THE CONTINUOUS ASSESSMENT PROCESS
Three key components of practice learning must be achieved in order to pass each
placement. These are:

The standards of proficiency for pre-registration midwifery education (NMC 2004)

The standards of professional behaviour

Written clinical reflection
NMC Midwifery Standards of Proficiency

The mentor will undertake this assessment

The student is required to achieve the appropriate level for each performance
outcome in order to pass

Failure to achieve the required level of competency in any of the performance
outcomes will result in a failure of this element and the student will be required to
be reassessed

In this event the final two elements will not be assessed until the student has
successfully achieved the Standards of Proficiency
Professional Behaviours

The mentor will undertake this assessment when the students has successfully
achieved the Standards of Proficiency

The professional behaviours are scored on a pass/fail basis.

Failure to achieve this will result in a failure of this element and the student will be
required to be reassessed
Clinical Reflection

A midwifery lecturer will undertake this assessment when the student has
successfully achieved in the previous two elements

The student will be required to submit a piece of work as detailed in the
assessment brief for the placement module

This work is scored on a percentage basis with marks allocated as indicated in
the assessment details.

Failure to achieve this will result in a failure of this element and the student will be
required to be reassessed
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A tripartite approach is adopted in the assessment of the three components of
practice. This engages the student, the clinical mentor and the personal tutor as a
learning community with the shared aim of maximising the student's learning. This
relationship can be expressed diagrammatically as follows.
STUDENT
Assessment
of
Practice
MENTOR
LECTURER

Portfolio of Evidence Related to the 3 Elements of Assessment



NMC Standards of
Proficiency
PASS/FAIL

Clinical Reflection
% Grade
Professional
Behaviours
PASS/FAIL

Mentor



Lecturer
External Examiner
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
Mentor
MANAGING THE ASSESSMENT PROCESS
During each clinical placement the student will be enabled to achieve the outcomes
and competencies of the programme under the direct guidance and supervision of a
practising midwife, who has been appropriately prepared for the mentoring role. As
well as providing ongoing supervision, support and assessment, several activities
need to be carried out at specific points during the student's placement.
Orientation to Module of Learning
During the first week of the placement, the mentor must ensure that the student can
meet the requirements identified on the page headed ORIENTATION TO MODULE
OF LEARNING. The following four are statutory requirements and serve to protect
the student, you, the clients and the Trust.
1.
2.
3.
4.
I know my responsibilities in the event of a fire, cardiac arrest or an emergency
I have been shown the lay out of the ward/area (including fire & resuscitation equipment)
I know my responsibility with regard to health and safety at work
I have been instructed in moving and handling patients in this area
The mentor must make sure that she/he or another midwife instructs the student on
these four requirements. Although another midwife may carry out instructions on
some of these, it remains the responsibility of the key mentor to ensure it has taken
place. Ideally, the student should be instructed on the first day of the placement.
On the first day, the mentor must make it clear to the student that she/he must
not attempt any activities, or engage in aspects of care delivery, that could be seen
as beyond their scope of practice. The student will also require clarification on the
level of supervision required. Make it clear to the student that she/he must not
participate in any procedure for which she/he has not been fully prepared or in
which she/he is not adequately supervised.
When discussing the procedure for receiving and referring messages and
enquires, the mentor should assess that the student is able to utilise the appropriate
communication skills, such as being able to communicate sensitively and in the
appropriate manner. Make sure that the student understands her/his role and
responsibility for receiving and referring messages and enquiries.
When discussing the policy/procedure for the administration of medicines,
make reference to the guidelines from the NMC: Standards for medicines
management (NMC 2007).
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When you are confident that the student can meet the requirements on this
page, both you and the student should sign this section.
IMPORTANT NOTE:
The student must be instructed in these requirements in every new placement
area.
The Initial Interview (Note: The link lecturer is to be present)
This should be carried out during the first week of the placement. The aims of this
meeting are to:

Identify and discuss the learning needs of the student in relation to the
learning outcomes for the relevant part of the curriculum (refer to the aims and
learning outcomes and the indicative module contents/topics for this module in
the Assessment of Practice booklet). Relate these learning needs to the
student's prior clinical experiences so that the student can be assisted to build
upon prior learning.

Identify and plan the appropriate learning opportunities to enable the student
to achieve these learning outcomes

Plan how clinical experiences and learning may be best facilitated and
assessed

Document the plan of clinical experiences and learning in the learning contract
The mentor should also discuss ‘off duty’ arrangements. One of the NMC (2006)
Standards to support learning and assessment in practice states that whilst giving
direct care in the practice setting at least 40% of a student's time must be supervised
(directly or indirectly) by a mentor. Where the mentor is unable to work with the
student, firm arrangements should be made for the student to work with another
mentor – remember that in the mentor's absence someone else has to be able to
make a decision about the student’s competence.
At the conclusion of the initial interview the set a date and time to carry out a
progress review
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Progress Review/s
It is recommended that the mentor arranges progress review meetings with the
student so that feedback on progress can be given. These review meetings can be
carried out as frequently as are necessary. It is suggested that a review meeting is
held approximately every two weeks to discuss the following with the student:

What has learnt so far

Whether any difficulties were encountered

What further learning she/he wishes to participate in
During a progress review meeting, encourage the student to evaluate her own
performance and learning. Be ready to give the student feedback on what her
particular strengths are and those areas that require much more development. Carry
out the following activities with the student:

Review the previous learning contract. Discuss how far the activities planned,
and those the student has participated in, have helped her achieve what
she/he wanted to learn

Discuss the nature and amount of clinical experiences she/he has had which
the both of you think have contributed to the achievement of placement
competencies and performance outcomes

Review and discuss the ‘Clinical Skills Inventory’, the ‘Record of Experience’,
the ‘Professional Behaviours Inventory’, 'Infant Feeding Workbook' and the
'Administration of Medicines' workbook for the amount of learning which has
taken place

Review and discuss the other evidence in her portfolio
After the review and discussion of all the evidence of learning, supplemented by
asking questions about the rationale for care given, the mentor will be in a position to
decide whether the student is progressing towards the achievement of the
placement competencies and performance outcomes, and the professional
behaviours. The mentor should then initial the ‘progressing’ column in the
‘assessment of practice' booklet (see the page containing the example on how to
complete the documentation). If the student has achieved some of the competencies
and performance outcomes, initial the ‘achieved’ column.
At the conclusion of a progress review, complete the page headed
‘PROGRESS REVIEW’. A list of further learning needs are discussed and agreed
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and documented on the ‘PROGRESS REVIEW’ page. This forms the new learning
contract.
The End of Placement Review (Note: The link teacher is to be present)
The purposes of this interview are to discuss the following key aspects with your
student:

What has been learnt and achieved

Whether there have had any difficulties

How the student can build upon learning and achievements in the next
placement
Use these key aspects above to guide this interview. During this meeting, actively
seek feedback from the student. Carry out the following activities with the student:

Review the previous learning contract/s. Discuss how far the activities
planned, and those she/he has participated in, have helped her achieve what
she/he wanted to learn

Discuss the nature and amount of clinical experiences which have contributed
to the achievement of placement competencies and performance outcomes

Review and discuss the ‘Clinical Skills Inventory’, the ‘Record of Experience’,
the ‘Professional Behaviours Inventory’, 'Infant Feeding Workbook' and the
'Administration of Medicines' workbook – for the amount of learning which has
taken place.

Review and discuss the other evidence in the portfolio

Complete the ‘end of placement interview’ page of the ‘Assessment of
Practice' booklet.
After the review and discussion of all the evidence of learning, supplemented by
asking the student questions about the rationale for care given, you will be in a
position to decide whether the student is making progress towards the achievement
of both placement and module competencies and performance outcomes, and the
professional behaviours. If progress has been made, initial the ‘progressing’ column
in the ‘assessment of practice' booklet. The student should have achieved some of
the competencies and performance outcomes. In this case, initial the ‘achieved’
column. To initial the ‘achieved’ column, the additional evidence that is used as the
third piece of evidence to claim competence must be presented by the student and
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verified by the mentor. The mentor then signs to confirm that further evidence from
the following list has been used to substantiate the student midwife’s claim to
competence:





Analysis of entries in the record of experience
Clinical skills inventory
Care records
Workbooks
Written testimony of others
NOTE: If the 'end of placement review' is the last placement for the module, the
'end of module interview' will also need to be conducted at the same time.
The End of Module Interview (Note: The link teacher is to be present)
This should take place during the final week of the module. The aims of this meeting
are to:

Review and discuss each performance outcome for the placement and
module which have not already been achieved

Review, discuss and make a summative assessment of professional
behaviours

The additional evidence that is used to claim competence must be presented
to you, and verified by you. It is suggest that the mentor encourage the
student to use a variety of evidence methods to assist her in considering a
broad range of experience to enable her to develop the skills of critical thinking

Complete the ‘end of module interview’ page of the ‘Assessment of Practice
Documentation’ booklet. This includes a summary of achievements during the
placement.
Remind your student to be prepared for the final interview by reviewing what has
been learnt during the module, and the progress and achievements that has made
towards her/his development as a midwife, so that the student can contribute to this
discussion. Encourage the student to make some notes to bring to this meeting. At
the end of the final interview, all appropriate documentation should be completed.
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