weekends.
The detailed pattern of placement attendance will be determined at the pre placement contract
meeting and will incorporate the student support plan and timetabled university attendance as
appropriate. Nurse mentors and/or Practice Educators will keep a record of student attendance and
the completed student attendance sheet must be included in the student portfolio.
Up to 5 days study leave may be taken during the course of the placement to support student
learning in placement and the development of practice assignments. This must be agreed in
advance with the Nurse Mentor and/or Practice Educator and must not interfere with required
completion dates. These days do not count as placement days.
Other leave may only be taken in exceptional circumstances and with the agreement of the
nurse mentor, practice educator, tutor and Programme Leader if necessary.
Any placement days missed (e.g. through illness) must be made up. You must notify your nurse
mentor and/or practice educator and the University via email to the placement administrator. An
absence of more than 7 calendar days will have an impact on your end date and will require
presentation of a Fit Note to the Placement Administrator.
Any interruptions to placement of 3-4 weeks or more must be referred to the Programme Leader. It
is unlikely that a placement can be resumed following interruption of greater length.
Interruptions due to medical, unplanned, or unforeseen circumstances will be considered at an
additional placement meeting with the module leader and may be referred to the Head of School
and/or PAP.
Placements that are designated as 70 and 100 days cannot be extended. Capability must be
demonstrated within the given time.
Behaviour
Students should expect respect and consideration from agencies of their student status and in
return be respectful, considerate, punctual, reliable and accountable to the agency.
As a student on placement you will spend time with people using the service. It is important that you
give consideration to the manner in which you enter and exit from their lives and to the
consequences of this for them and for you. Your priority must be to put service users’ needs
first before your own learning needs and assessment requirements.
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As a team member familiarise yourself with the expectations of workers within the service and the
agency policies and procedures. Should there be any areas of confusion or concern raise these
with your Nurse Mentor and/or Practice Educator/On-site Supervisor. Should any issues arise that
you are unable to resolve in this way discuss them with your Tutor.
Confidentiality
As students on placement in social work/community/healthcare agencies you will have access to a
considerable amount of personal information relating to the people who use the service. It is
expected that you will treat this information in a discreet and confidential manner.
Confidentiality is not the same as secrecy.
Secrecy means that information that you are given will not be divulged to anyone else in any
circumstances. Confidentiality means that the circumstances in which information may be shared is
understood and all parties are aware of the people with whom it may be shared.
You will need to share information about the service users with whom you are working with your
Nurse Mentor and/or Practice Educator and possibly other colleagues in the agency. This is
because they are accountable to the agency for the work that you are doing with the service user.
You should be honest and open about this with service users. Information may also need to be
shared elsewhere in the agency if there is clear evidence of serious danger to the service user,
worker or any other persons in the community.
Do not let service users think they can expect you to keep secrets.
Most agencies have an open access to records policy that means that service users are entitled to
see the records that are kept about them. You must record information accurately, which may mean
checking the facts with the service user or anyone else who provides information.
You must also ascertain whether information given to you about a service user by a third party can
be shared with the service user or not. This will affect where you record the information and what
you do with it. This is also important as it demonstrates the requirement to understand legislation
and agency policy and procedures in this area.
Any information regarding service users must not be disclosed in any way to unauthorised persons.
You will need to check with your Nurse Mentor and/or Practice Educator/On-site supervisor who is
considered to be an authorised person in each case. You must check the authenticity of anyone,
but particularly telephone enquiries before disclosing any information. Ask for guidance on the
agency policy for checking authenticity.
It is important that service users cannot be identified from anything that you write or say about them
unless you have their express permission that has not been given under duress. This includes all
assessment work. In all written course work ensure that you specifically refer to the fact that
you have changed the names of the agency and individuals and that you have consent from
the people concerned to refer to the work that you have undertaken with them.
Dress
Students are expected to dress appropriately whilst on placement. Different settings may require
different forms of dress, for example residential work, street youth work or court work. Check
policies and expectations with your Nurse Mentor and/or Practice Educator/On-site Supervisor.
Your Tutor will be able to discuss this with you should any confusion/ disagreement arise.
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Section 6 Supervision
A core component of any practice placement is the supervision provided to promote a student’s
learning about professional practice. Students from the BSc programme are supervised by either a
Nurse Mentor and/or Practice Educator from within the placement or an Off-site Practice Educator if
the placement does not have capacity to provide this (e.g. pressure of work, a suitably qualified
practitioner does not work on site).
Nurse mentors and/or Practice Educators are expected to provide at least one hour of supervision
for every 5 placement days. Supervision sessions provide the forum to discuss a student’s on-going
work; to facilitate the integration of theory with practice; the integration of values and the
development of professional ethics; and the preparation of assessment tasks for inclusion in the
portfolio. During supervision, students should receive formal feedback about their progress. Any
issues or concerns should be initially raised within the supervision forum but if unresolved a
Concerns meeting can be called by any party. Throughout the placement, a key element of
discussion in supervision will be professional values and ethics. Students should at all times adhere
to the NMC and HCPC Standards of Conduct, Performance and Ethics.
Where there is a Mentor, off-site Practice Educator and On-site Supervisor, responsibilities and
assessment will be shared and there will be some joint, three or 4 way supervision sessions to
ensure clarity of roles, teaching and assessment. The off-site Practice Educator will provide
fortnightly supervision (i.e. once every 10 placement days) on issues related to social work theory
and practice and assist the student with the development of their portfolio. The On-site Supervisor
and/or Nurse Mentor will give additional supervision on issues related to working within the agency,
which includes clinical skills and managerial responsibility for the student within the agency. The
specific arrangements will be discussed and agreed at the Learning Agreement Meeting. Records of
supervision must be made and copies held by the student and Nurse Mentor/Practice Educator (or
off-site Practice Educator and On-site Supervisor). Supervision notes may be requested by the
University to assist in the resolution of disputes about the quality of the placement or the student’s
work.
Throughout the placement, the Practice Educators (or Off-Site Practice Educator and On-site
Supervisor) and Nurse Mentor will discuss values and attitudes. They will seek to see a wellintegrated value base throughout the student’s work. Students should adhere to the NMC and
HCPC Standards of Conduct, Performance and Ethics.
Practice Educators and Nurse Mentors should maintain a record of supervision dates which will be
required at the Interim Review meeting and for the student portfolio.
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Section 7 Direct Observation
The Practice Educator / Nurse Mentor must formally observe the student’s practice of direct work
with service users on a minimum of two occasions during the placement and three occasions for the
final 100 day placement
The aim of these direct observations is to provide a formal, planned and recorded assessment of
the student’s practice. In addition, these observations provide an excellent teaching tool and source
of feedback about the development of professional competence for the student. It is essential that
any service users involved in the observed practice give their consent to being part of an observed
piece of practice. They should also be invited to provide their comments about the student’s
practice.
Formal observations must be of the student working directly with service users.
Presentations to team meetings and other events may provide useful informal observations that
contribute to learning and assessment but cannot stand as one of the required direct
observations. Co-working, joint working (in which the Practice Educator/Nurse Mentor/On-site
Supervisor/colleague are fully involved) and live supervision (in which the Practice Educator/Nurse
Mentor/On-site Supervisor may have an interventionist role) also provide useful learning and
assessment opportunities but do not count as direct observations in which the student carries sole,
uninterrupted responsibility for the intervention.
Where there is an off-site Practice Educator they should undertake at least one of the formal
observations. One of the observations may be undertaken by a Nurse Mentor and one by
professionally qualified social worker or a suitably qualified and experienced member of agency
staff who is neither the Practice Educator nor the on-site supervisor (for example, a social worker if
they are joint-working with the student could complete one of the formal observations) but must be
approved by the practice educator.
One formal observation should take place before the interim placement meeting and the completed
form should be available at this meeting. This will contribute to the interim placement assessment of
progress.
Original copies of the completed pro formas for the observations should be appended to the Final
Placement report as evidence of their recommendation about the student’s professional
competence.
Planning and Preparation
Planning is an essential element of a useful direct observation. However well prepared, students
may feel apprehensive or nervous about the direct observation and it is therefore advisable to wait
until they have gained some confidence in the placement setting before the first direct observation
takes place
It may help students to overcome anxieties if they identify the work that will be observed and the
skills and knowledge on which they would particularly like feedback.
17
Preparing a Service User for an Observation
It is essential to obtain consent from people who are using services before carrying out a direct
observation of work with them. The student should be proactive in this process and provide
evidence of their actions within the report.
With good planning this can be an opportunity to empower people using the service, stress the
importance of the service users’ involvement in educating new professionals and seek their full
involvement in the session and feedback of their experience where possible.
The student should actively identify issues of values, ethics and confidentiality and how these are to
be addressed. It is essential to adhere to the HCPC and NMC Guidance on Ethics for Students.
Feedback to Students
The Practice Educator/Off-site Practice Educator/Nurse Mentor/On-site Supervisor should discuss
the intervention and seek the student’s own assessment of their performance. Students frequently
learn most from identifying themselves where they can improve.
Feedback from the nurse mentor and/or practice educator should be clear, giving examples of
positive skills and values and identifying learning and developmental issues. Allow time for
immediate, informal feedback as soon as the observation is completed. Then the observer should
complete the formal written feedback (pro forma available on Blackboard/in the appendices) as
soon as possible. This should be discussed in supervision to develop learning and provide an
opportunity for the student to record their own comments whilst the situation is still fresh in their
mind.
Ensure that service users have the opportunity to provide feedback and that this is done in the most
appropriate way. It may be helpful to offer the opportunity for service users to provide their views in
writing after the event if they prefer.
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Section 8 Assessment
The Nurse Mentor and practice educator will make an holistic assessment of practice based upon
the NMC Standards for Pre-registration Nurse Education, TCSW Professional Capabilities
Framework, the HCPC Standards of Proficiency and Code of Conduct, Performance and Ethics. To
do this they will employ a range of teaching and learning methods and draw upon evidence from a
range of sources. The practice educator and nurse mentor will provide a report compiling their
evidence and judgement on the pro forma provided. This will be discussed with the student and be
provided to them and the nurse mentor and practice tutor at the end of placement. Any concerns a
nurse mentor and/or practice educator may have should be discussed with the student and tutor at
the earliest opportunity and not be raised for the first time within the report. The report should
document the measures taken to address any such concerns and any progress made by the
student in addressing these.
Portfolio of evidence
Assessment of practice includes the student’s portfolio. The portfolio consists of a report from the
Nurse Mentor and/or Practice Educator, the completed Direct Observation forms and the written
evidence as outlined in the portfolio structure (Section 9).
All elements must be completed successfully to pass the practice module.
Once settled into the placement students, Practice Educators and on site supervisors and Nurse
Mentors where applicable, should begin to identify the assessment requirements for the placement
and how they can provide evidence of meeting these.
The Practice Educator’s report for placement 4 must clearly identify evidence of the student’s
capability in relation to the PCF and make a professional judgement as to whether the student
should pass the placement. The student’s written evidence is an integral part of the Practice
Educator’s assessment. This is repeated in placement 6, where evidence is supplemented by that
of the Sign off Nurse Mentor who will make a professional judgement based upon the NMC
Standards for Pre-registration Nurse Education.
It is the student’s responsibility to provide, highlight and clearly explain how the evidence
that they present demonstrates their progress in relation to the PCF, HCPC SoPs and the
NMC Standards.
It is the responsibility of the Practice Educator, On-site Supervisor’s and/or Nurse Mentor to
assess the student’s performance throughout the placement, alongside the student’s written
pieces for the portfolio, and other sources of evidence/feedback from service users, carers
and colleagues and make judgement regarding the students professional capability.
The Practice Tutor, in consultation with the Nurse Mentor and/or Practice Educator, will award a
mark for each of the written pieces of work within the portfolio.
There is a strict format for completion of the portfolio and students should adhere to this. The
portfolio allows the student to provide evidence of their:



skills
knowledge and integration of theory in practice
ability to apply the values and ethics of the NMC and HCPC,
19

capability in relation to the PCF and SoP (Nursing and Social Work)
The portfolio is not a catalogue of all the work undertaken on placement, but requires students to
select evidence that demonstrates their skills and knowledge in respect of the PCF and SOPS. The
portfolio is also key to the identification of learning needs for further development.
Practice Educators and Nurse Mentors will provide advice and guidance on the plans for completing
the work. In particular they will discuss the relevance of theory that the student presents in
supervision. Practice Educators and Nurse Mentors should not read full drafts of work until the
portfolio is complete. This is to ensure that the student is not tempted to cross the boundary
between seeking advice and quoting the Nurse Mentor or practice educator’s own views.
From the beginning of the placement practice educators, nurse mentors and students should begin
to identify the assessment requirements and consider how students can provide evidence to
demonstrate their development in relation to TCSW Professional Capabilities Framework, the NMC
and HCPC Standards of Proficiency and Code of Conduct, Performance and Ethics. Practice
Educators and Nurse Mentors should regularly discuss progress toward completing the portfolio in
supervision.
The final hand in date for the portfolio will be confirmed at the placement agreement
meeting. Changes to the set hand in date need to be agreed with the Practice Educator
and/or Nurse Mentor and Practice tutor, confirmed with the module and programme leader
and recorded on the appropriate Assessment meeting form.
Assessment of the portfolio
The Practice Educator and/or Nurse Mentor will recommend that the student passes or fails the
practice element of the placement based upon the student’s performance against TCSW
Professional Capabilities Framework, both the NMC and the HCPC Standards of Proficiency and
Code of Conduct, Performance and Ethics, and the NMC Standards for pre-registration Nurse
education. This should be discussed with the student throughout supervision and prior to the
midpoint review and end of placement. The Practice Educator and/or Nurse Mentor will assess and
validate the work in the portfolio and write their report (see pro forma in the appendices). The
student’s written evidence is an integral part of the Nurse Mentor/Practice Educator’s/Offsite
Practice Educator’s assessment. However, the student’s direct work with service users, written work
in the agency and in the portfolio, their professional conduct with colleagues and their adherence to
agency policy and procedure must be of appropriate standards according to the TCSW Professional
Capabilities Framework, the HCPC Standards of Proficiency and Code of Conduct, Performance
and Ethics, and NMC Standards for Pre-registration Nurse Education and Code of Conduct, for the
Nurse Mentor and/or Practice Educator to make a PASS recommendation.
The Practice Tutor is responsible for assessing the portfolio and recommending a mark following
consultation with the Practice Educator and/or Nurse Mentor. If any of the pieces of work in the
portfolio are marked at a recommended mark of less than 40% for BSc students, the student cannot
pass. The tutor will email the feedback sheets to the student and practice educator for inclusion in
portfolio before submission and inform the module leader/programme leader if there are concerns.
A student cannot pass the placement unless practice and written evidence are assessed as
being satisfactory.
20
Reflective Diary
Throughout the placement, students are required to keep a reflective log on a daily basis and this
should be discussed with the Practice Educator and Nurse Mentor in supervision (see Appendix 2
for details of suggested format for the log). The log should enable the student and Nurse Mentor
and/or practice educator to identify the development of the student’s professional skills and abilities
combined with the application and integration of professional values and ethics. Students should
focus on significant learning experiences. It is important to monitor such experiences and
development because impressions often fade and the immediacy of learning can be lost. The log
will reflect the process of change and professional development and will assist students to complete
the written tasks for the portfolio. The log is designed to enable students to measure their
professional development along a range of dimensions and to explore the application of theory,
research to practice and skill development.
The record should be given to the Practice Educator and/or Nurse Mentor on a regular basis to read
and provide feedback.
The reflective diary is a key learning tool for the student and may be requested by the University as
additional evidence of the student’s capability.
Assessment timetable
The student should complete their portfolio and include the Nurse Mentor/Practice Educator Report
by the date agreed at the learning agreement meeting. The student will forward the portfolio to the
Practice Tutor electronically. The tutor will discuss this with the Nurse Mentor and/or the Practice
Educator by telephone and send feedback to the student by email. A meeting to formalise the
ending of the placement will therefore not usually be required.
The student must keep their own copy of all the pieces of work they hand in.
On the final day of the placement the student will present their portfolio and the Nurse Mentor
and/or Practice Educator must complete the confirmation of end of placement report. This confirms
that the student has completed the required number of placement days and is a confirmation that
the student has passed or failed the placement.
This form should be sent to the Practice Tutor as an email attachment and copied to placementschssc@salford.ac.uk. The form is available for download from blackboard.
The Examination Board
The examination board has responsibility for all formal assessments of students, including taking
pass or fail decisions in relation to all students and taking decisions on the further progress of failed,
referred or deferred students etc. It is constituted according to University requirements.
The Partnership Advisory Panel (PAP)
The Partnership Advisory Panel provides advice to the University on matters related to practice
learning. The panel meets quarterly during the academic year to monitor the standards and
consistency of practice learning; practice assessment arrangements and considers specific issues
in relation to students.
The membership includes: the Director of Social Work, representatives from stakeholder agencies;
programme leaders/representative from the programme team, module leaders for practice learning,
21
service users/carers; and the placement administrator. The chairperson is a stakeholder
representative.
Full terms of reference are available on Blackboard.
22
Assessment Tasks
First Placement Portfolio – Critical Reflections
Critical Reflection on Practice – 2000 words
1.
This assignment requires you to undertake a piece of work with an individual, family or group which
enables you to carry out an assessment of need, to plan and carry out intervention/s and to
evaluate your practice.
Briefly describe the background and context to the piece of work and address the following areas in
the analysis of your practice:


Critically analyse the theoretical perspectives, legislation and values underpinning your
practice in this case.
Provide a reflective evaluation of your practice, and of the skills, methods and approaches
that you applied or considered in relation to this case.
The assignment should concentrate more on reflection and analysis than on description. The
overview of the work and your brief description of the background and context should constitute no
more than a third of the total word length. You should focus on analysis of, and reflection on your
practice and learning.
Key areas to consider in reflecting on practice should include:











ambiguity/uncertainty
conflicts
personal factors, including feelings/emotions, prejudices, fears, inner conflicts, identification,
etc.
political/social policy factors
identifying and dealing with oppression/disadvantage/marginalisation
how you have used support mechanisms, e.g. supervisor, colleagues, others
how have past experiences impacted on you in this practice example? What’s
new/different? What’s the same?
mistakes and successes
any particular surprises or challenges?
learning for the future
reflect on what knowledge and theory informed your practice.
2. Critical Reflection on Personal and Professional Development – 2000 words
You must submit a written piece in the portfolio, which critically reflects on your personal and
professional development during the practice placement in relation to:






How you have developed and applied values and ethics in practice
How you have dealt with dilemmas and challenges
How you have recognised, prepared for and used supervision
Your learning and skills development
Your areas of strength
Action planning for the future i.e. your on-going learning and development needs and how you
intend to meet these
23
3. Two Critical Reflections on Service User Feedback (see proforma on Page 76)
1
2
3











Analyse why and how you approached the service user to obtain their feedback 500
words
Record your reflections on the feedback given by the service user 300 words
How will you use this feedback to inform and develop future practice? 300 words
At least two pieces of service user/feedback must be completed, anonymised and included
in the portfolio in each placement
Analyse why and how you approached the service user to obtain their feedback (500 words)
Explain why you have approached the particular service user/carer you have asked for
feedback.
Explain the method you have used to gather the feedback (including how you sought and
gained consent) and why you have chosen it. (Example given on P 72-75 or devise your
own)
Consider how service user anonymity has been protected and how you have taken into
account and managed any power issues.
Record your reflections on the feedback given by the service user (300 words)
Consider areas of strength and what you need to improve on.
Consider what skills do you need to develop.
Reflect on how you will use this feedback to inform and develop your future practice (300
words)
Consider action planning for the future i.e. your on-going learning and development needs and
how you intend to meet these
You should identify the Domains of the PCF demonstrated by the elements of the service
user/carer feedback exercise.
The College of Social Work provide further information and discussion on the value of service
user/carer feedback and methods of gathering it – access by following the link:
http://www.tcsw.org.uk/uploadedFiles/TheCollege/Media_centre/SUandCarerFeedbackPCF20
.pdf
The anonymised feedback should be included in the portfolio along with your completed
Critical Reflection on Service user feedback document
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Section 9 Portfolio Structure
Alongside direct practice and maintenance of agency records, students will complete a daily
reflective diary and produce a portfolio of work to demonstrate their learning and progress and to
support evidence of their professional practice. In Greater Manchester, a common portfolio structure
has been agreed between the 4 social work and nurse education providers as part of the
harmonisation project. The portfolio will consist of:
PLACEMENT 4– 70 DAYS
Portfolio Front sheet and Checklist
Section 1: Practice Educator Report

Section 2: Direct Observations

Section 3: Critical Reflections


Section 4: Service user Feedback

Section 5: Placement Documentation








Section 6: Clinical Skills
Completed Holistic Assessment of Student with
Pass or Fail Recommendation
2 Direct Observations of student undertaken by
Practice Educator – completed reports
1 Critical Reflection on Practice
1 Critical Reflection on Professional and
Personal Development
2 pieces of service user/carer feedback with
critical reflection
Learning Agreement Form
Interim Placement Assessment Report
Statement of Confidentiality
Placement Attendance Sheet
List of Supervision Dates
Receipt for Completion of QAPL form
Student Progression Document
Clinical Skills document
PLACEMENT 5– 45 days
Portfolio Front sheet and Checklist
Section 1: Nurse Mentor Report

Section 2: Direct Observations

Section 3: Critical Reflections


Section 4: Service user Feedback

Section 5: Placement Documentation




Completed Holistic Assessment of Student with
Pass or Fail Recommendation
2 Direct Observations of student undertaken by
Nurse Mentor – completed reports
1 Critical Reflection on Practice
1 Critical Reflection on Professional and
Personal Development
2 pieces of service user/carer feedback with
critical reflection
Learning Agreement Form
Interim Placement Assessment Report
Statement of Confidentiality
Placement Attendance Sheet
25
Section 6: Clinical Skills


List of Supervision Dates
Receipt for Completion of QAPL form

Student Progression Document for NMC
progression point 2 
Clinical Skills document

FINAL PLACEMENT (6)– 100 DAYS
Portfolio Front sheet and Checklist
Section 1: Practice Educator Report

Section 2: Direct Observations

Section 3: Critical Reflections


Section 4: Service user Feedback

Section 5: Placement Documentation






Section 6: Clinical Skills



Completed Holistic Assessment of Student with
Pass or Fail Recommendation
3 Direct Observations of student (at least 2 of
which undertaken by Practice Educator) –
completed reports
1 Critical Reflection on Practice
1 Critical Reflection on Professional and
Personal Development
2 pieces of service user/carer feedback with
critical reflection
Learning Agreement Form
Interim Placement Assessment Report
Statement of Confidentiality
Placement Attendance Sheet
List of Supervision Dates
Receipt for Completion of QAPL form
Student Progression Document for end of
placement (NMC)
Clinical Skills document
26
Section 10 Quality Assurance
Identifying and Monitoring Appropriate Placements
All placements are quality assured to ensure they provide appropriate learning opportunities for
students to develop their professional practice in relation to the PCF and SoP and Standards for
Pre-registration Nurse Education and provide a positive, supportive learning environment for
students. All placements meet the criteria for first and last placements as defined by The College of
Social Work. Placement 6 also complies with criteria for emerging practitioner learning in
accordance with NMC requirements. A register of appropriate placements is maintained in the
Placements Unit.
All placements are visited before use by the practice learning module leader and University Link
Lecturer or PEF) to assess suitability, learning opportunities and any development needs for the
agency. This will also ensure the Practice Placement setting is a safe and supportive environment
for the student.
The University uses the QAPL tools to record and manage the data collected via audit and
evaluation.
QAPL – Quality Assurance for Practice Learning
Quality assurance is undertaken via 3 monitoring tools—one audit form and two evaluation
questionnaires. The audit form is completed by the University or an agency to assess / review the
suitability of a practice learning setting.
Once in use, two questionnaires, one for practice educators and one for students, assist the
University and agencies in monitoring and evaluating the quality of the practice placement.
Additional information is also provided by practice tutors/students/off site practice educators and
module leaders on an informal basis following visits to the placement setting.
Placement Audit
Before a practice placement is used an audit visit takes place by the module leader in order to
check, be satisfied with and record the following on the QAPL audit form:
1.
The range and type of placements which are likely to be available in the immediate setting
and any other placements linked to the workplace.
2.
The specific learning and range of work opportunities available in the setting. .
3.
Confirmation that the agency is committed to the HCPC Standards of Conduct and Ethics.
4.
The complexity and type of work available and the level of student attainment necessary to
participate in it.
5.
The experience, training, qualifications and registration status of designated practice
educators involved in the student’s learning and information about anyone else who will
normally contribute to a student’s learning, assessment and support.
27
6.
The capacity of other workplace team members to contribute to student learning.
7.
Information about access and facilities to meet a range of student needs, including scope for
reasonable adjustment.
8.
Health and safety policy and procedures.
9.
Any arrangements for financial resourcing of the provision, including students’ travel costs
while on agency business.
10.
Any other key policies and procedures and any other information impacting on potential
students and their suitability.
11.
Any updating that is necessary to ensure currency of information and confidence in the
continuing suitability of the setting.
Audit information is reviewed on an annual basis and considered alongside evaluation information
as to suitability for continued use. Where concerns are raised, placement settings are re-visited by
the module leader to discuss issues raised and plan how these might be addressed. Any training
needs will also be identified. If serious concerns are raised, the placement will not be used again
unless measures are taken to address these and the agency is happy to work with the university to
improve the quality of the experience for students.
Placement Evaluation
The evaluation process of the practice placement provides the opportunity for:
1.
Each student to offer honest and safe feedback once the final assessment decision has
been made.
2.
The practice educator and/or any other key participant to offer feedback on their experience
of managing the practice placement.
3.
A process whereby the University may confirm the continuing suitability of the practice
placement for future students or identify any necessary development work.
4.
A process for collecting and collating feedback data from each particular practice
placement in order to provide for an overall evaluation of practice learning provision.
Student evaluation of the placement forms part of their portfolio of evidence and ensures 100%
return.
Evaluations are submitted to the administrative team who perform an initial quality check
highlighting any areas of concern that require immediate action and these are referred to the
appropriate Module Leader.
The module leader should prepare a report summarising findings for each module.
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Section 11 Practice Educators
The University of Salford is a partner in the sub regional collaboration for the Greater Manchester
Practice Educator Programme. This incorporates a partnership between the 4 social work education
providers, the 10 Local Authorities and representatives of the independent sector placement
providers across Greater Manchester.
Over the last 10 years, Salford has led a series of projects aimed at developing a practice educator
training scheme to enhance the quality of practice learning in the sub region. This enabled the sub
region to pilot the Practice Educator Framework and then finalise a Greater Manchester Practice
Educator Programme to implement the Practice Educator Professional Standards for Social Work.
This provides a two stage approach to qualification for practice educators and allows for APL in to
the PQ programmes.
All practice educators are assessed against the PEPSSW. Where appropriately qualified staff are
not available on site, an off- site practice educator (OSPE) will be supplied by the University. Salford
University have always used the Practice Teacher Award as the benchmark for OSPE and so are
well placed to ensure the new standards for placements from Sept 2013. We have supported the
training and assessment of practice educators across the region in order to ensure quality
standards for students on placement and there is a regular programme of training available each
year.
Each year a series of workshops is delivered for qualified practice educators to ensure all are kept
up to date and provide an opportunity for sharing knowledge and ideas. This will contribute to
ensuring currency and CPD for the practice educators working with the programme.
See GMPEP packs and training schedule available on the Practice Education website.
29
Appendices
30
Appendix 1
HCPC Guidance on Conduct and Ethics for Students
The guidance can be found at the following web page:
www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf
HCPC Standards of Proficiency for Social Work
The standards can be found at the following web page:
www.hpc-uk.org/publications/standards/index.asp?id=569
Guidance on Professional Conduct for Nursing and Midwifery Students
The standards can be found at the following web page:
http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Guidance-on-professional-conduct.pdf
31
Appendix 2
Domains within the PCF.
The Professional Capabilities Framework has nine domains (or areas) within it. For each one,
there is a main statement and an elaboration. Then at each level within the PCF, detailed
capabilities have been developed explaining how social workers should expect to evidence that
area in practice.
The nine capabilities should be seen as interdependent, not separate. As they interact in
professional practice, so there are overlaps between the capabilities within the domains, and
many issues will be relevant to more than one domain. Understanding of what a social worker
does will only be complete by taking into account all nine capabilities.
Professionals and their practice will be assessed ‘holistically’, by which we mean that throughout
their careers, social work students and practitioners need to demonstrate integration of all
aspects of learning, and provide a sufficiency of evidence across all nine domains.
1. PROFESSIONALISM - Identify and behave as a professional social worker,
committed to professional development
Social workers are members of an internationally recognised profession, a title protected in UK
law. Social workers demonstrate professional commitment by taking responsibility for their
conduct, practice and learning, with support through supervision. As representatives of the
social work profession they safeguard its reputation and are accountable to the professional
regulator.
2. VALUES AND ETHICS - Apply social work ethical principles and values to guide
professional practice
Social workers have an obligation to conduct themselves ethically and to engage in ethical
decision-making, including through partnership with people who use their services. Social
workers are knowledgeable about the value base of their profession, its ethical standards and
relevant law.
3. DIVERSITY - Recognise diversity and apply anti-discriminatory and anti-oppressive
principles in practice
Social workers understand that diversity characterises and shapes human experience and is
critical to the formation of identity. Diversity is multi-dimensional and includes race, disability,
class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers
appreciate that, as a consequence of difference, a person’s life experience may include
oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able
to challenge appropriately.
32
4. RIGHTS, JUSTICE AND ECONOMIC WELLBEING - Advance human rights and
promote social justice and economic wellbeing
Social workers recognise the fundamental principles of human rights and equality, and that
these are protected in national and international law, conventions and policies. They ensure
these principles underpin their practice. Social workers understand the importance of using
and contributing to case law and applying these rights in their own practice. They
understand the effects of oppression, discrimination and poverty.
5. KNOWLEDGE - Apply knowledge of social sciences, law and social work
practice theory
Social workers understand psychological, social, cultural, spiritual and physical influences
on people; human development throughout the life span and the legal framework for
practice. They apply this knowledge in their work with individuals, families and communities.
They know and use theories and methods of social work practice.
6. CRITICAL REFLECTION AND ANALYSIS - Apply critical reflection and analysis
to inform and provide a rationale for professional decision-making
Social workers are knowledgeable about and apply the principles of critical thinking and
reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of
knowledge and evidence. These include practice evidence, their own practice experience,
service user and carer experience together with research-based, organisational, policy and
legal knowledge. They use critical thinking augmented by creativity and curiosity.
7. INTERVENTION AND SKILLS - Use judgement and authority to intervene with
individuals, families and communities to promote independence, provide
support and prevent harm, neglect and abuse
Social workers engage with individuals, families, groups and communities, working
alongside people to assess and intervene. They enable effective relationships and are
effective communicators, using appropriate skills. Using their professional judgement, they
employ a range of interventions: promoting independence, providing support and
protection, taking preventative action and ensuring safety whilst balancing rights and risks.
They understand and take account of differentials in power, and are able to use authority
appropriately. They evaluate their own practice and the outcomes for those they work with.
8. CONTEXTS AND ORGANISATIONS - Engage with, inform, and adapt to
changing contexts that shape practice. Operate effectively within own
organisational frameworks and contribute to the development of services and
organisations. Operate effectively within multi-agency and inter-professional
settings
Social workers are informed about and pro-actively responsive to the challenges and
opportunities that come with changing social contexts and constructs. They fulfil this
responsibility in accordance with their professional values and ethics, both as individual
33
professionals and as members of the organisation in which they work. They collaborate,
inform and are informed by their work with others, inter-professionally and with
communities.
9. PROFESSIONAL LEADERSHIP - Take responsibility for the professional
learning and development of others through supervision, mentoring,
assessing, research, teaching, leadership and management
The social work profession evolves through the contribution of its members in activities
such as practice research, supervision, assessment of practice, teaching and management.
An individual’s contribution will gain influence when undertaken as part of a learning,
practice-focused organisation. Learning may be facilitated with a wide range of people
including social work colleagues, service users and carers, volunteers, foster carers and
other professionals.
You can access the interactive fan diagram at:
www.collegeofsocialwork.org/uploadedFiles/TheCollege/_CollegeLibrary/Reform_resources
/PCFfancolour.pdf
This is a useful interactive tool for use with students.
34
Appendix 3
Greater Manchester Practice Educator Programme
In Greater Manchester the 4 Universities and the placement providers, including the 10 Local
Authorities have worked together to develop a Practice Educator Programme which facilitates
candidates to meet the standards of the new national framework – The Practice Educator
Professional Standards for Social Work.
This assessment pack contains all the information you will need to complete the assessment.
Assessment of portfolios will be undertaken for candidates practice educating within the Greater
Manchester Region only.
The Practice Educator Portfolio
Assessment of candidates undertaking the Greater Manchester Practice Educator Programme will
be by portfolio and will enable candidates to demonstrate competence against The Practice
Educator Professional Standards for Social Work, as required by the College of Social Work.
Practice Educators can be assessed in two stages:


Completion of stage one will allow practice educators to work with students on first
placements (70 days);
Completion of stage two will allow practice educators to work with students at all levels,
including the final placement (100 days).
All candidates will complete the Greater Manchester Practice Educator Programme and workbook;
work with a student social worker with the support of an appropriate mentor and produce a portfolio
of evidence. Training and assessment should normally take place within a 3 year period. In order
to continue to work with student social workers you must maintain currency, this includes practice
teaching at least one student social worker in every 2 year period.
35
Appendix 4
Complaints & Dissatisfaction Whilst On Placement
Placement is usually an enjoyable learning experience for both student and Practice Educator. If
either party should have concerns whilst on placement it is hoped that these can be resolved by
talking to each other or the Practice Tutor, or by calling a meeting. However it is recognised that
occasionally, situations may arise when more formal complaints may be necessary and informal
resolutions are not satisfactory. The concerns fall into 3 main categories. Those in relation to issues
concerned with the placement, those to do with the individual members of agency staff or agency
policy and procedures, and those in relation to the competence and behaviour of the student.
Complaints about a Placement Issue
If difficulties arise within a placement, which cannot be resolved between student, Nurse mentor,
Practice Educator and Practice Tutor, the module leader and Programme Leader should be
informed and, where appropriate, Practice Co-ordinators within the Agency. It is acknowledged that
it may be difficult for students to complain about those who may be assessing the placement.
Issues need to be jointly resolved by the agency and University personnel in the interest of the
student’s learning. Any complaints about placement which raise matters of the Programme’s policy
or procedures will be referred to the Practice Assessment Panel.
Complaints about an Agency Member or Agency Policy or Procedure
The student, Nurse Mentor, Practice Tutor, Practice Educator or On-site Supervisor should contact
the Programme Leader who will raise the matter with the relevant managers. Any policy or
procedural matter will be dealt with by the management of the agency concerned, together with the
BSc (Hons) Programme. Where appropriate, Practice Co-ordinators and PEFs should also be
informed.
Professional Misconduct
In the event of professional misconduct by a Nurse mentor, Practice Educator, On-site Supervisor,
manager or any other member of the agency, agency procedures will be implemented to deal with
this. With regard to students and Practice Tutors, action will be taken in consultation with the
Programme Leader, the Director of Social Work, and through and University procedures.
36
Appendix 5
Forms for use whilst on placement:










Learning Agreement
Interim Placement Assessment
Direct Observation Report
First and Final Assessment Reports
Statement of Confidentiality
Attendance Sheet
List of Supervision
Record of Work Undertaken on Placement
Service User Feedback
Critical Reflection on Service User Feedback
37
Nursing and Social Work Placement Learning
Agreement
PERSONNEL DETAILS
Student Details
Name
Programme
Telephone contact
University e-mail address
Emergency contact
Placement Agency Details
Agency name
Address and Postcode
Main telephone no.
Satellite site
Status
Placement details
(tick as applicable)
Statutory / Non-Statutory
Placement 4 (70 days) 
Placement 5 (45 days) 
Placement 6 (100 days) 
Adults
Children


Field
Day
Residential



Practice Educator Details
Name
On or off site
Telephone contact
e-mail address
Practice Educator
Qualification
On Site Supervisor Details (where applicable)
Name
Telephone contact
e-mail address
Nurse Mentor Details (where applicable)
Name
Telephone contact
e-mail address
Nurse mentor Qualification
38
University Tutor Details
Name
Telephone contact
e-mail address
ASSESSED READINESS FOR DIRECT PRACTICE (ARDP)
Has student passed Assessed Readiness for Direct Practice?
Yes or No
PLACEMENT DETAILS
Start date
Interim review date
Projected end date
Portfolio Hand in date
Previous report seen
Yes/no
PRACTICAL ARRANGEMENTS
Hours of Work (please note a working day is considered to be 7 or 7.5 hrs exclusive of breaks)
Note any special arrangements.
Data Security. Please comment on any policies which students must adhere to in respect of use of
personal IT equipment on placement and/or circumstances in which they may or may not use personal
equipment during their practice placement
Facilities and support available to the student including support groups/workspace/admin
support/learning resources and arrangements for Study Time and arrangement of payment for work
related expenses.
How should the student report absence if they are ill?
39
LEARNING REQUIREMENTS OF THE STUDENT
The student’s practice is primarily assessed against both the NMC Standards of Pre-registration Nurse
education 2010, and the CSW Professional Capabilities framework. However, it should be borne in mind that
student’s practice should also meet the HCPC Standards of Proficiency (as mapped against the PCF) and they
should adhere to the NMC and HCPC guidance on conduct and ethics for students at all times.
List the specific learning needs identified by the student and/or previous assessment and specify how
they will be met.
Learning need
Addressed by
Are reasonable adjustments
needed to support learning?
Please give details of how
such needs will be met
AREAS OF HAZARD AND RISK
List the areas of hazard and risk and how they will be managed. Specific requirements e.g. Health and
Safety, accountability, student’s responsibilities etc., including the name of the person to whom any
concerns should be reported.
Who will ensure the student is familiar
with the health and safety policies and
procedures of the agency (who will
provide policies and when?)
Date by which the specific health and
safety matters relating to the
placement will be explained to the
student.
The whistle blowing policy will be
provided and explained by:
What will the arrangements for the
student’s working day be with regard to
shift work and working unsocial hours?
Confirmation that the student has a car
they are authorised to use for duties
where appropriate and that they have
business insurance, tax and an MOT.
40
SUPERVISION (equivalent of 1 hour per week)
Frequency of supervision with
Mentor/PE
Frequency of supervision with on
site supervisor where applicable
Date of first supervision with
Mentor/PE
Date of first supervision with OSS
Arrangements for recording
supervision with Mentor/PE
Arrangements for student to record
their reflective thinking
WORKLOAD ALLOCATION
Type of work
Who will allocate
Links to PCF
41
DATE FOR COMPLETION OF PORTFOLIO ITEMS
(One direct observation of practice and piece of critically reflective work must have been completed by the
Interim Review)
PORTFOLIO ITEM
DATE
Completion of learning agreement
Interim Review date and time
Submission of piece of critically reflective work to Nurse
Mentor and/or Practice Educator & Tutor approximately
2 weeks before Interim Review
Completed portfolio to Nurse mentor and/or Practice
Educator
Hand in date for Submission of portfolio containing
Placement Assessment Report to University
SIGNATURES OF ALL PARTIES TO THE AGREEMENT
Student
Practice Educator
Nurse Mentor
On-site supervisor
Practice Tutor
Date
Interim Placement Review
Please complete sections 1 and 2 with the student prior to the interim review meeting. Sections 3
and 4 should be discussed and agreed at the meeting.
SECTION 1: Summary of assessment and supporting evidence
1.1 Placement details
Student
Practice Educator
Nurse Mentor
On-site Supervisor (if applicable)
Placement details
(tick as applicable)
Placement 4 (70 days) 
Placement 5 (45 days) 
Placement 6 (100 days) 
Adults
Children


Field
Day
Residential



Team name/Agency
Dates of placement
HEI tutor
Summary of documentation and assessments taken into account in the interim assessment
Assessment
Date
Previous practice
assessment report1
Learning agreement
On-site supervisor’s report2
Clinical Skills documentation3
1
Assessment of readiness for direct practice (70 day placement) or First placement assessment report (100 day
placement)
2 If applicable
3 If applicable
43
Summary of any issues or circumstances taken into account in this recommendation (please give
brief summary and attach additional information in a report if relevant e.g. investigation of a
complaint, dyslexia assessment)
Issue
Brief description (max 150 words each)4
Placement e.g.
workload, PE
and/or
organisational
factors etc.
Student e.g.
health, personal
circumstances,
disability etc.
Additional
information?
YES/NO
YES/NO
Summary of evidence linked to the PCF used to support this recommendation
Type of
evidence
List title(s) and number of documents used in each category with
dates
Direct
Observations
Service User
and Carer
feedback
Critical
reflection of
practice
Supervision
notes
Student work
products
Other e.g.
presentations
4
Additional summary information can be appended if required
44
SECTION 2: Assessment Report
Holistic assessment
PCF level descriptor
By the end of the 70 day placement (4) students should demonstrate effective use of knowledge, skills
and commitment to core values in social work in a given setting in predominantly less complex situations,
with supervision and support. They will have demonstrated capacity to work with people and situations
where there my not be simple clear-cut solutions.
By the end of qualifying programmes, demonstrated in the context of the last placement (6) newly
qualified social workers should have demonstrated the knowledge, skills and values to work with a range
of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work
with more complex situations; they should be able to work more autonomously, whilst recognising that
the final decision will still rest with their supervisor; they will seek appropriate support and supervision.
Interim assessment of capability – please comment on the student’s strengths, any gaps in the
evidence to date and any concerns which have been identified (with reference to PCF level
indicators as appropriate) (500 words)
45
SECTION 3 (to be completed at the interim review meeting)
Assessment of student’s future learning need/priorities
Student’s comments on assessment
Tutor’s comments on the assessment
46
Section 4
Action Plan for the second half of the placement
SIGNATURES
Student
Practice Educator
Nurse Mentor
On-site supervisor
Practice Tutor
Date
47
Direct Observation Report
This form is intended for electronic completion. The answer spaces will expand to accommodate text.
(Guidance notes on last page)
Student
Name & role of observer
Date & setting of observation
Section 1 – Student to complete
Complete boxes1 to 5 before the observation
1. Brief background to observed contact between yourself and the service user
2. Planning for intervention see guidance note 1
3. Has the service user given permission for this observation? Discuss how this was obtained and any
issues which arose.
4. What formal knowledge and theories might inform your practice? (discuss and use references)
5. What issues relating to power, values and ADP might impact in this contact? (discuss and use
references)
Complete boxes 6 and 7 after the observation
6. Brief description of the intervention see guidance note 2
7. Critical Reflections on the observed practice see guidance note 3
48
Complete boxes 8 and 9 after reading the observer’s report
8. Critical reflection and professional development see guidance note 4
9. Comments and reflections on the feedback given by the observer
Student’s signature:
Date:
49
Section 2
Observer to complete after the direct observation
Please provide information to support your assessment of the direct observation; reference can be made to
the nine domains where relevant, accounting for the relevant level descriptors (see handbook). You are not
required to make a comment against each domain but can identify strengths and areas for
development/concern (including reference to individual capability statements where there are areas of
concern).
Holistic assessment of the candidate’s capability demonstrated in the direct observation of practice (up to
300 words)
Domain 1
Professionalism
Social workers are members of an internationally recognised profession, a title protected in UK law. Social
workers demonstrate professional commitment by taking responsibility for their conduct, practice and
learning, with support through supervision. As representatives of the social work profession they
safeguard its reputation and are accountable to the professional regulator.
Domain 2
Values and ethics: apply social work ethical principles and values to guide professional
Practice
Social workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking, including through partnership with people who use their services. Social workers are
knowledgeable about the value base of their profession, its ethical standards and relevant law.
Domain 3
Diversity: recognise diversity and apply anti-discriminatory and anti-oppressive principles
in practice
Social workers understand that diversity characterises and shapes human experience and is critical to the
formation of identity. Diversity is multidimensional and includes race, disability, class, economic status,
age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence
of difference, a person’s life experience may include oppression, marginalisation and alienation as well as
privilege, power and acclaim, and are able to challenge appropriately.
50
Domain 4
Rights, justice and economic wellbeing: advance human rights and promote social justice
and economic well-being
Social workers recognise the fundamental principles of human rights and equality, and that these are
protected in national and international law, conventions and policies. They ensure these principles underpin
their practice. Social workers understand the importance of using and contributing to case law and applying
these rights in their own practice. They understand the effects of oppression, discrimination and poverty.
Domain 5
Knowledge: apply knowledge of social sciences, law and social work practice theory
Social workers understand psychological, social, cultural, spiritual and physical influences on people; human
development throughout the life span and the legal framework for practice. They apply this knowledge in
their work with individuals, families and communities. They know and use theories and methods of social
work practice.
Domain 6
Critical reflection and analysis: apply critical reflection and analysis to inform and provide a
rationale for professional decision-making
Social workers are knowledgeable about and apply the principles of critical thinking and reasoned
discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence.
These include practice evidence, their own practice experience, service user and carer experience together
with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by
creativity and curiosity.
51
Domain 7
Intervention and skills: use judgement and authority to intervene with individuals, families
and communities to promote independence, provide support and prevent harm, neglect and
abuse
Social workers engage with individuals, families, groups and communities, working alongside people to
assess and intervene. They enable effective relationships and are effective communicators, using
appropriate skills. Using their professional judgement, they employ a range of interventions: promoting
independence, providing support and protection, taking preventative action and ensuring safety whilst
balancing rights and risks. They understand and take account of differentials in power, and are able to use
authority appropriately. They evaluate their own practice and the outcomes for those they work with.
Domain 8
Contexts and organisations: engage with, inform, and adapt to changing contexts that shape practice.
Operate effectively within own organisational frameworks and contribute to the development of services
and organisations. Operate effectively within multi-agency and inter-professional partnerships and
settings.
Social workers are informed about and pro-actively responsive to the challenges and opportunities that
come with changing social contexts and constructs. They fulfil this responsibility in accordance with their
professional values and ethics, both as individual professionals and as members of the organisation in which
they work. They collaborate, inform and are informed by their work with others, inter-professionally and
with communities.
Domain 9
Professional leadership: take responsibility for the professional learning and development
of others through supervision, mentoring, assessing, research, teaching, leadership and
management
The social work profession evolves through the contribution of its members in activities such as practice
research, supervision, assessment of practice, teaching and management. An individual’s contribution will
gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be
facilitated with a wide range of people including social work colleagues, service users and carers, volunteers,
foster carers and other professionals.
52
Action plan following the direct observation (if applicable)
Have areas of development/learning needs been identified? What action needs to be taken to address these? Are they
any other outstanding issues?
Service user feedback (service user feedback should be obtained by the observer unless there are exceptional
reasons why this is not possible. These reasons should be recorded below if applicable)
Observer’s signature:
Date:
This report template is based on the ASYE template produced by Skills for Care and The College of Social Work 2012 (with
permission). GM programmes have opted to use this format to promote unity between pre and post qualifying approaches and
documentation.
53
Guidance for using the Direct Observation Report
Preparation for the direct observation of practice:
The student and observer should plan the direct observation and agree objectives and assessment criteria
for the observation (what do they want to achieve in the intervention and there any specific capabilities,
identified as areas for development or concern, they would like the observer to focus on and provide
feedback). The student should complete and share boxes 1 and 2 of the form with the observer prior to the
observed session. The observation should not proceed if this has not been undertaken.
Wherever possible the service user(s)/carer involved should be asked if they are willing to be part of the
process. If they agree, it is the responsibility of the observer and the student to ensure that the service
user/carer is given the opportunity to comment on the student’s capabilities, and/or for the service user to
be given feedback about the student and assessor’s own assessment. Not all service users will be able to or
want to be involved in the process; others will be willing to contribute and be part of the assessment
process. The observer and candidate will need to plan how this is managed using their knowledge of or/and
relationship with the service user wherever possible to ensure that this is comfortable for all concerned. Best
practice is that service user feedback should be obtained unless there are exceptional reasons why this
cannot be the case. (Adapted from ‘Assessing practice at qualifying level for social work using the PCF’)
Student and observer should agree and clarify the role of the observer during the intervention: how will they
be introduced, under what circumstances, if any, will they intervene.
The observation should be planned to allow time for immediate feedback to be given to the student.
The student should have the opportunity to reflect and comment on the observer’s report (box 6).
1
Planning for Intervention
Questions you might want to think about:
How did you prepare for this intervention?
What is your purpose, role and responsibility?
What are your personal learning objectives?
What are the agency objectives?
2
Brief description of the intervention
Questions you might want to think about:
What happened, what was achieved?
Describe your role and the action of others.
3
Reflections on the observed practice
Questions you might want to think about:
How did the theories and knowledge you identified work in practice?
What went well?
How did you know it had gone well?
Were the outcomes achieved?
What action do you need to take next in this intervention?
How did you feel generally and about being observed?
54
What key points have you learnt from this experience?
Were there any surprises for you in this observation?
Did the intervention go as you expected?
What aspects of the interview are you pleased?
Were there any aspects you found difficult?
You must comment on how you have used theory/research to inform your practice
4
Critical reflection and professional development
Questions you might want to think about:
Bearing in mind the capabilities and level descriptors, have you identified or confirmed any specific areas for
further development? (cross reference to capability statements if required)
How do you intend to address these areas of development?
What support do you require?
55
Holistic Assessment using the Professional Capabilities Framework
70 day Placement Assessment Report
SECTION 1: Summary of assessment and supporting evidence
1.1 Placement details
Student
Practice Educator
On-site Supervisor (if
applicable)
Placement details
(delete as applicable)
70 day placement 
Adults
Children


Field
Day
Residential



Team name/Agency
Dates of placement
HEI tutor
FINAL ASSESSMENT FOR THIS PLACEMENT- See Section 2 for holistic assessment report
Recommendation
Pass 
Fail 
Defer 
Practice educator signature
Student signature
Tutor signature
Date
Summary of documentation and assessments taken into account in this recommendation
Assessment
Date
Previous practice assessment
report5
Learning agreement
Interim review(s)
On-site supervisor’s report6
5
6
Assessment of readiness for direct practice (First placement) or First placement assessment report (Last placement)
If applicable
56
Summary of any issues or circumstances taken into account in this recommendation (please give brief
summary and attach additional information in a report if relevant e.g. investigation of a complaint, dyslexia
assessment)
Issue
Placement e.g.
workload, PE
and/or
organisational
factors etc.
Student e.g.
health, personal
circumstances,
disability etc.
Brief description (max 150 words each)7
Additional information?
YES/NO
YES/NO
Summary of evidence linked to the PCF used to support this recommendation
Type of evidence
List title(s) of documents used in each category with dates
Direct Observations
Service User and
Carer feedback
Critical reflection of
practice
Extracts from
supervision notes
Student work
products
Other e.g.
presentations
SECTION 2: Assessment Report
Holistic assessment
PCF level descriptor
By the end of the first placement students should demonstrate effective use of knowledge, skills and
commitment to core values in social work in a given setting in predominantly less complex situations,
with supervision and support. They will have demonstrated capacity to work with people and
situations where there may not be simple clear-cut solutions.
(see appendix for the end of first placement level descriptors)
Please provide an overall judgement of the student’s professional capability with reference to the level
descriptor for this placement, taking into account:
Capability across all nine domains of the PCF
Progressive assessment of the candidate’s capability during the placement
Any factors that may have affected the student’s progress during the placement
7
Additional summary information can be appended if required
57
Link your comments to examples of evidence presented over the course of the placement and, if
appropriate, information provided in Section 3 to support the overall assessment.
(Guideline approx 500 words )
Feedback on overall capability
Cross
reference
with evidence
58
Assessment of student’s future learning need/priorities
(Guideline approx. 200 words)
Student’s comments on assessment
(Guideline approx. 300 words)
Tutor’s comments on the assessment
(Guideline approx. 200 words)
59
SECTION 3: Holistic assessment of each domain
Please provide additional information to support your overall assessment in Section 2.
This will be essential if the student has not demonstrated capability in one or more of the domains,
or you have other, specific concerns. You may also wish to comment on other relevant evidence
from the placement you have not discussed in Section 2, for example, highlighting a student’s
strengths, progress or areas for development in a particular domain.
(Guideline approx 250 words maximum per domain)
Domain 1 Professionalism
Identify and behave as a professional social worker, committed to professional development
Social workers are members of an internationally recognised profession, a title protected in UK law.
Social workers demonstrate professional commitment by taking responsibility for their conduct,
practice and learning, with support through supervision. As representatives of the social work
profession they safeguard its reputation and are accountable to the professional regulator.
Assessment
Evidence used to support judgement
Capability at level for this
placement

Demonstrated
Not demonstrated


Domain 2 Values and Ethics
Apply social work ethical principles and values to guide professional practice
Social workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking, including through partnership with people who use their services. Social workers are
knowledgeable about the value base of their profession, its ethical standards and relevant law.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
60
Domain 3 Diversity
Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice
Social workers understand that diversity characterises and shapes human experience and is critical
to the formation of identity. Diversity is multidimensional and includes race, disability, class,
economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate
that, as a consequence of difference, a person’s life experience may include oppression,
marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge
appropriately.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
Domain 4 Rights, Justice and Economic Wellbeing
Advance human rights and promote social justice and economic well-being
Social workers recognise the fundamental principles of human rights and equality, and that these
are protected in national and international law, conventions and policies. They ensure these
principles underpin their practice. Social workers understand the importance of using and
contributing to case law and applying these rights in their own practice. They understand the effects
of oppression, discrimination and poverty.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
61
Domain 5 Knowledge
Apply knowledge of social sciences, law and social work practice theory
Social workers understand psychological, social, cultural, spiritual and physical influences on people;
human development throughout the life span and the legal framework for practice. They apply this
knowledge in their work with individuals, families and communities. They know and use theories
and methods of social work practice.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
Domain 6 Critical reflection and Analysis
Apply critical reflection and analysis to inform and provide a rationale for professional decisionmaking
Social workers are knowledgeable about and apply the principles of critical thinking and reasoned
discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and
evidence. These include practice evidence, their own practice experience, service user and carer
experience together with research-based, organisational, policy and legal knowledge. They use
critical thinking augmented by creativity and curiosity.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
62
Domain 7 Intervention and Skills
Use judgement and authority to intervene with individuals, families and communities to promote
independence, provide support and prevent harm, neglect and abuse
Social workers engage with individuals, families, groups and communities, working alongside people
to assess and intervene. They enable effective relationships and are effective communicators, using
appropriate skills. Using their professional judgement, they employ a range of interventions:
promoting independence, providing support and protection, taking preventative action and
ensuring safety whilst balancing rights and risks. They understand and take account of differentials
in power, and are able to use authority appropriately. They evaluate their own practice and the
outcomes for those they work with.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
Domain 8 Contexts and organisations
Engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within
own organisational frameworks and contribute to the development of services and organisations.
Operate effectively within multi-agency and inter-professional settings
Social workers are informed about and pro-actively responsive to the challenges and opportunities
that come with changing social contexts and constructs. They fulfill this responsibility in accordance
with their professional values and ethics, both as individual professionals and as members of the
organisation in which they work. They collaborate, inform and are informed by their work with
others, inter-professionally and with communities.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
63
Domain 9 Professional Leadership
Take responsibility for the professional learning and development of others through supervision,
mentoring, assessing, research, teaching, leadership and management
The social work profession evolves through the contribution of its members in activities such as
practice research, supervision, assessment of practice, teaching and management. An individual’s
contribution will gain influence when undertaken as part of a learning, practice-focused
organisation. Learning may be facilitated with a wide range of people including social work
colleagues, service users and carers, volunteers, foster carers and other professionals.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
SIGNATURES
Student
Practice Educator
Date
64
APPENDIX
Professional Capability Framework - End of 70 day Placement
Level Capabilities:
By the end of the first placement students should demonstrate effective use of knowledge, skills and
commitment to core values in SW in a given setting in predominantly less complex situations, with
supervision and support. They will have demonstrated capacity to work with people and situations
where there may not be simple clear-cut solutions.
1. Professionalism: - Identify and behave as a professional social worker, committed
to professional development
Social workers are members of an internationally recognised profession, a title protected in UK law.
Social workers demonstrate professional commitment by taking responsibility for their conduct,
practice and learning, with support through supervision. As representatives of the social work
profession they safeguard its reputation and are accountable to the professional regulator.
Recognise the role of the professional social worker in a range of contexts
Recognise the important role of supervision, and make an active contribution
Demonstrate professionalism in terms of presentation, demeanour, reliability, honesty and respectfulness
With guidance take responsibility for managing your time and workload effectively
Be able to show awareness of personal and professional boundaries
With guidance recognise your limitations, and how to seek advice
Recognise and act on own learning needs in response to practice experience
Show awareness of own safety, health, wellbeing and emotional resilience and seek advice as necessary
Identify concerns about practice and procedures and how they can be questioned
2. Values and Ethics: Apply social work ethical principles and values to guide
professional practice.
Social workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking, including through partnership with people who use their services. Social workers are
knowledgeable about the value base of their profession, its ethical standards and relevant law.
Understand and, with support, apply the profession’s ethical principles
Understand and, with support, apply the profession’s ethical principles
Recognise and with support manage the impact of own values on professional practice.
Identify and, with guidance, manage potentially conflicting values and ethical dilemmas
Elicit and respect the needs and views of service users and carers and, with support, promote their
participation in decision-making wherever possible
Recognise and, with support, promote individuals’ rights to autonomy and self-determination
Promote and protect the privacy of individuals within and outside their families and networks, recognising
the requirements of professional accountability and information sharing
65
3. Diversity: Recognise diversity and apply anti-discriminatory and anti-oppressive
principles in practice
Social workers understand that diversity characterises and shapes human experience and is critical to
the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic
status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a
consequence of difference, a person’s life experience may include oppression, marginalisation and
alienation as well as privilege, power and acclaim, and are able to challenge appropriately.
Understand how an individual’s identity is informed by factors such as culture, economic status, family
composition, life experiences and characteristics, and take account of these to understand their experiences
With reference to current legislative requirements, recognise personal and organisational discrimination and
oppression, and identify ways in which they might be challenged
Recognise and, with support, manage the impact on people of the power invested in your role
4. Rights, Justice and Economic Wellbeing:
Advance human rights and promote social justice and economic well-being
Social workers recognise the fundamental principles of human rights and equality, and that these are
protected in national and international law, conventions and policies. They ensure these principles
underpin their practice. Social workers understand the importance of using and contributing to case law
and applying these rights in their own practice. They understand the effects of oppression,
discrimination and poverty.
Understand and, with support, apply in practice the principles of social justice, inclusion and equality
Understand how legislation and guidance can advance or constrain people’s rights
Work within the principles of human and civil rights and equalities legislation
Recognise the impact of poverty and social exclusion and promote enhanced economic status through
access to education, work, housing, health services and welfare benefits
Recognise the value of independent advocacy
5. Knowledge: Apply knowledge of social sciences, law and social work practice
theory
Social workers understand psychological, social, cultural, spiritual and physical influences on people;
human development throughout the life span and the legal framework for practice. They apply this
knowledge in their work with individuals, families and communities. They know and use theories and
methods of social work practice.
With guidance apply research, theory and knowledge from sociology, social policy, psychology, health and
human growth and development to social work practice
Understand the legal and policy frameworks and guidance that inform and mandate social work practice,
relevant to placement setting
Understand forms of harm, their impact on people, and the implications for practice
Apply knowledge from a range of theories and models for social work intervention with individuals, families,
groups and communities, and the methods derived from them
Value and take account of the expertise of service users and carers and professionals
66
6. Critical reflection and Analysis - Apply critical reflection and analysis to inform and
provide a rationale for professional decision-making
Social workers are knowledgeable about and apply the principles of critical thinking and reasoned
discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and
evidence. These include practice evidence, their own practice experience, service user and carer
experience together with research-based, organisational, policy and legal knowledge. They use critical
thinking augmented by creativity and curiosity.
Recognise the importance of applying imagination, creativity and curiosity to practice
Inform decision-making through the identification and gathering of information from more than one source
and, with support, question its reliability and validity
With guidance use reflection and analysis in practice
With guidance understand how to evaluate and review hypotheses in response to information available at
the time and apply in practice with support
With guidance use evidence to inform decisions
7. Intervention and Skills: Use judgement and authority to intervene with individuals,
families and communities to promote independence, provide support and prevent
harm, neglect and abuse
Social workers engage with individuals, families, groups and communities, working alongside people to
assess and intervene. They enable effective relationships and are effective communicators, using
appropriate skills. Using their professional judgement, they employ a range of interventions: promoting
independence, providing support and protection, taking preventative action and ensuring safety whilst
balancing rights and risks. They understand and take account of differentials in power, and are able to
use authority appropriately. They evaluate their own practice and the outcomes for those they work
with.
With guidance use a range of verbal, non-verbal and written methods of communication relevant to the
placement
With guidance communicate information, advice, instruction and opinion so as to advocate, influence and
persuade
Demonstrate the ability to build and conclude compassionate and effective relationships appropriate to the
placement setting
With guidance demonstrate an holistic approach to the identification of needs, circumstances, rights,
strengths and risks
Identify and use appropriate frameworks to assess, give meaning to, plan, implement and review effective
interventions and evaluate the outcomes
With guidance use a planned and structured approach, informed by at least two social work methods and
models
Recognise the importance of community resources, groups and networks for individuals
Demonstrate skills in recording and report writing appropriate to the setting
With guidance, demonstrate skills in sharing information appropriately and respectfully
Demonstrate awareness of the impact of multiple factors, changing circumstances and uncertainty in
people’s lives
With guidance understand the authority of the social work role
With guidance identify the factors that may create or exacerbate risk to individuals, their families or carers,
to the public or to professionals, including yourself
With guidance identify appropriate responses to safeguard vulnerable people
67
8. Contexts and organisations: Engage with, inform, and adapt to changing contexts
that shape practice. Operate effectively within own organisational frameworks and
contribute to the development of services and organisations. Operate effectively
within multi-agency and inter-professional partnerships and settings
Social workers are informed about and pro-actively responsive to the challenges and opportunities that
come with changing social contexts and constructs. They fulfil this responsibility in accordance with
their professional values and ethics, both as individual professionals and as members of the
organisation in which they work. They collaborate, inform and are informed by their work with others,
inter-professionally and with communities.
With guidance, recognise that social work operates within, and responds to, changing economic, social,
political and organisational contexts
With guidance understand legal obligations, structures and behaviours within organisations and how these
impact on policy, procedure and practice
With guidance work within the organisational context of your placement setting and understand the lines of
accountability
Understand and respect the role of others within the organisation and work effectively with them
Take responsibility for your role and impact within teams and with guidance contribute positively to team
working
Understand the inter-agency, multi-disciplinary and inter-professional dimensions to practice and, with
guidance, demonstrate partnership working
9. Professional Leadership: Take responsibility for the professional learning and
development of others through supervision, mentoring, assessing, research,
teaching, leadership and management
The social work profession evolves through the contribution of its members in activities such as practice
research, supervision, assessment of practice, teaching and management. An individual’s contribution
will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may
be facilitated with a wide range of people including social work colleagues, service users and carers,
volunteers, foster carers and other professionals.
Identify how professional leadership in social work can enhance practice
Recognise the value of sharing and supporting the learning and development of others
68
NMC Competencies for entry to the register - Learning disabilities
Domain 1: Professional Values
Generic standard for competence
All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and
accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights.
They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in
partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including
the community, ensuring that decisions about care are shared.
Field standard for competence
Learning disabilities nurses must promote the individuality, independence, rights, choice and social inclusion of people with learning
disabilities and highlight their strengths and abilities at all times while encouraging others do the same. They must facilitate the active
participation of families and carers.
Competencies
1
All nurses must practise with confidence according to The code: Standards of conduct, performance and ethics
for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be
able to recognise and address ethical challenges relating to people’s choices and decision-making about their
care, and act within the law to help them and their families and carers find acceptable solutions.
1.1
2
All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions,
supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where
necessary, they must challenge inequality, discrimination and exclusion from access to care.
2.1
3
Learning disabilities nurses must always promote the autonomy, rights and choices of people with
learning disabilities and support and involve their families and carers, ensuring that each person’s rights
are upheld according to policy and the law.
All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities
and populations. These include people whose lives are affected by ill health, disability, inability to engage,
ageing or death. Nurses must act on their understanding of how these conditions influence public health.
3.1
4
Learning disabilities nurses must understand and apply current legislation to all service users, paying
special attention to the protection of vulnerable people, including those with complex needs arising from
ageing, cognitive impairment, long-term conditions and those approaching the end of life.
Learning disabilities nurses must use their knowledge and skills to exercise professional advocacy, and
recognise when it is appropriate to refer to independent advocacy services to safeguard dignity and
human rights.
All nurses must work in partnership with service users, carers, groups, communities and organisations. They
must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care
and safety.
4.1
Learning disabilities nurses must recognise that people with learning disabilities are full and equal
citizens, and must promote their health and wellbeing by focusing on and developing their strengths and
abilities.
5
All nurses must fully understand the nurse’s various roles, responsibilities and functions, and adapt their
practice to meet the changing needs of people, groups, communities and populations.
6
All nurses must understand the roles and responsibilities of other health and social care professionals, and
seek to work with them collaboratively for the benefit of all who need care.
7
All nurses must be responsible and accountable for keeping their knowledge and skills up to date through
continuing professional development. They must aim to improve their performance and enhance the safety and
quality of care through evaluation, supervision and appraisal.
8
All nurses must practise independently, recognising the limits of their competence and knowledge. They must
reflect on these limits and seek advice from, or refer to, other professionals where necessary.
9
All nurses must appreciate the value of evidence in practice, be able to understand and appraise research,
apply relevant theory and research findings to their work, and identify areas for further investigation.
69
Domain 2: Communication and interpersonal skills
Generic standard for competence
All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective,
compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including the
effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and others
to obtain the information needed to make reasonable adjustments that promote optimum health and enable equal access to services.
Field standard for competence
Learning disabilities nurses must use complex communication and interpersonal skills and strategies to work with people of all ages
who have learning disabilities and help them to express themselves. They must also be able to communicate and negotiate effectively
with other professionals, services and agencies, and ensure that people with learning disabilities, their families and carers, are fully
involved in decision-making.
Competencies
1
All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory
communication. They must take account of individual differences, capabilities and needs.
1.1
2
All nurses must use a range of communication skills and technologies to support person-centred care and
enhance quality and safety. They must ensure people receive all the information they need in a language and
manner that allows them to make informed choices and share decision making. They must recognise when
language interpretation or other communication support is needed and know how to obtain it.
2.1
3
Learning disabilities nurses must be able to make all relevant information accessible to and
understandable by people with learning disabilities, including adaptation of format, presentation and
delivery.
All nurses must use the full range of communication methods, including verbal, non-verbal and written, to
acquire, interpret and record their knowledge and understanding of people’s needs. They must be aware of
their own values and beliefs and the impact this may have on their communication with others. They must take
account of the many different ways in which people communicate and how these may be influenced by ill
health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard
to communicate.
3.1
4
Learning disabilities nurses must use the full range of person-centred alternative and augmentative
communication strategies and skills to build partnerships and therapeutic relationships with people with
learning disabilities
Learning disabilities nurses must use a structured approach to assess, communicate with, interpret and
respond therapeutically to people with learning disabilities who have complex physical and psychological
health needs or those in behavioural distress.
All nurses must recognise when people are anxious or in distress and respond effectively, using therapeutic
principles, to promote their wellbeing, manage personal safety and resolve conflict. They must use effective
communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and
human rights of all concerned. They must know when to consult a third party and how to make referrals for
advocacy, mediation or arbitration.
4.1
Learning disabilities nurses must recognise and respond therapeutically to the complex behaviour that
people with learning disabilities may use as a means of communication.
5
All nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from
professional caring relationships, and must always respect professional boundaries.
6
All nurses must take every opportunity to encourage health-promoting behaviour through education, role
modelling and effective communication.
7
All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using
appropriate and plain language.
8
All nurses must respect individual rights to confidentiality and keep information secure and confidential in
accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They
must also actively share personal information with others when the interests of safety and protection override
the need for confidentiality
Domain 3: Nursing practice and decision-making
70
Generic standard for competence
All nurses must practise autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and
wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all ages who come into
their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing or referring to
specialist services irrespective of their field of practice. All nurses must also meet more complex and coexisting needs for people in their
own nursing field of practice, in any setting including hospital, community and at home. All practice should be informed by the best
available evidence and comply with local and national guidelines. Decision-making must be shared with service users, carers and families
and informed by critical analysis of a full range of possible interventions, including the use of up-to-date technology. All nurses must also
understand how behaviour, culture, socioeconomic and other factors, in the care environment and its location, can affect health, illness,
health outcomes and public health priorities and take this into account in planning and delivering care.
Field standard for competence
Learning disabilities nurses must have an enhanced knowledge of the health and developmental needs of all people with learning
disabilities, and the factors that might influence them. They must aim to improve and maintain their health and independence through
skilled direct and indirect nursing care. They must also be able to provide direct care to meet the essential and complex physical and
mental health needs of people with learning disabilities.
Competencies
1
All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care,
communicate findings, influence change and promote health and best practice. They must make personcentred, evidence-based judgments and decisions, in partnership with others involved in the care process, to
ensure high quality care. They must be able to recognise when the complexity of clinical decisions requires
specialist knowledge and expertise, and consult or refer accordingly.
1.1
2
3
All nurses must possess a broad knowledge of the structure and functions of the human body, and other
relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability,
ageing and death. They must have an in-depth knowledge of common physical and mental health problems
and treatments in their own field of practice, including co-morbidity and physiological and psychological
vulnerability.
All nurses must carry out comprehensive, systematic nursing assessments that take account of relevant
physical, social, cultural, psychological, spiritual, genetic and environmental factors, in partnership with service
users and others through interaction, observation and measurement.
3.1
4
5
7
Learning disabilities nurses must use a structured, person-centred approach to assess, interpret and
respond therapeutically to people with learning disabilities, and their often complex, pre-existing physical
and psychological health needs. They must work in partnership with service users, carers and other
professionals, services and agencies to agree and implement individual care plans and ensure continuity
of care.
All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and
communities. They must then plan, deliver and evaluate safe, competent, person-centred care in partnership
with them, paying special attention to changing health needs during different life stages, including progressive
illness and death, loss and bereavement.
All nurses must understand public health principles, priorities and practice in order to recognise and respond to
the major causes and social determinants of health, illness and health inequalities. They must use a range of
information and data to assess the needs of people, groups, communities and populations, and work to
improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health
promotion and healthcare; and promote social inclusion.
5.1
6
Learning disabilities nurses must be able to recognise and respond to the needs of all people who
come into their care including babies, children and young people, pregnant and postnatal women, people
with mental health problems, people with physical health problems and disabilities, older people, and
people with long term problems such as cognitive impairment.
Learning disabilities nurses must lead the development, implementation and review of individual plans
for all people with learning disabilities, to promote their optimum health and wellbeing and facilitate their
equal access to all health, social care and specialist services.
All nurses must practise safely by being aware of the correct use, limitations and hazards of common
interventions, including nursing activities, treatments, and the use of medical devices and equipment. The
nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and
modify care where necessary to maintain safety. They must contribute to the collection of local and national
data and formulation of policy on risks, hazards and adverse outcomes.
All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health
and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them
and others safe.
71
8
All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise
health and wellbeing. They must promote self-care and management whenever possible, helping people to
make choices about their healthcare needs, involving families and carers where appropriate, to maximise their
ability to care for themselves.
8.1
Learning disabilities nurses must work in partnership with people with learning disabilities and their
families and carers to facilitate choice and maximise self-care and self-management and co-ordinate the
transition between different services and agencies.
9
All nurses must be able to recognise when a person is at risk and in need of extra support and protection and
take reasonable steps to protect them from abuse.
10
All nurses must evaluate their care to improve clinical decision-making, quality and outcomes, using a range of
methods, amending the plan of care, where necessary, and communicating changes to others.
Domain 4: Leadership, management and team working
Generic standard for competence
All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and
standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing
themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the
potential to develop further management and leadership skills during their period of preceptorship and beyond.
Field standard for competence
Learning disabilities nurses must exercise collaborative management, delegation and supervision skills to create, manage and support
therapeutic environments for people with learning disabilities.
Competencies
1
2
All nurses must act as change agents and provide leadership through quality improvement and service
development to enhance people’s wellbeing and experiences of healthcare.
1.1
Learning disabilities nurses must take the lead in ensuring that people with learning disabilities receive
support that creatively addresses their physical, social, economic, psychological, spiritual and other
needs, when assessing, planning and delivering care.
1.2
Learning disabilities nurses must provide direction through leadership and education to ensure that
their unique contribution is recognised in service design and provision.
All nurses must systematically evaluate care and ensure that they and others use the findings to help improve
people’s experience and care outcomes and to shape future services.
2.1
Learning disabilities nurses must use data and research findings on the health of people with learning
disabilities to help improve people’s experiences and care outcomes, and shape of future services.
3
All nurses must be able to identify priorities and manage time and resources effectively to ensure the quality of
care is maintained or enhanced.
4
All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their
practice. They must maintain their own personal and professional development, learning from experience,
through supervision, feedback, reflection and evaluation.
5
All nurses must facilitate nursing students and others to develop their competence, using a range of
professional and personal development skills.
6
All nurses must work independently as well as in teams. They must be able to take the lead in coordinating,
delegating and supervising care safely, managing risk and remaining accountable for the care given.
6.1
6.2
Learning disabilities nurses must use leadership, influencing and decision-making skills to engage
effectively with a range of agencies and professionals. They must also be able, when needed, to
represent the health needs and protect the rights of people with learning disabilities and challenge
negative stereotypes.
Learning disabilities nurses must work closely with stakeholders to enable people with learning
disabilities to exercise choice and challenge discrimination.
72
7
All nurses must work effectively across professional and agency boundaries, actively involving and respecting
others’ contributions to integrated person-centred care. They must know when and how to communicate with
and refer to other professionals and agencies in order to respect the choices of service users and others,
promoting shared decision making, to deliver positive outcomes and to coordinate smooth, effective transition
within and between services and agencies
73
Holistic Assessment using the Professional Capabilities Framework
Final 100 day Placement Assessment Report
SECTION 1: Summary of assessment and supporting evidence
1.1 Placement details
Student
Practice Educator
Sign off Nurse Mentor
On-site Supervisor (if
applicable)
Placement details
(delete as applicable)
Last placement
Adults
Children


Field
Day
Residential



Team name/Agency
Dates of placement
HEI tutor
Final Assessment for this Placement - See Section 2 for holistic assessment report
Recommendation
Practice educator signature
Sign off nurse mentor
Student signature
Tutor signature
Date
Pass 
Fail 
Defer 
Summary of documentation and assessments taken into account in this recommendation
Assessment
Previous practice assessment report8
Learning agreement
Interim review(s)
On-site supervisor’s report9
Clinical Skills
8
9
Date
Assessment of readiness for direct practice (First placement) or First placement assessment report (Last placement)
If applicable
74
Summary of any issues or circumstances taken into account in this recommendation (please give brief
summary and attach additional information in a report if relevant e.g. investigation of a complaint, dyslexia
assessment)
Issue
Brief description (max 150 words each)10
Placement e.g.
workload, PE
and/or
organisational
factors etc.
Student e.g.
health, personal
circumstances,
disability etc.
Additional
information?
YES/NO
YES/NO
Summary of evidence linked to the PCF used to support this recommendation
Type of evidence
List title(s) of documents used in each category with dates
Direct Observations
Service User and
Carer feedback
Critical reflection of
practice
Extracts from
supervision notes
Student work
products
Other e.g.
presentations
10
Additional summary information can be appended if required
75
SECTION 2: Assessment Report
Holistic assessment
PCF level descriptor
By the end of qualifying programmes, demonstrated in the context of the last placement newly
qualified social workers should have demonstrated the knowledge, skills and values to work with a
range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to
work with more complex situations; they should be able to work more autonomously, whilst
recognising that the final decision will still rest with their supervisor; they will seek appropriate support
and supervision.
(see appendix)
Please provide an overall judgment of the student’s professional capability with reference to the level
descriptor for this placement, taking into account:
Capability across all nine domains of the PCF
Progressive assessment of the candidate’s capability during the placement
Any factors that may have affected the student’s progress during the placement
Link your comments to examples of evidence presented over the course of the placement and, if
appropriate, information provided in Section 3 to support the overall assessment.
(Guideline approx 500 words )
Feedback on overall capability
Cross reference
with evidence
76
Assessment of student’s future learning need/priorities
(Guideline approx. 200 words)
Student’s comments on assessment
(Guideline approx. 300 words)
Tutor’s comments on the assessment
(Guideline approx. 200 words)
77
SECTION 3: Holistic assessment of each domain
Please provide additional information to support your overall assessment in Section 2.
This will be essential if the student has not demonstrated capability in one or more of the domains, or
you have other, specific concerns. You may also wish to comment on other relevant evidence from the
placement you have not discussed in Section 2, for example, highlighting a student’s strengths,
progress or areas for development in a particular domain.
(Guideline approx 250 words maximum per domain)
Domain 1 Professionalism
Identify and behave as a professional social worker, committed to professional development
Social workers are members of an internationally recognised profession, a title protected in UK law.
Social workers demonstrate professional commitment by taking responsibility for their conduct,
practice and learning, with support through supervision. As representatives of the social work
profession they safeguard its reputation and are accountable to the professional regulator.
Assessment
Evidence used to support judgment
Capability at level for this
placement

Demonstrated
Not demonstrated


Domain 2 Values and Ethics
Apply social work ethical principles and values to guide professional practice
Social workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking, including through partnership with people who use their services. Social workers are
knowledgeable about the value base of their profession, its ethical standards and relevant law.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
78
Domain 3 Diversity
Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice
Social workers understand that diversity characterises and shapes human experience and is critical to
the formation of identity. Diversity is multidimensional and includes race, disability, class, economic
status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a
consequence of difference, a person’s life experience may include oppression, marginalisation and
alienation as well as privilege, power and acclaim, and are able to challenge appropriately.
Assessment
Evidence used to support judgment
Capability at level for this
placement
Demonstrated
Not demonstrated
Domain 4 Rights, Justice and Economic Wellbeing
Advance human rights and promote social justice and economic well-being
Social workers recognise the fundamental principles of human rights and equality, and that these are
protected in national and international law, conventions and policies. They ensure these principles
underpin their practice. Social workers understand the importance of using and contributing to case
law and applying these rights in their own practice. They understand the effects of oppression,
discrimination and poverty.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
79
Domain 5 Knowledge
Apply knowledge of social sciences, law and social work practice theory
Social workers understand psychological, social, cultural, spiritual and physical influences on people;
human development throughout the life span and the legal framework for practice. They apply this
knowledge in their work with individuals, families and communities. They know and use theories and
methods of social work practice.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
Domain 6 Critical reflection and Analysis
Apply critical reflection and analysis to inform and provide a rationale for professional decision-making
Social workers are knowledgeable about and apply the principles of critical thinking and reasoned
discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and
evidence. These include practice evidence, their own practice experience, service user and carer
experience together with research-based, organisational, policy and legal knowledge. They use critical
thinking augmented by creativity and curiosity.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
80
Domain 7 Intervention and Skills
Use judgement and authority to intervene with individuals, families and communities to promote
independence, provide support and prevent harm, neglect and abuse
Social workers engage with individuals, families, groups and communities, working alongside people to
assess and intervene. They enable effective relationships and are effective communicators, using
appropriate skills. Using their professional judgement, they employ a range of interventions: promoting
independence, providing support and protection, taking preventative action and ensuring safety whilst
balancing rights and risks. They understand and take account of differentials in power, and are able to
use authority appropriately. They evaluate their own practice and the outcomes for those they work
with.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
Domain 8 Contexts and organisations
Engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within
own organisational frameworks and contribute to the development of services and organisations.
Operate effectively within multi-agency and inter-professional settings
Social workers are informed about and pro-actively responsive to the challenges and opportunities that
come with changing social contexts and constructs. They fulfil this responsibility in accordance with
their professional values and ethics, both as individual professionals and as members of the
organisation in which they work. They collaborate, inform and are informed by their work with others,
inter-professionally and with communities.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
81
Domain 9 Professional Leadership
Take responsibility for the professional learning and development of others through supervision,
mentoring, assessing, research, teaching, leadership and management
The social work profession evolves through the contribution of its members in activities such as
practice research, supervision, assessment of practice, teaching and management. An individual’s
contribution will gain influence when undertaken as part of a learning, practice-focused organisation.
Learning may be facilitated with a wide range of people including social work colleagues, service users
and carers, volunteers, foster carers and other professionals.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated
Not demonstrated
SIGNATURES
Student
Practice Educator
Sign off Nurse Mentor
Date
82
APPENDIX
Professional Capability Framework - Qualifying Social Worker
Level Capabilities:
By the end of last placement/the completion of qualifying programmes newly qualified social workers
should have demonstrated the Knowledge, Skills and Values to work with a range of user groups, and
the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex
situations; they should be able to work more autonomously, whilst recognising that the final decision
will still rest with their supervisor; they will seek appropriate support and supervision.
1. Professionalism:Social workers are members of an internationally recognised profession, a title protected in UK law.
Social workers demonstrate professional commitment by taking responsibility for their conduct,
practice and learning, with support through supervision. As representatives of the social work
profession they safeguard its reputation and are accountable to the professional regulator.
Be able to meet the requirements of the professional regulator
Be able to explain the role of the social worker in a range of contexts, and uphold the reputation of the
profession
Demonstrate an effective and active use of supervision for accountability, professional reflection and
development
Demonstrate professionalism in terms of presentation, demeanour, reliability, honesty and respectfulness
Take responsibility for managing your time and workload effectively, and begin to prioritise your activity
including supervision time
Recognise the impact of self in interaction with others, making appropriate use of personal experience
Be able to recognise and maintain personal and professional boundaries
Recognise your professional limitations and how to seek advice
Demonstrate a commitment to your continuing learning and development
With support, take steps to manage and promote own safety, health, wellbeing and emotional resilience
Identify concerns about practice and procedures and, with support, begin to find appropriate means of
challenge
2. Values and Ethics: Apply social work ethical principles and values to guide
professional practice.
Social workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking, including through partnership with people who use their services. Social workers are
knowledgeable about the value base of their profession, its ethical standards and relevant law.
Understand and apply the profession’s ethical principles and legislation, taking account of these in reaching
decisions.
Recognise and, with support, manage the impact of own values on professional practice
Manage potentially conflicting or competing values, and, with guidance, recognise, reflect on, and work with
ethical dilemmas
Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs
and views, and promoting their participation in decision-making wherever possible
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Recognise and promote individuals’ rights to autonomy and self-determination
Promote and protect the privacy of individuals within and outside their families and networks, recognising
the requirements of professional accountability and information sharing
3. Diversity: Recognise diversity and apply anti-discriminatory and anti-oppressive
principles in practice
Social workers understand that diversity characterises and shapes human experience and is critical to
the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic
status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a
consequence of difference, a person’s life experience may include oppression, marginalisation and
alienation as well as privilege, power and acclaim, and are able to challenge appropriately.
Understand how an individual’s identity is informed by factors such as culture, economic status, family
composition, life experiences and characteristics, and take account of these to understand their experiences,
questioning assumptions where necessary
With reference to current legislative requirements, recognise personal and organisational discrimination and
oppression and with guidance make use of a range of approaches to challenge them
Recognise and manage the impact on people of the power invested in your role
4. Rights, Justice and Economic Wellbeing: Advance human rights and promote social
justice and economic well-being
Social workers recognise the fundamental principles of human rights and equality, and that these are
protected in national and international law, conventions and policies. They ensure these principles
underpin their practice. Social workers understand the importance of using and contributing to case law
and applying these rights in their own practice. They understand the effects of oppression,
discrimination and poverty.
Understand, identify and apply in practice the principles of social justice, inclusion and equality
Understand how legislation and guidance can advance or constrain people’s rights and recognise how the
law may be used to protect or advance their rights and entitlements
Work within the principles of human and civil rights and equalities legislation, differentiating and beginning
to work with absolute, qualified and competing rights and differing needs and perspectives
Recognise the impact of poverty and social exclusion and promote enhanced economic status through
access to education, work, housing, health services and welfare benefits
Recognise the value of, and aid access to, independent advocacy
5. Knowledge: Apply knowledge of social sciences, law and social work practice
theory
Social workers understand psychological, social, cultural, spiritual and physical influences on people;
human development throughout the life span and the legal framework for practice. They apply this
knowledge in their work with individuals, families and communities. They know and use theories and
methods of social work practice.
Demonstrate a critical understanding of the application to social work of research, theory and knowledge
from sociology, social policy, psychology and health
Demonstrate a critical understanding of the legal and policy frameworks and guidance that inform and
mandate social work practice, recognising the scope for professional judgement
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Demonstrate and apply to practice a working knowledge of human growth and development throughout the
life course
Recognise the short and long term impact of psychological, socio-economic, environmental and physiological
factors on people’s lives, taking into account age and development, and how this informs practice
Recognise how systemic approaches can be used to understand the person-in-the-environment and inform
your practice
Acknowledge the centrality of relationships for people and the key concepts of attachment, separation, loss,
change and resilience
Understand forms of harm and their impact on people, and the implications for practice, drawing on
concepts of strength, resilience, vulnerability, risk and resistance, and apply to practice
Demonstrate a critical knowledge of the range of theories and models for social work intervention with
individuals, families, groups and communities, and the methods derived from them
Demonstrate a critical understanding of social welfare policy, its evolution, implementation and impact on
people, social work, other professions, and inter-agency working
Recognise the contribution, and begin to make use, of research to inform practice
Demonstrate a critical understanding of research methods
Value and take account of the expertise of service users, carers and professionals
6. Critical reflection and Analysis - Apply critical reflection and analysis to inform and
provide a rationale for professional decision-making
Social workers are knowledgeable about and apply the principles of critical thinking and reasoned
discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and
evidence. These include practice evidence, their own practice experience, service user and carer
experience together with research-based, organisational, policy and legal knowledge. They use critical
thinking augmented by creativity and curiosity.
Apply imagination, creativity and curiosity to practice
Inform decision-making through the identification and gathering of information from multiple sources,
actively seeking new sources
With support, rigorously question and evaluate the reliability and validity of information from different
sources
Demonstrate a capacity for logical, systematic, critical and reflective reasoning and apply the theories and
techniques of reflective practice
Know how to formulate, test, evaluate, and review hypotheses in response to information available at the
time and apply in practice
Begin to formulate and make explicit, evidence-informed judgements and justifiable decisions.
7. Intervention and Skills: Use judgement and authority to intervene with individuals,
families and communities to promote independence, provide support and prevent
harm, neglect and abuse
Social workers engage with individuals, families, groups and communities, working alongside people to
assess and intervene. They enable effective relationships and are effective communicators, using
appropriate skills. Using their professional judgement, they employ a range of interventions: promoting
independence, providing support and protection, taking preventative action and ensuring safety whilst
balancing rights and risks. They understand and take account of differentials in power, and are able to
use authority appropriately. They evaluate their own practice and the outcomes for those they work
with.
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Identify and apply a range of verbal, non-verbal and written methods of communication and adapt them in
line with peoples’ age, comprehension and culture
Be able to communicate information, advice, instruction and professional opinion so as to advocate,
influence and persuade
Demonstrate the ability to engage with people, and build, manage, sustain and conclude compassionate and
effective relationships
Demonstrate an holistic approach to the identification of needs, circumstances, rights, strengths and risks
Select and use appropriate frameworks to assess, give meaning to, plan, implement and review effective
interventions and evaluate the outcomes, in partnership with service users
Use a planned and structured approach, informed by social work methods, models and tools, to promote
positive change and independence and to prevent harm
Recognise how the development of community resources, groups and networks enhance outcomes for
individuals
Maintain accurate, comprehensible, succinct and timely records and reports in accordance with applicable
legislation, protocols and guidelines, to support professional judgement and organisational responsibilities
Demonstrate skills in sharing information appropriately and respectfully
Recognise complexity, multiple factors, changing circumstances and uncertainty in people’s lives, to be able
to prioritise your intervention
Understand the authority of the social work role and begin to use this appropriately as an accountable
professional
Recognise the factors that create or exacerbate risk to individuals, their families or carers, to the public or to
professionals, including yourself, and contribute to the assessment and management of risk
With support, identify appropriate responses to safeguard vulnerable people and promote their well being
8. Contexts and organisations: Engage with, inform, and adapt to changing contexts
that shape practice. Operate effectively within own organisational frameworks and
contribute to the development of services and organisations. Operate effectively
within multi-agency and inter-professional partnerships and settings
Social workers are informed about and pro-actively responsive to the challenges and opportunities that
come with changing social contexts and constructs. They fulfil this responsibility in accordance with
their professional values and ethics, both as individual professionals and as members of the
organisation in which they work. They collaborate, inform and are informed by their work with others,
inter-professionally and with communities.
• Recognise that social work operates within, and responds to, changing economic, social, political and
organisational contexts
• Understand the roles and responsibilities of social workers in a range of organisations, lines of
accountability and the boundaries of professional autonomy and discretion
• Understand legal obligations, structures and behaviours within organisations and how these impact on
policy, procedure and practice
• Be able to work within an organisation’s remit and contribute to its evaluation and development
• Understand and respect the role of others within the organisation and work effectively with them
• Take responsibility for your role and impact within teams and be able to contribute positively to effective
team working
• Understand the inter-agency, multi-disciplinary and inter-professional dimensions to practice and
demonstrate effective partnership working
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9. Professional Leadership: Take responsibility for the professional learning and
development of others through supervision, mentoring, assessing, research,
teaching, leadership and management
The social work profession evolves through the contribution of its members in activities such as practice
research, supervision, assessment of practice, teaching and management. An individual’s contribution
will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may
be facilitated with a wide range of people including social work colleagues, service users and carers,
volunteers, foster carers and other professionals.
• Recognise the importance of, and begin to demonstrate, professional leadership as a social worker
• Recognise the value of, and contribute to supporting the learning and development of others
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CONFIRMATION OF END OF PLACEMENT
This Form must be completed on the Final Day of placement and submitted by the Practice Educator to
placements-chssc@salford.ac.uk within one week of the end date.
Name of Student
Programme of Study
Integrated Practice Learning Disabilities – Nursing and Social Work
Name of Practice Educator
Name of Supervisor (if
applicable)
Name of Tutor
Placement Address
Placement Start Date
I confirm the student has
completed
Practice Educator Recommendation:
Placement End Date
Other please state
70 / 100 days
PASS
FAIL
I attach a copy of the Placement Assessment Report and Practice
Educator evaluation (QAPL) to this form.
Signed by:
Practice Educator
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STATEMENT OF CONFIDENTIALITY
(To be included in portfolio)
To preserve confidentiality all names and other identifying factors have been changed in this
portfolio. This includes names, addresses and DOBs of service users, their family and carers and also
the names of other professionals, staff members and organisations.
With regard to service users and their family I have preserved their anonymity by the use of (tick as
appropriate):
Pseudonyms or random initials

Tippexing and photocopying

In cases where other professionals or the placement organisation is mentioned by name or has
provided evidence to authenticate a piece of work, permission to identify them has been obtained
and a signed statement by those concerned to this effect is included in the portfolio.
SIGNATURES
Student
Practice Educator
Nurse Mentor
Date
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Nursing & Social Work Placement Attendance Sheet
Key: P=Placement U=University L= Leave A=Absent R = Recall day S = Skills day
Week
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Week
commencing
Mon
Tue
Wed
Thu
Fri
Sat
Sun
Days
completed
Placement days completed:
Student signature & date:
PE/supervisor/ Nurse mentor
signature & date:
NB: THIS ATTENDANCE SHEET MUST BE SIGNED BY YOUR NURSE MENTOR AND/OR PRACTICE EDUCATOR (OR
ON-SITE SUPERVISOR IF THERE HAS BEEN AN OFF-SITE PRACTICE EDUCATOR ARRANGEMENT)
FAILURE TO OBTAIN THIS SIGNATURE WILL RESULT IN YOUR PORTFOLIO BEING RETURNED TO YOU WITHOUT
BEING ASSESSED
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List of Supervision dates
Date of Supervision
session
NM and/or PE or OSS
signature
Student signature
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Record of Work Undertaken on Placement
The student should provide a brief description of work undertaken during the placement, including case
summaries detailing key issues and their role in the case.
This should be verified by the Nurse Mentor and/or Practice Educator and appended to their report.
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SERVICE USER FEEDBACK
This is an example. You are encouraged to use agency feedback or devise your own that
meets the needs of the particular service user.
Feedback from service users about the work undertaken by social work students is a very
important part of their learning and the assessment of their ability in practice.
The information you give will always be treated in confidence. Should it be necessary to
respond to any comment you make, we would always discuss this with you before sharing that
comment with anyone else.
If you would like someone to help you to complete this form you can choose who that should
be or if you prefer you can complete it on your own. The student should make arrangements
agreeable to you to make sure you can return the form.
Thank you very much for agreeing to give your feedback.
Name of student
Anonymised name for service user
Name of person facilitating the
feedback
Date
If you are happy to give the student permission to use this feedback in their portfolio
please sign in the box below. Please note that when the portfolio is submitted your
real name will not be disclosed. Someone will confirm that you gave your permission
and signed the form.
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Please circle the option that best answers the question in your opinion
Did the student listen to you?
Sometimes
Yes
Any comments you would like to make?
No
Not sure
Did the student speak to you in a way that you could understand?
Sometimes
Yes
Any comments you would like to make?
No
Not sure
No
Not sure
Did the student explain things clearly?
Sometimes
Yes
Any comments you would like to make?
Did you feel that you could say what you wanted to say?
Sometimes
Yes
Any comments you would like to make?
No
Not sure
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Do you think the student understood your needs and views?
Sometimes
Yes
Any comments you would like to make?
No
Not sure
Do you think the student responded to your needs and views?
Sometimes
Yes
Any comments you would like to make?
No
Not sure
Did you feel that you were involved in any decisions made?
Sometimes
Yes
Any comments you would like to make?
No
Not sure
No
Not sure
Did the student treat you with respect?
Sometimes
Yes
Any comments you would like to make?
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Did the student treat you like an individual?
Sometimes
Yes
Any comments you would like to make?
No
Not sure
No
Not sure
Did the student do what they said they would do?
Sometimes
Yes
Any comments you would like to make?
Overall do you think that the work the student did was ….
OR
Helpful
Any comments you would like to make?
Unhelpful
Not sure
We all have to keep learning – can you think of anything the student can do to
improve their work?
What advice would you give this student to help them in their future career?
THANK YOU VERY MUCH
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Critical Reflection on Service user feedback
Analyse why and how you approached the service user to obtain their feedback
Record your reflections on the feedback given by the service user?
How will you use this feedback to inform and develop future practice?
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Appendix 6
Whistle-blowing (Public Interest Disclosure)
Policy for social work students on work placements
Introduction
The University recognises that students on placements have a duty to report dangerous,
abusive, discriminatory or exploitative behaviour and practice that sits outside their immediate
learning activity. It also recognises the relative powerlessness and vulnerability of students who
may well be undergoing a process of assessment by work-based staff during their placement.
The University takes seriously its duty of care for students and regards as important that
students are able to voice their concerns and that their interests are safeguarded as far as
possible.
The University also recognises that where a concern unrelated to the learning experience is
raised about an external body the University’s own powers to investigate may be limited both by
practical consideration and legal constraint. Accordingly, where an incident results in whistleblowing outside the institutional and academic context of learning the following procedure shall
apply:
Procedure
A student wishing to report a matter should in the first instance report their concerns to the
programme leader. The programme leader will advise the student on the preparation of a
statement setting out the issues (‘Statement of Issue’) and of the procedure that will be followed.
This advice shall include advising the student on the possible limits placed on any investigations
as a result of protecting anonymity. It is not the role of the programme leader to draft the
Statement of Issue or to counsel for or against its submission. It is however appropriate for the
Programme Leader to advise the student in circumstances where the alleged incident is in fact
part of normal practice such that the evidence identifies no malpractice (e.g. misinterpretation of
legal methods of constraint in appropriate circumstances:
a) The Statement of Issue will be submitted by the Programme Leader to the Registrar and
Secretary on behalf of the student. This action will not imply any endorsement or
support for the allegation by the Programme Leader.
b) The student’s name will be disclosed to the Registrar and Secretary The Registrar and
Secretary will forward the Statement of Issue to a named person at the organisation
concerned requesting that the matter be investigated. The identity of the student will
only be disclosed by the Registrar and Secretary with the express written permission of
the student.
c) All organisations accepting students on placements must identify an appropriate contact
person for the purposes set out above, who is competent to implement an appropriate
internal; investigation. Normally this will be via the organisation own established whistle99
blowing process. Where no such process currently exists, the placement organisation
will be required to put in place an appropriate process, which will be specified in an
annex to their agreement with the University. This will set out the circumstances in
which such a procedure might be invoked, and confirm the rights on anonymity and
freedom from discrimination for the student submitting a Statement of Issue.
d) On conclusion of the investigation by the organisation concerned a report setting out the
findings will be submitted by the organisation to the Registrar and Secretary, who will forward
the finding to the Programme Leader and student.
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