PROFESSIONAL PRACTICE PORTFOLIO
Ongoing Record
of Achievement
Queen Margaret University
EDINBURGH
BSc (Hons) Nursing . Year One
Module: N1211 Level 7, 30 credit points
Skills and Practice 1: Essential Skills for Nursing
Name of student
Matriculation
number
Health Centre/unit
Location of
placement 1
From: 11/11/2013
To:
22/12/2013
Clinical Supervisor
Ward /Unit
From: 31/3/14
Location of
placement 2
To :
Clinical Supervisor
1/6/14
Programme Outcomes for BSc (Hons) Nursing Year 1 Level 1 /SCQF 7
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Apply an enquiring approach to the nature of evidence and its integration and
application to theory and practice
Explore professional identity within the health and social care landscapes, recognising
nursing’s contribution to interagency working.
Discuss health and well being, the impact of determinants of health and approaches to
health improvement at individual, family, group and community levels across a range of
contexts.
Reflect on and learn from their own and others’ experiences to question and test their
personal values and assumptions.
Develop self-awareness of the impact of values and behaviours on collaborative care
delivery.
Be competent in a range of fundamental nursing skills for safe, compassionate,
relationship centred care to the level of their experience
Work within legal, professional and ethical frameworks to safeguard and protect people,
particularly vulnerable groups.
Use scientific knowledge to explain the principles underpinning biological processes and
events manifest in health and illness
Aim of Work-based learning module: Skills and Practice 1 Essential Skills for
Nursing

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To develop students’ skills and professional behaviours commensurate with the
requirements of the first progression point (NMC 2010) through participation in practice
experience and simulation-based learning.
To enable students to identify and safely respond to the health and social care needs of
people across the lifespan
Learning outcomes – on successful completion of the module the student will be able to:
L1
Apply NMC code of professional conduct in the development of professional attributes
within clinical practice
L2
Recognise community and public health issues in relation to vulnerable groups and
consider the role of the nurse in working safely and collaboratively to address these.
L3
Demonstrate self awareness and respect when interacting with people using a range of
safe and effective communication skills.
L4
Demonstrate safe, person and family centred care under supervision for people who are
unable to meet their own physical, social and emotional needs.
L5
Identify the evidence on which the practice of nursing care is based using a range of
information sources.
L6
Reflect on clinical learning experiences and the development of essential skills for nursing
in the context of clinical practice and simulation.
7
Demonstrate skills of numeracy through participation in administration of medications.
1
Scan
Year 1 ORA 2013/2014
Record of Mentor Signatures
BSc (HONS) NURSING YEAR 1:
Student Name/Matriculation number:
Placement 1 Community: Location
______________________________________
Name of mentor: (Please print)
Signature:
Name of mentor (2): (if appropriate)
Signature
Placement 2: Residential setting: Location
_________________________________
Name of mentor: (Please print)
Signature:
Name of mentor (2): (if appropriate)
Signature
2
Year 1 ORA 2013/2014
BSc Hons Nursing
Checking student identity and attendance monitoring
Identity Check
To enable an identity check we have asked all students to show the relevant practice
educator their QMU Matriculation card. This card shows the photograph and name of the
student. All practice educators are asked to sign the declaration below, to indicate that the
photograph matches the student who has arrived on placement.
Please contact us immediately if there is a discrepancy.
Attendance
We require that all students inform both their practice educator and the University should
they be unable to attend their placement on any given day. Where the student has an
agreed absence from placement, we ask that the practice educator informs the University of
this arrangement within a 48 hour period.
In the event that a student has an unauthorised/unexpected absence from placement, we
ask that the practice educator informs the University of this absence immediately.
Contact
Gill Glover on 0131 474 0000 / gglover@qmu.ac.uk in the first instance. If she is not
available, please redial and ask to speak to the School Office. If more convenient, please
email HSAdmin@qmu.ac.uk stating the student’s name, the date and the nature of the
absence.
Practice educator declaration:
I have seen
's QMU matriculation card and can
confirm that the photograph on the card matches the student on placement. I also
understand the action I should take in the event of any student absence from
placement.
Signature:
Date:
Print Name:
Organisation:
PLEASE SIGN THIS FORM AND ASK THE STUDENT TO TAKE IT TO THEIR FIRST
CLINICAL SUPERVISION SESSION.
3
Year 1 ORA 2013/2014
BSc Hons Nursing
Checking student identity and attendance monitoring
Identity Check
To enable an identity check we have asked all students to show the relevant practice
educator their QMU Matriculation card. This card shows the photograph and name of the
student. All practice educators are asked to sign the declaration below, to indicate that the
photograph matches the student who has arrived on placement.
Please contact us immediately if there is a discrepancy.
Attendance
We require that all students inform both their practice educator and the University should
they be unable to attend their placement on any given day. Where the student has an
agreed absence from placement, we ask that the practice educator informs the University of
this arrangement within a 48 hour period.
In the event that a student has an unauthorised/unexpected absence from placement, we
ask that the practice educator informs the University of this absence immediately.
Contact
Gill Glover on 0131 474 0000 / gglover@qmu.ac.uk in the first instance. If she is not
available, please redial and ask to speak to the School Office. If more convenient, please
email HSAdmin@qmu.ac.uk stating the student’s name, the date and the nature of the
absence.
Practice educator declaration:
I have seen
's QMU matriculation card and can
confirm that the photograph on the card matches the student on placement. I also
understand the action I should take in the event of any student absence from
placement.
Signature:
Date:
Print Name:
Organisation:
PLEASE SIGN THIS FORM AND ASK THE STUDENT TO TAKE IT TO THEIR FIRST
CLINICAL SUPERVISION SESSION.
4
Year 1 ORA 2013/2014
Skills and Practice 1: Placement 1
Personal Development Plan:
Community Placement 1
In discussion with your mentor , please outline your own aims and objectives for this
placement by completing this plan
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I hope to be able to participate in the following learning experiences :
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I feel my strengths are ..
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I would like to develop more confidence in the practice of the following clinical skills
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I would like the opportunity to undertake the following skills /procedures /DOPs
under supervision
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I would like to be able to visit.
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I feel I need to develop the following aspects of my performance
5
Year 1 ORA 2013/2014
Mentor Declaration: I have discussed this plan with the student, and have ensured
that the student has been orientated and inducted to this clinical area with regard to
the criteria listed below.
Signed:
Induction to placement area:
Date induction received
Layout of the clinical area
Any specific risks to personal
safety involved in the setting
Health and safety precautions
Fire precautions
Procedures for responding to
emergencies
Expected shift patterns
Overview of health /clinical
remit of the placement
Introductions to key
professionals
6
Mentor’s Signature
Year 1 ORA 2013/2014
Skills and Practice 1:
Personal Development Plan:
Placement 2
In discussion with your mentor , please outline your own aims and objectives for this
placement by completing this plan
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I hope to be able to participate in the following learning experiences :

I feel I have strengths in the following areas of nursing care (based on previous
assessments)
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I would like to develop more confidence in the practice of the following clinical skills

I would like the opportunity to undertake the following skills /procedures /DOPS
under supervision
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I would like to be able to visit.

I feel I need to develop the following aspects of my performance
7
Year 1 ORA 2013/2014
Mentor Declaration: I have discussed this plan with the student, and have ensured
that the student has been orientated and inducted to this clinical area with regard to
the criteria listed below.
Signed:
Induction to placement area:
Date induction received
Layout of the clinical area
Any specific risks to personal
safety involved in the setting
Health and safety precautions
Fire precautions
Procedures for responding to
emergencies
Expected shift patterns
Overview of health /clinical
remit of the placement
Introductions to key
professionals
8
Mentor’s Signature
Year 1 ORA 2013/2014
ASSESSMENT FORM A Mid-Way Assessment (Community) Date Due: 29/11/13
Skills and Practice 1:
Name of student:
Using ASSESSMENT FORM B as a guide, please assess the following and discuss
with student.Areas of strength in student performance
Areas of performance that require further development/improvement
Any aspect of performance that is giving ‘cause for concern’ (please notify the Clinical
Supervisor –details at the front of this document)
Student may respond here:
Mentor signature:
Date:
Placement location:
9
Year 1 ORA 2013/2014
ASSESSMENT FORM A Mid-Way Assessment
Date Due :30/4/14
Skills and Practice 1 Placement 2
Name of student:
Using ASSESSMENT FORM B as a guide, please assess the following and discuss
with student.Areas of strength in student performance
Areas of performance that require further development/improvement
Any aspect of performance that is giving ‘cause for concern’ (please notify the Clinical
Supervisor –details at the front of this document)
Student may respond here:
Mentor signature:
Date:
Placement location:
10
Year 1 ORA 2013/2014
ASSESSMENT FORM B: (FINAL)
ALL COMPETENCIES MUST BE ACHIEVED AND SIGNED OFF BY THE MENTOR AT
THE END OF PLACEMENT 2 IN ORDER TO PASS THE FIRST PROGRESSION POINT:
(Shaded-out areas indicate that competency does not have to be achieved on placement 1)
See appendix 2 for detailed mapping against NMC competencies, ESC’s and 1st progression
point
Placement 1
Mentor to sign
when achieved
Domain 1: Professional values
1. Identifies and applies the principles and values which
underpin the NMC code of conduct in relation to
consent, confidentiality and non- judgmental care
2. Delivers non -discriminatory care with honesty and
integrity
3. Maintains a professional demeanour and acts safely in
situations which he/she may find challenging.
4. Demonstrates through interaction with others, clients
or other colleagues, respect for individual differences in
spiritual beliefs, health beliefs and cultural values.
5.Maintains the confidentiality of all information from
people encountered in healthcare situations (except
where sharing information is required for the purposes of
safeguarding and public protection)
6.Able to identify current legislation and local policy
underpinning the care of their clients , particularly that
which protects vulnerable people, (including those with
complex needs arising from ageing, cognitive
impairment, long-term conditions and those approaching
the end of life)
7. Able to discuss ethical issues which have
actual/potential implications for the delivery of care in the
area of practice.
8.Demonstrates that their own knowledge, experience
and competence limits the extent to which they can take
action or make clinically –related decisions, and seek
help from appropriately registered practitioners
9.Understands and can discuss the various professional
roles encountered on this placement respecting their
contribution to health and social care
10.Demonstrates professionalism by adhering to local
uniform policy, maintaining a high standard of selfpresentation, punctuality and reliability in carrying out
assigned duties
11
Placement 2
Mentor to sign
when achieved
Year 1 ORA 2013/2014
Domain 1: To help you to develop your learning and work towards becoming
professionally competent, consider the following activities, and be prepared to
discuss them with your clinical supervisor or mentor.
Suggested Learning Activities
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Placement 1: (community)
In discussion with your mentor, find out how confidentiality of those receiving care is
maintained through the process of electronic or written record-keeping, inter-professional
communication, and in dealing with others such as the Press or Police.
In discussion with your mentor identify their daily priorities of care.
What current initiatives are being undertaken by The Scottish Government (see
http://www.scotland.gov.uk/Topics/Health
to improve health and social care for vulnerable groups of people
Reflection: Can you make links between what you have been taught in University so far and
some of the social and health issues that you are now encountering? How is your
understanding of the nurse’s and other professionals roles developing?
What sources of evidence can you provide to demonstrate that you have achieved the
outcomes which relate to the NMC Domain ’Professional values?
Suggested Learning Activities
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Placement 2:
List as many things you can think of which could threaten the privacy and dignity of your
clients during the delivery of their personal care.
How can you ensure that dignity and privacy is preserved in people with cognitive
deterioration?
Reflection Can withholding information from vulnerable clients ever be justified? –give
examples and discuss
What sources of evidence can you provide to demonstrate that you have achieved the
outcomes which relate to the NMC Domain ’Professional values?
12
Year 1 ORA 2013/14
ALL COMPETENCIES MUST BE ACHIEVED AND SIGNED OFF BY THE MENTOR AT
THE END OF PLACEMENT 2 IN ORDER TO PASS THE FIRST PROGRESSION POINT:
(Shaded-out areas indicate that competency does not have to be achieved on placement 1)
Domain 2: Communication and
Interpersonal skills
1.Interacts with people receiving care in a manner that is
interpreted as warm, sensitive, kind and compassionate,
making appropriate use of touch
2. Uses active listening, paraphrasing ,reflection
questioning and affective touch in order to elicit people’s
health and social care concerns and meet their needs
3.Communicates clearly, both orally and in writing
(where appropriate) with all colleagues , people, carers
and families
4.Identifies and carries out strategies for communicating
with people with impairment of vision, hearing , speech
and cognition
5.Maintains the dignity of all people encountered in
healthcare situations, through person -centered
sensitive, caring interactions and behaviours
6. Is able to form safe, constructive and therapeutic
relationships /partnerships with patients/service users
and carers.
,
7.Understands and acts within the boundaries of
professional /therapeutic relationships
8.Listens, clarifies and safely carries out instructions
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Placement 1
Placement 2
Mentor to sign
when achieved
Mentor to sign
when achieved
Year 1 ORA 2013/14
Domain 2: To help you to develop your learning and work towards becoming
competent in communicating, consider the following activities, and be prepared to
discuss them with your clinical supervisor or mentor.
Suggested Learning Activities
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Placement 1: (community)
What are the principles of communicating with somebody with Limited English
proficiency? (L.E.P)
Discuss with your mentor how they would access and provide an interpreter for people
in their care who cannot speak English
Observe your mentor communicating with those in their care-how do they use their non verbal communication to convey empathy and respect?
Reflection: Think of a situation where you feel you have communicated well with somebody
you have encountered in a health and social care situation: What did you do or say to
achieve a successful outcome, what were you thinking or feeling at the time?
What sources of evidence can you provide to demonstrate that you have achieved the
outcomes which relate to the NMC Domain ‘communication and interpersonal skill’
Suggested Learning Activities
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Placement 2
Select a person with a hearing or sight impairment. Discuss with them which
communication actions they find helpful, and which they find unhelpful. Compare this
with the information you have from University teaching.
Take part in giving a person, carer or family information: What considerations do you
need to make?
Reflection: What sources of evidence can you provide to demonstrate that you have
achieved the outcomes which relate to the NMC Domain ‘communication and interpersonal
skill’
14
Year 1 ORA 2013/14
ALL COMPETENCIES MUST BE ACHIEVED AND SIGNED OFF BY THE MENTOR AT
THEEND OF PLACEMENT 2 IN ORDER TO PASS THE FIRST PROGRESSION POINT:
(Shaded-out areas indicate that competency does not have to be achieved on placement 1)
Domain 3: Nursing Practice and Decision
Making
1.Can Identify the sociocultural determinants of health/ill
health and health inequalities and their effects on
Individuals, carers, families and communities
2.Can explain the role of health and social care
professionals in assessing the health of individuals,
families and communities
3.Understands the principles of health improvement and
explores opportunities to promote this e.g. understands
the advice and support given to mothers who are breast
feeding
4. Contributes to the delivery of health and social care to
individuals, families and communities (Under appropriate
supervision).
5. Promotes the concept, knowledge and practice of selfcare with people with long-term conditions, using
communication skills and strategies sensitively.
6. Recognises and responds compassionately to the
needs of individuals, families and carers whose lives are
affected by disability , physical or mental ill health
7. Promotes continuity of care when individuals are
transferred from one care setting to another
8. Demonstrates knowledge of normal physiological
processes relating to life stages in human development
(such as puberty, pregnancy, menopause, old age )
9. Can apply knowledge of altered physiology to explain
the ill health experiences of people in their care
10. Demonstrates that they can safely and effectively
carry out a range of nursing skills and procedures in
different settings ( see table 1, DOP)
11. Accurately records measurements and observations
made and communicates these to relevant members of
the health and social care team
12. Follows local and national guidelines and adheres to
Standard Infection Control Precautions.
15
Placement 1
Mentor to sign
when achieved
Placement 2
Mentor to sign
when achieved
Year 1 ORA 2013/14
13. Provides, for a supervising registered practitioner,
evaluative commentary and information on
nursing/health and wellbeing interventions based on
personal observation and actions.
14. Contributes effectively to the documentation of the
outcomes of health and wellbeing/ nursing interventions.
15. Understands and implements health and safety
principles and policies to safely care for self and others
16. Is able to carry out safe, person-centered care for
people who are unable to meet their own physical and
emotional needs
17.Recognises and responds compassionately and
timeously to people’s essential care needs
18. Is able to recognise when a person’s physical or
psychological condition is deteriorating, demonstrating
how to act in an emergency and administer essential
first aid.
19. Demonstrate skills of numeracy through participation
in administration of medications and in the performance
of other relevant calculations
16
Year 1 ORA 2013/14
Domain 3: To help you to develop your learning and work towards becoming
competent in the practice of nursing consider the following activities, and be prepared
to discuss them with your clinical supervisor or mentor.
Suggested Learning Activities
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Placement 1: (community)
In discussion with your mentor arrange to shadow other health and social care
professionals e.g. school nurse, public health nurse, community midwife , community
psychiatric Nurse ,social work depts.
Explore the policies designed to protect professionals entering people’s homes, and
discuss the safety considerations made by your mentor before approaching new clients
in their homes
Select an area of health improvement relevant to the service-users in this placement and
discuss with your mentor and at supervision the role of the nurse in this area.
Reflection: How have your attitudes and values towards vulnerable clients altered since
undertaking a community placement?
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What are the challenges to promoting self-care with patients with Long Term Conditions?
What sources of evidence can you provide to demonstrate that you have achieved the
outcomes which relate to the NMC Domain ‘Nursing Practice and Decision –making’
Suggested Learning Activities
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Placement 2
Select a person in your care with altered health: Describe how this affects the activities
of daily living which they must perform. In discussion with your mentor, identify key
features of altered physiology which may be causing interference in normal function.
Identify the drug therapies which this person is prescribed.
Find out how accidents and adverse incidents are recorded and responded to in your
area
Take part in admitting to or transferring a service user from your unit: What
documentation is used to record their possessions?
 How would you assess the nutritional and hydration status of your clients?
Reflection:
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How effective do you think you are at organising your daily care activities (do you use
your time well- how do you decide where to start and what to do first?)
What sources of evidence can you provide to demonstrate that you have achieved the
outcomes which relate to the NMC Domain ‘Nursing Practice and Decision –making’
17
Year 1 ORA 2013/14
ALL COMPETENCIES MUST BE ACHIEVED AND SIGNED OFF BY THE MENTOR AT
THE END OF PLACEMENT 2 IN ORDER TO PASS THE FIRST PROGRESSION POINT:
(Shaded-out areas indicate that competency does not have to be achieved on placement 1)
Domain 4: Leadership ,
Management and Team working
Placement 1
Mentor to sign
when achieved
Placement 2
Mentor to sign
when achieved
1. Identifies the evidence on which the practice of
nursing care is based using a range of information
sources.
2.Can explain the roles and contribution of other
nursing team members to the management and delivery
of care
3.Relates satisfactorily to other colleagues in
contributing to team working
4.Engages with learning opportunities in the care
environment
Domain 4: To help you to develop your learning and work towards becoming
competent in working within a team, consider the following activities, and be prepared
to discuss them with your clinical supervisor or mentor.
Suggested Learning Activity for both placements
 Reflect on your own contribution to working within the inter-agency team
 Consider how you can maximise the learning opportunities available within the placement
18
Year 1 ORA 2013/14
Clinical Skills Development
Strategy for skills learning:
Information for mentor: Table 1 displays the skills the student will learn in University
through lectures and simulation. The student keeps their own simulation and learning log of
these skills. In year 1, students will also be assessed in university through summative
OSCAs. Mentors are therefore asked to enable students to practice and develop their skills,
and to record the student’s progress. This may be done in two ways .
Firstly , students will use the self-assessment framework provided in Tables 1and 2 to
monitor their own progress and collate this information as part of an e-portfolio. Mentors may
also use the framework in table 2 to give feedback to the student. There may be opportunity
for the student to learn skills which are specific to the placement which may also be recorded
here.
Secondly in order to facilitate the transition from simulation- based learning of skills to reallife clinical situations , an observation tool called Direct Observation of Practice (DOP) will
be available for the assessment of key skills. ( for an example of the DOP form –see
appendix 1) The student will bring DOP tool forms and instructions with them on placement
to share with their mentor. Following a period of practicing a selected skill ,and in discussion
with their mentor , students may arrange to perform that skill. Mentors will then use the DOP
framework to observe the student carry out that skill , and following this , take part in
formative feedback , reflection and discussion with the student on their performance :
NES Cleanliness Champion Programme (CCP): An important part of learning Patient
Safety skills during practice is covered by students completing Units of the CCP. This
learning is spread out over years 1-3 of BSc (Hons) Nursing (see table for details). Students
are allocated a QMU lecturer as CCP supervisor who will be responsible for signing off
competed units. However, mentors can choose to record and sign some parts of the CCP
Folder of Evidence to verify any clinical discussion or practice relating to Infection Prevention
and Control. The student will be encouraged to share QMU CCP Guidelines with mentors to
provide more detailed information on the process of completing CCP units.
Cleanliness Champion Programme
Cohort Units
NU1
Semester 1: Units 1 & 2
Semester 2: Units 3 & 4
NU2
NU3
Semester 1: Units 5 & 6
Introduction
The Chain of Infection
Hand Hygiene
Personal Protective Equipment
Safe use of disposal of sharps
Maintenance of a clean healthcare environment
Semester 2: Units 7 & 8
Safe management of waste and linen
Occupational health and food hygiene
Semester 1: Unit 9
The role of the Cleanliness Champion and its
impact on the patient experience
19
Year 1 ORA 2013/14
Instruction to students using DOP
Step 1: Select a clinical skill from the list of DOPs provided on the hub . This should be a
skill that you feel you have had some experience of in placement or that you feel confident to
perform. (see table 3 for examples of different types of skills)
Step 2: Discuss your choice of skill with your mentor or other qualified nurse that you have
worked regularly with and get their agreement to observe you performing this skill. Show the
mentor/nurse a copy of the DOP form and discuss it together. Choose a shift when you are
both working together and can both participate in caring for an appropriate patient or deal
with a particular clinical situation.
Step 3: Work together to enable your mentor/nurse to observe you carry out your chosen
skill.
Step 4: Once you have completed the skill , discuss the experience with your mentor /nurse
using the relevant DOP checklist .You may also self-assess your performance using the
‘Framework for self-assessment of skill competency’ (table 2) Using reflection identify any
follow on learning activity that you require to undertake.
Step 5: Both you and your mentor/nurse should write comments on the DOP sheet and sign
it. This is now a record of skills development that should be inserted below* and scanned
into your e-portfolio .Clinical Supervisors may ask to see completed DOPs
Table 3 : Types of clinical skills
Technical/procedural
 Patient assessment e.g. post operative checks and vital
signs
 Invasive procedure e.g. urinary catheterisation
 Nursing intervention e.g. wound dressing, medication
administration
Non Technical
 Leadership e.g. manage a bay of patients and co-ordinate
nursing staff
 Communication e.g. information giving to relatives, patient
education session, giving handover, admitting a patient
 Team working e.g. resuscitation event,
Cognitive



Situation awareness e.g. identifying patient deterioration,
pre-empting patients needs,
Clinical Reasoning & Decision making e.g. choosing a
wound dressing product, formulating a plan of care for a
patient
Reflection e.g. discussing clinical situation that you were
involved in with your mentor
Please insert your completed DOP form here *
20
Year 1 ORA 2013/14
Table 1: Record of skills and procedures achieved during year 1:
Students in current first year will have had training in Adult Basic Life Support in accordance
with 2010 guidelines. They should be able to recognise choking and cardiac arrest, call for
help and start resuscitation. They are not experienced in checking a carotid pulse or using
an Airway Adjunct. Students have been instructed to undertake only the skills in which they
have been trained.’
Performed
under
supervision
Yes: √
No: ×
Skills and
QMU Sessions
Procedures (mapped
to NMC Essential
Skills Clusters)
Care, Compassion &
Communication
Semester 1:
 Non-verbal communication
 Listening
 Questioning
 Personal hygiene
 First Aid
 Last Offices
Semester 2:
 Giving information
 Elimination
 Pain assessment and
management
Infection Prevention
& Control
Semester 1:
 Standard Infection Control
Procedures
 Hand-hygiene
 Aseptic technique
Organisational
Aspects of Care
Semester 1:
 Bed-making
 TPR and BP measuring
and recording
 BLS
Semester 2:
 Urinalysis and specimen
collection
 Patient assessment
Nutrition & Fluid
Management
Medicines
management
Semester 2:
 Eating and drinking
Semester 1:
 Principles and practice of
drug administration: Oral,
injection and PR
21
Achieved
competency
(Mentor
sign)
Yes: √
No: ×
Performed
without
supervision
Yes: √
No: ×
Year 1 ORA 2013/14
Table 2: Framework for self-assessment of skill competency
Professional
aspects
Did I communicate appropriately whilst carrying out
this skill-greeting, giving explanation, re-assurance,
preserving dignity and privacy and thanking the
patient ?
Performance
Can I do this effectively and efficiently enough, am I
being safe and accurate?
Knowledge/
evidence –base
Reflection
Can I explain the reasons why this skill is performed
in this way?
Can I do this unsupervised in the future- what do I
need to practice more?
Mentor: Using the framework for self assessment of skill competency (table 2) as a guide,
please add comments on the student’s performance in undertaking any of the listed skills. You
may also use this section to record / comment on skills that the student may have attained that
are specific to your area and appropriate for their level of competence
Skill /Procedure
Comment
Signature
22
Year 1 ORA 2013/14
Skill /Procedure
Comment
23
Signature
Year 1 ORA 2013/14
Learning Pathways: placement 1(community)
On clinical placement you are expected to demonstrate initiative and considerable
organisational skills in order to provide evidence for achievement of your outcomes. You
might wish to maintain this record as a reminder of visits to areas that you have arranged as
part of your placement.
Date
Visit to
Outcome/s to be achieved
Comments: e.g. length of visit, contact person
Date
Visit to
Outcome/s to be achieved
Comments: e.g. length of visit, contact person
Date
Visit to
Outcome/s to be achieved
Comments: e.g. length of visit, contact person
Date
Visit to
Outcome/s to be achieved
Comments: e.g length of visit, contact person
Date
Visit to
Outcome/s to be achieved
Comments: e.g length of visit, contact person
24
Year 1 ORA 2013/14
Learning Pathways: Placement 2
On clinical placement you are expected to demonstrate initiative and considerable
organisational skills in order to provide evidence for achievement of your outcomes. You
might wish to maintain this record as a reminder of visits to areas that you have arranged as
part of your placement.
Date
Visit to
Outcome/s to be achieved
Comments: e.g. length of visit, contact person
Date
Visit to
Outcome/s to be achieved
Comments: e.g. length of visit, contact person
Date
Visit to
Outcome/s to be achieved
Comments: e.g. length of visit, contact person
Date
Visit to
Outcome/s to be achieved
Comments: e.g length of visit, contact person
Date
Visit to
Outcome/s to be achieved
Comments: e.g length of visit, contact person
25
Year 1 ORA 2013/14
ASSESSMENT FORM C:
Mentor’s Review of Student Performance: (Final) Community
Please use these domains to comment on the student’s performance in this placement




Professional values and behaviour
Communication and interpersonal skills
Nursing practice and decision making
Team-working
Mentor’s Statement:
On the basis of the preceding assessment, the student has /has not achieved the assessed
NMC competencies for this placement and their performance is
SATISFACTORY
(please circle as appropriate)
UNSATISFACTORY
26
Year 1 ORA 2013/14
This space provides an opportunity for service users (or carers) who have been cared for by
the student to comment on the student’s progress.
Mentors (or other qualified nurse) will approach the service user/carer and secure their
permission to use their verbal testimony in this assessment. Mentors may record a dictated
summary of these comments below. .
SERVICE USER’S / CARER’S TESTIMONY
Mentor name:
Date
Mentor’s signature:
Student’s comments:
Student signature
Date
Clinical supervisor’s signature
Date
27
Year 1 ORA 2013/14
ASSESSMENT FORM C:
Mentor’s Review of Student Performance: (Final) Placement 2
Please use these domains to comment on the student’s performance in this placement




Professional values and behaviour
Communication and interpersonal skills
Nursing practice and decision making
Team-working
Mentor’s Statement:
On the basis of the preceding assessment, the student has /has not achieved the assessed
NMC competencies for this placement and their performance is
SATISFACTORY
(please circle as appropriate)
UNSATISFACTORY
28
Year 1 ORA 2013/14
This space provides an opportunity for service users (or carers) who have been cared for by
the student to comment on the student’s progress.
Mentors (or other qualified nurse) will approach the service user/carer and secure their
permission to use their verbal testimony in this assessment. Mentors may record a dictated
summary of these comments below. .
SERVICE USER’S / CARER’S TESTIMONY
Mentor name:
Date
Mentor’s signature:
Student’s comments:
Student signature
Date
Clinical supervisor’s signature
Date
29
ATTENDANCE RECORD
Professional Practice
Portfolio
Placement No:
Other:
Placement
Location:
Wk
Mon
BSc Hons / RPL
2013/2014
COMM
Year 1 ORA 2013/14

2013
11/11/13
From
Ward/HC
CSs
Tues
Hrs
CS
Wed
Hrs
CS
Thurs
Hrs
1
2
3
4
5
6
30
Cohort
to
NU
1
22/12/13
Name:
CS
Fri
Hrs
CS
Sat
Hrs
CSs
Sun
Hrs
CS
Hrs
Hrs/W
Year 1 ORA 2013/14
Student
Signature
Mentor
Signature
Total for
placement
Example
2
7am – 8.30
15/11/
pm
10
11.5
7am – 8.30
pm
7am – 8.30
pm
11.5
11.5
If absent through sickness please put an 'S' in the box against the appropriate date
Hours counted do not include meal breaks, i.e. a 12
½ hour shift =11 ½ hours worked
For other absences please put an 'A'
Clinical Supervision (CS): only counted towards Hrs/Wk if undertaken outwith the placement
time
You are required to complete a minimum of 555 hours in the course of an annual 15 weeks of placement

Please delete as appropriate
please complete in black ink only
31
36.5
ATTENDANCE RECORD
Professional Practice
Portfolio
Placement No:
Other:
Placement
Location:
Wk
Mon
BSc Hons / RPL
2013/2014
2
Year 1 ORA 2013/14

2013
31/1/14
From
Ward/HC
CSs
Tues
Hrs
CS
Wed
Hrs
CS
Thurs
Hrs
1
2
3
4
5
32
Cohort
to
NU
1
1/6/14
Name:
CS
Fri
Hrs
CS
Sat
Hrs
CSs
Sun
Hrs
CS
Hrs
Hrs/W
Year 1 ORA 2013/14
6
7
8
9
Student
Signature
Mentor
Signature
Total for
placement
Example
2
7am – 8.30
15/11/
pm
10
11.5
7am – 8.30
pm
7am – 8.30
pm
11.5
11.5
If absent through sickness please put an 'S' in the box against the appropriate date
Hours counted do not include meal breaks, i.e. a 12
½ hour shift =11 ½ hours worked
For other absences please put an 'A'
Clinical Supervision (CS): only counted towards Hrs/Wk if undertaken outwith the placement
time
You are required to complete a minimum of 555 hours in the course of an annual 15 weeks of placement

Please delete as appropriate
please complete in black ink only
33
36.5
APPENDIX 1
Year 1 ORA 2013/14
DIRECT OBSERVATION OF PRACTICE (DOP)
A learning tool for skills development in clinical practice
Students name (please print):
Date:
Placement area:
Clinical Skill:
Mentor/ Qualified Nurse Observer:
This framework is based on and adapted from Bjork’s (1999) Model of Practical Skills Performance. Students are encouraged to use
this as a learning tool to reflect on their experiences of performing skills during practice placement. It provides a framework for
students, working alongside mentors/ qualified nurses, to reflect on their progress in developing competence and confidence in key
skills relevant to the placement. DOP is not intended to be used as an assessment form but as an informal learning tool. It
provides a structured framework for reflection and discussion and enables students to identify learning needs/goals.
34
Year 1 ORA 2013/14
DIRECT OBSERVATION OF PRACTICE (DOP)
Category
Safe practice in performing essential steps and stages of
skill, to include
 Infection Prevention & Control
 Safe Manual Handling
 Safe medicine management
 Other safety checks/actions
Observer Comments (Mentor /Qualified Nurse)
Communication (Giving Information)
 Establishing patients existing knowledge/
understanding
 Provide explanations /information /patient
education appropriate for the situation
Communication (Instruction)
 Communicate instructions to the patient in advance
/during nursing care
 Check patients understanding of instructions
Sequence
 Performs safe practice and communication in a
logical order
Accuracy
 Performs safe practice correctly
 Provides correct Information & Instruction
 Provides accurate evidence based rationale for
essential steps & stages of skill performed
35
Year 1 ORA 2013/14
Fluency
 Organization of equipment
 Organization of environment
Integration
 Problem solving: identifies and solves the patient’s
multiple problems and needs

Decision making: effectively prioritises
interventions to meet patient’s immediate needs

Harmonises and times the parallel aspects of skills
Compassionate Care
 Respectful of patients privacy & dignity when
performing skills
 Professional behaviour and appearance
 Provides comfort
 Addresses physical comfort
 Sensitive in communication with the patient
(presencing, listening, therapeutic touch)
Student Reflection: Notes & Action Points for further learning
Students signature
Observers Signature:
36
APPENDIX 2
Year 1 ORA 2013/14
Key: NMC Domains: PV=Professional Values, CIS=Communication and Interpersonal Skills, NPD=Nursing Practice and Decision –making, LTW
Leadership Management and Team-working
ESC= Essential skills Cluster
PPP= Progression Point 1
Year 1
Skills and Practice 1 - Essential Skills for Nursing
Professional values
1. Identifies and applies the principles and values which
underpin the NMC code of conduct in relation to consent ,
confidentiality and non- judgmental care
PV
CIS
NPD
LTW
ESC
PPP1
13.16 17
2. Delivers non -discriminatory care with honesty and
integrity.
3. Maintains a professional demeanour and acts safely in
situations which they he/she may find challenging.
4. Demonstrates through interaction with others, clients or
other colleagues, respect for individual differences in
spiritual beliefs, health beliefs and cultural values.
1
CCC1
CCC4
CCC7
OAC11
OAC14
CCC5
1
OAC12
10.13
2
1
13,14
5.Maintains the confidentiality of all information from people
encountered in healthcare situations (except where sharing
information is required for the purposes of safeguarding and
public protection)
6.Able to identify current legislation and local policy
underpinning the care of their clients , particularly that
which protects vulnerable people, (including those with
complex needs arising from ageing, cognitive impairment,
long-term conditions and those approaching the end of life)
7. Able to identify ethical issues which have actual/potential
implications for the delivery of care in the area of practice.
8.Demonstrates that their own knowledge, experience and
competence limits the extent to which they can take action
or make clinically -related decisions, and seek help from
appropriately registered practitioners
9.Understands and can discuss the various professional
roles encountered on this placement respecting their
1
8
CCC1
CCC2
CCC3
CCC4
OAC14
NFM27
CCC7
OAC11
1:1
OAC11
5
1:1
OAC11
14
8
CCC1
OAC15
3,6.12
7
OAC 14
18
1
1,8
1
6
37
13/17
16 17
Year 1 ORA 2013/14
contribution to health and social care
1
10.Demonstrates professionalism by adhering to local
uniform policy, maintaining a high standard of selfpresentation, punctuality and reliability in carrying out
assigned duties
Communication and interpersonal skills
1.Interacts with the person receiving care in a manner that
is interpreted as warm, sensitive, kind and compassionate,
making appropriate use of touch
2.Uses active listening, paraphrasing ,reflection,
questioning and affective touch in order to elicit people’s
health and social care concerns and meet their needs
3. Communicates clearly, both orally and in writing (where
appropriate) with all colleagues, and people with health care
needs.
4.Identifies and carries out strategies for communication
with people with impairment in vision, hearing , speech and
cognition
5.Maintains the dignity of all people encountered in
healthcare situations, through person -centered sensitive
caring interactions and behaviours
4
6. Is able to form safe, constructive and therapeutic
relationships /partnerships with patients/service users and
carers. ,
7.Understands and acts within the boundaries of
professional /therapeutic relationship
8.Listens, clarifies and safely carries out instructions
Nursing practice and decision making
1.Can identify the sociocultural determinants of health/ill
health and health inequalities in relation to Individuals,
families and communities
2.Can explain the role of health and social care
professionals in assessing the health of individuals, families
and communities
3. Understands the principles of and explores opportunities
CCC1
IPC24
13
4
CCC3
CCC5
CCC6
15
3
CCC3
15
2
CCC6
OAC14
12
2
CCC3
CCC3
CCC6
15
4
CCC2
CCC5
2
1,5
CCC 1
CCC5
10
5
CCC5
6.15
CCC6
OAC14
7,12
3
CCC4
OAC9
5
4,6
7
4
6
38
CCC1
OAC9
Year 1 ORA 2013/14
for encouraging health promoting behavior e.g. understands
the advice and support given to mothers who are breast
feeding.
4. Contributes to the delivery of health and social care to
individuals, families and communities (Under appropriate
supervision).
5. Promotes the concept, knowledge and practice of selfcare with people with long-term conditions, using
communication skills and strategies sensitively.
6.Recognises and responds compassionately to the needs
of individuals, families and carers whose lives are affected
by disability , physical or mental ill health
7.Promotes continuity of care when person is transferred
from one setting to another
8.Demonstrate knowledge of normal physiological
processes relating to life stages in human development
(such as puberty, pregnancy, menopause, old age )
9.Demonstrates that they can safely and effectively carry
out a range of nursing skills and procedures in different
settings ( see skills acquisition record)
10.Accurately records measurements and observations
made and communicates these to the relevant members of
the health and social care team
11. Follows local and national guidelines and adheres to
Standard Infection Control Precautions.
12. Provides, for a supervising registered practitioner,
evaluative commentary and information on nursing/health
and wellbeing interventions based on personal observation
and actions.
13. Contributes effectively to the documentation of the
outcomes of health and wellbeing/ nursing interventions.
14.Understands and implements health and safety
principles and policies to safely care for self and others
CCC5
OAC9
NFM28
3:1
8
CCC3
1:1
CCC5
OAC9
2
OAC13
2
OAC9
6
OAC9
OAC20
NFM 27
NFM 29,30
OAC9
NMF30
2,8,9
4,6
OAC20
IPC21-26
9
10
OAC9
NFM 30
12
10
OAC18
NFM28
12
6
OAC9
OAC17
OAC18
IPC 21-26
9
6
7
4
39
2.9.12
Year 1 ORA 2013/14
15.Is able to carry out safe, person-centered care for people
who are unable to meet their own physical and emotional
needs
16.Recognises and responds compassionately and
timeously to people’s essential care needs
17.Is able to recognise when a person’s physical or
psychological condition is deteriorating, demonstrating how
to act in an emergency and administer essential
first aid.
18.Demonstrate skills of numeracy through participation in
administration of medications, and in the performance of
other calculations
19. Identify the evidence on which the practice of nursing
care is based using a range of information sources.
Leadership , Management and Team working
1. Identifies the evidence on which the practice of nursing
care is based using a range of information sources.
2. Can explain the roles and contribution of other nursing
team members to the management and delivery of care
3Relates satisfactorily to other colleagues in contributing to
team working
4.Engages with learning opportunities in the care
environment
4
1
CCC2
OAC18
1
4
CCC5
NFM28
NFM31
OAC1
OAC10
2
MM33
11
7,7:1
4:1
4.10
OAC9
9
7,9
OAC9
6
7
CCC1
OAC14
7
4
7
5
40
18