Are you experiencing difficulty in completing students
Assessment of Practice Record?
A Guide to Roles and Responsibilities
The School of Nursing strongly encourages students to accept responsibility for
their own learning.

In the first week, student to identify with their mentor specific learning
objectives for the placement. They are encouraged to share with their
mentors the action plan from their previous placement.

In the first week, student to negotiate preliminary interview to set learning
objective, action plan and dates for intermediate and final interview.

During the placement the student should work with a range of health and
social care professionals, gaining experience to develop knowledge, attitude
and skills. The student should also work at least 40% of the time on
placement with their mentor.

The student should consistently demonstrate development and achievement
in conjunction with their assessment of practice outcomes and standards of
proficiency (previously competencies1) and completion of skills schedule.

Utilising their own enquiry based learning skills and the guidance of their
mentor, the student will gather evidence; such as reflections on care
intervention, notes of reflective discussions, witness statements, application of
knowledge and understanding to care delivery under direct observation, and
the application of protocols, policies and procedures to patient/clients in
practice. This portfolio of activity, when enhanced with sources of evidence eg
literature, protocols, etc, can then be used by the student to demonstrate
evidence of achievement of assessment of practice outcomes or standards of
proficiency. This can then be retained in the student’s portfolio.

At the intermediate interview the student should discuss their progress
towards achieving their learning objectives and outcomes or standards of
proficiency. The mentor should provide advice and guidance on gathering
evidence, and the appropriateness of evidence already gained.

At the intermediate interview the mentor must give constructive feedback to
the student in relation to their punctuality, interpersonal skills,
professionalism, attitude, care delivery and/or management skills, knowledge,
understanding and application to care interventions. Comment should be
made of student strengths and areas that require strengthening. If required
both mentor and student should negotiate a revised learning action plan. This
will provide the student with identified opportunity to improve. The student
and/or mentor may wish to involve the PLT Educational Representative or
Personal Tutor.

The intermediate interview may provide the opportunity for the mentor to
assess some of the evidence the student is submitting.

The mentor should continue to monitor and assess the student, with
contributions from other health and social care professionals.
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
At the intermediate interview there should be confirmation of the date for the
student to present the type and kind of evidence for achievement of outcomes
or standards of proficiency.

The final interview must take place during the students last week on
placement.

The student will have completed the Assessment of Practice Record,
identifying in the appropriate boxes the type and kind of evidence being
submitted in achievement of outcomes or standards of proficiency. The
student will also complete the self assessment of overall performance on the
final interview sheet.

At the final interview the student will present the mentor with the evidence of
achievement of the outcomes or standards of proficiency.

The mentor will assess the appropriateness of the evidence submitted
determining that the student:
Achieved - Competently, safely, effectively and consistently through the
allocation
Not achieved (a) – No opportunity – the type and kind of placement did not
present opportunity of achievement
Not achieved (b) Inadequate/inappropriate evidence – The student fails to
submit sufficient and appropriate evidence of achievement. Advised of
improvements to be made in the next placement.
Not achieved (c) Poor/unsafe practice – The student through the period of
practice demonstrated poor/unsafe practice

When assessing the student as not achieving as in a, b or c above, the mentor
must qualify the rationale for this on the Outcomes/Standards of Proficiency
sheet. Supporting reports may be required and the mentor should discuss not
achieved in either b or c with the Educational Practice Learning Team
representative or students Personal Tutor or involve either in the Final
Interview.

The mentor should then discuss with the student the outcome and complete
the Assessment Results sheet signing in full each outcome or standard of
proficiency.

The mentor should then make comment of the student’s overall performance
and record any absences or time made up on the Final Interview sheet. The
student and mentor should formulate an action plan of learning for the next
placement.

The student should be requested to sign all three sheets in recognition of
completion of the placement and the assessment.

The mentor should then remove the pink copies of the Final Interview sheet,
Assessment Results sheet and Outcomes/Standards of Proficiency Not
Achieved sheet.

Countersign and date in the top right hand corner and return via mail to the
students Personal Tutor in a sealed envelope.
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We hope this guide helps to clarify the roles and responsibilities of the student
and mentor in the completion of Assessment of Practice Records.
Do not forget that Clinical and Educational Representatives of your Practice
Learning Team are available to support you at anytime in this process.
May I, on behalf of the School of Nursing, thank you for your continued support in
the assessment of competence of student nurse.
Chair Pre Registration Competency Framework Development Steering Group
This guide should be read in conjunction with:



Nursing and Midwifery Council ‘Standards of Proficiency for Pre Registration
Nurse Education’
(www.nmc-uk.org/nmc/main/publications/$standardsAndGuidance)
Guidance for mentors, students and teachers in the “Assessment of Practice
Record”
Mentor’s Handbook
Updated May 2005
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