FACULTY OF HEALTH, SOCIAL CARE AND EDUCATION
Fundamentals of District Nursing
Practice Portfolio
Date: January 2015
Module leader: Kellie Norris
Student Number:…………………………
1
Contact details:
Kellie Norris: Module Leader & Course Leader
Kellie.norris@anglia.ac.uk
Tel: 0845 196 4943
Jane Young: Course Tutor
Jane.young@anglia.ac.uk
Tel: 0845 196 5773
Student Name:
Start Date:
Submission Date:
Site:
Outcome:
Chelmsford/Cambridge
Pass / Fail
2
date
Faculty of Health, Social Care and Education
Community Specialist Practitioner (District Nursing)
PRACTICE ASSESSMENT RECORD
Fundamentals of District Nursing
Name of Student………………………………………… ID………….……………………………….………
Personal Tutor……………………………………E-mail……………………………..Tel no……..…………..
Dates of
placement
From
……………
To
……………
Confirmation of Mentor Status
Mentor Name
(Please print)
MENTOR – To confirm validity of the student’s assessment please provide
the following details:
a.
Education
Champion
Name
Mentor
Signature……………………………………………………………
b. The date you qualified as a district Nurse…………………………….
c. The date of your last mentorship update……………….........................
d. The month and year of next triennial review………..............................
e. Signature to confirm that you have achieved ‘sign-off’ proficiency
………………………………………………………………………………
STUDENT - Within the first week of placement you must e-mail your personal tutor
the following information:
1. Name of your placement and education champion
2. Dates of placement allocation
3. Name of your mentor
4. The dates provided by your mentor in response to b c and d above.
PLEASE MAKE THIS DOCUMENT AVAILABLE TO YOUR MENTOR
A review of all practice documents is carried out by the personal tutor and a sample of these will be reviewed by the External Examiner.
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Anglia Ruskin University is committed to the principles and values of the NHS Constitution (DH, 2013).
This details the following behaviours and values as those that patients and staff believe to be at the
heart of our NHS:
1. Respect and dignity
2. Commitment to quality of care
3. Compassion
4. Improving lives
5. Working together for patients
6. Everyone counts
Each competency in this practice assessment record has been mapped against the values
embedded in the NHS Constitution. The student pledge is also linked to these values.
The serious failures at Mid-Staffordshire NHS Foundation Trust (Francis 2013) is a stark reminder of
how critical these NHS values are in promoting a culture of care. The shared vision for nursing,
midwifery and health care workers (as set out in Table 1 below) (DH, 2012) also embraces these
values, requiring ‘nurses, midwives and health care staff to deliver high quality, compassionate care,
and to achieve excellent health and wellbeing outcomes’.
Table 1: Expected values and behaviours of nurses, midwives and health care staff (6C’s)
(DH, 2012)
4
Each of these values and behaviours are reflected in the interpersonal / professional skills
components of the student’s practice assessment.
Department of Health, 2013. The NHS Constitution for England. [online] Available at:
<https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/170656/NHS_Constitution.pdf >. [Accessed
17 June 2013].
.
Francis, C. 2013. The Mid Staffordshire NHS Hospital Trust public enquiry. [online] Available at:<
http://www.midstaffspublicinquiry.com/report >. [Accessed 17 June 2013].
Department of Health, 2012. Compassion in practice. Nursing, midwifery and care staff our vision and strategy. [online]
Available at:< http://www.england.nhs.uk/wp-content/uploads/2012/12/compassion-in-practice.pdf> [Accessed 17 June
2013.]
5
Purpose of this Practice Document
This document is the Practice documentation for “The Fundamentals of District Nursing”. It forms part
of the Specialist Community District Nursing Course, therefore students must take care of their portfolio
and associated documentation as this may be needed for external examination purposes. It must be
handed in at the end of the module to the i centre.
The outcomes for the Fundamentals of District Nursing map with the NMC standards for specialist
education & practice–community nursing in the home/district nursing.
The skill acquisition framework of Dreyfus & Dreyfus (1986) is employed to provide an overarching
vehicle to assess and guide the development of practice. For successful completion of the program (i.e.
a PASS in the program Practice Element) the student must achieve the judgment of
‘competent’ in all practice competencies by the end of the program.
You will be given a Module Guide for each of the modules. This will be found on the appropriate
VLE site, in this case the VLE sites (level 6 or 7) for the fundamentals of district Nursing.
In relation to the practice period of the module you have been provided with this practice document
(again on the VLE sites for the fundamentals of district nursing which you will need to utilize with
your mentor throughout the module to monitor your progress in practice on a fortnightly basis and to
explore your growing competency.
You will be expected to work through the competencies and Learning Outcomes with your
mentor/ practice teacher during the module and each competency will not be ‘signed off’ at the
appropriate level until there is clear evidence both within practice and within the supervision
records in the practice portfolio that the competency is being addressed or has been met.
The assessment criteria are presented in the form of clear and unambiguous statements on each
Assessment of Practice form. These criteria offer the opportunity to incorporate features of the
structures, processes and outcomes of both practice and learning (Donabedian 1986). The structure
is laid down through teaching, learning and the theoretical input. The individual practitioner then
engages with the process of learning and application to practice, resulting in the achievements of
practice and learning outcomes.
6
The criteria are generic and designed to present a standard against which student performance in
respect of the specific program practice competencies can be assessed. These criteria should also be
helpful to the student in guiding the development of their reflective review and portfolio of evidence.
The practice assessment criteria will be utilized by mentors practice teachers and other assessors to
judge whether the performance and attainment of the student is satisfactory and therefore constitutes
a PASS, or is unsatisfactory and warrants a REFER or FAIL.
At the Intermediate Practice Assessment (Formative) and at the Final Assessment (Summative) the
mentor/practice teacher will review progress in respect of the practice competencies outlined in this
Practice Handbook. In discussion with the student, the Practice Teacher will indicate the student’s
current level of achievement (skill acquisition) - i.e. NOVICE; ADVANCED BEGINNER;
COMPETENT; PROFICIENT or EXPERT. This will be recorded and accompanied by the date and
signature of the mentor/Practice Teacher and student.
At any point during the semester if the practice teacher/ mentor has concerns in relation to your
progress a Cause for Concern meeting can be initiated between you, the mentor and a member of the
community nursing team. If you have any concerns that cannot be dealt with between yourself and
your mentor you can ask for a Cause for Concern meeting to be initiated.
During the on-going assessment and supervision, the mentor will discuss with you the issues that they
have identified, thus intellectual synthesis will take place using learning experiences in conjunction
with the learning outcomes of the module.
Teaching and learning strategies will include a predominantly student centered approach and will
include a range of methodologies including self-directed learning, individual tutorials and workshops in
practice within the Practice setting.
Learning in the Practical Setting
There are five levels of experience in the sequence
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Novice
Advanced Beginner
Competent
Proficient
Expert
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
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Taxonomic
Level
Stages of Achievement
Novice
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Rigid adherence to taught rules or plans
Focus to task only
No discretionary judgement is used
Needs direction all the time
Slow and laboured performance
Requires continuous supervision
Advanced
Beginner



Begins to recognise patterns or characteristics of situations
Can recognise when to apply agreed guidelines or instructions
Some awareness and response to the immediate context of
practice
Needs direction most of the time
Aspects of the skill are treated separately and given equal
importance
Recognises the need for continuous or intermittent supervision
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Competent
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Proficient

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Expert

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Copes with the dynamics of frequently occurring clinical
situations
Able to discuss the plan selected to manage the specific
situation
Can articulate decision making process
Skillful when dealing with standardised and routine procedures
Involvement with the situation and looks to self, regarding the
outcome of success or failure
Intermittent supervision may be required
Sees situations holistically rather than in terms of aspects
Sees what is most important in a situation
Perceives deviations from the normal pattern and responds to
them
Uses maxims for guidance (e.g. protocols, guidelines) and can
adapt them to the situation
Decision-making becoming more fluid and adaptable
Skilful and fluid performance
Involved with, and concerned about, the situation
Recognises situations where supervision or referral required
Intuitive grasp of situations based on deep tacit understanding –
sees what is to be done and decides how to do it
Analytic approaches used in novel situations or when problems
occur
Can vision what is possible
Justifies the interpretation of maxims for guidance (e.g.
protocols, guidelines)
Decision making fluid and can adapt to most situations
Skillful and fluid performance
Involved with, and concerned about, the situation
Recognises situations where supervision or referral required
Dreyfus and Dreyfus (1986)
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The Practice Setting
The period of practice experience within the “Fundamentals of District Nursing” module is designed to
help you meet the NMC standards for specialist education and practice home district nursing.
The structure of the practice document will reflect your learning needs within a community nursing arena.
You will be facilitated throughout the module by a member of the Anglia Ruskin Universit Community
Nursing Team who will act as the link tutor between Anglia Ruskin University and practice.
Tutorials will be available during the period in practiceand a Link visit to your practice area twice a
trimester will be mutually arranged. These contacts will facilitate the linking between theoretical
concepts and practice and will address any issues that you or your mentor have.
The practice placement portfolio is designed as a working document to aid, record and measure your
growing competency using an assessment framework based on Dreyfus and Dreyfus (1986). It is also
a document, which will allow you to evidence how you are meeting the NMC Competencies. The
portfolio may be used with members of the community nursing team, peers and mentors within the
practice setting as a tool to assimilate evidence based practice.
You will be expected to take your learning from the “Fundamentals of District Nursing” theory element
of the module, and apply it to the practice setting.
You will use your practice portfolio to demonstrate level 6 or level 7 District Nurse thinking as
appropriate. Practice will be evidenced in the portfolio by analysing and identifying relevant practice
issues and suggesting or implementing changes.
.
The practice experience will be based on the following three strategies which will be determined by a
negotiated arrangement between the mentor and student, for practice experience and supervision.
The three types of experience consist of:

Observation: this encompasses novice and is designed for students with limited community
experience and the need for further analysis/diagnostic assessment of student needs.

Supported practice: this incorporates advanced beginner and competent working alongside a
mentor.

Supervision: involving competent, proficient and expert working with a structured caseload
receiving regular supervision meetings with the mentor.
Trimester 1
ADVANCED BEGINNER – Stage- 2
Trimester 2
ADVANCED BEGINNER - Stage 2 to COMPETENT – Stage 3.
Trimester 3
ADVANCED BEGINNER - Stage 2 to PROFICIENT – stage 4.
Final Year
Consolidated Practice Stage - 4 to Expert – Stage 5.
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This program of practice teaching and learning is designed to suit the needs of less experienced
students as well as those students who have experience or have been working in community nursing.
The fact that the nurse working in the community is often working alone in the client’s home, suggests
that the period of taught practice is crucial to the maintenance of standards of care.
Mentors/ practice teachers will undertake the assessment of this module as it is deemed vital that
mentors / practice teachers and the University take a partnership approach as the course is 50%
theory and 50% practice.
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You are required to keep a record of days in practice with a brief out line of your activities. A sheet to
do this is at the end of the portfolio, in table 3.
Support in the Practice Placement
Support for students will be provided by the community nursing team and professionals working within
the health care organisations and other organisations.
Experience and support in practice will be located within the widest possible framework and include
multidisciplinary teaching, supervision and mentorship. Contact will be made with innovators in
practice across all involved organisations and incorporate national and international perspectives.
Practice teachers/ mentors are closely involved in facilitating your practice experience, to help you
meet the learning outcomes and competencies of the module. You will therefore need to give your
Practice Teachers/ mentors access to VLE in order that they can use it when helping you to achieve
the learning outcomes and competencies of the module. You can give your Practice Teacher/mentor
access to the VLE for example during your fortnightly supervision sessions.
Mentors/Practice Teachers role
All students on the “Fundamentals of District Nursing module will have access to a mentor or qualified
practice teacher to oversee and facilitate practice teaching and the achievement of the NMC standards
for specialist education & practice.
The mentor/ practice teacher will use the framework of observation, supported practice, and practice
under supervision within the “fundamentals of district nursing” module to structure teaching and
learning appropriately, taking cognisance of the different needs of the undergraduate and
postgraduate student.
Community Practice Teaching, Learning and Assessment Tool
The Teaching and Learning Strategies
Development of practitioners' reflective and critical skills is crucial to professional development.
Therefore strategies designed to facilitate the acquisition of knowledge and skills will be included
within the module through a range of teaching strategies including work based learning, tutorials,
workshops in practice and a virtual learning approach. Reflection with and supervision by the mentor/
Practice Teacher is designed to facilitate individual learning.
Assessment Strategies
The assessment strategy will be in accordance with the Anglia Ruskin University Regulations.
The University Standard
The following statements about assessment criteria for higher education levels 6 and 7 apply:
Level 6

Demonstrate a capacity for systematic, conceptual and critical thinking.

Act in an ethical manner, demonstrating political, social and cultural awareness.

Identify a major area of discipline-based learning and demonstrate expertise within it, including
evaluation of aspects of scholarship.
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
Demonstrate an awareness of the transferability of graduate learning to a future career/further
study/training.
Level 7
Criteria for assessment at Level 7 should be characterised by an expectation of the individual's
expertise in his/her subject of competence. Evidence of this would be through the individual's control
of the situation shown through independence in negotiation of assessment tasks, with tutors where
appropriate, and the ability to evaluate, challenge, modify and develop theory and practice. A very
clear ability to isolate and focus on the significant features of problems and to offer synthetic and
coherent solutions would be expected. Increasing independence of tutor support to the point where
the individual was able to evaluate this as a resource would be characteristic, as would the potential
for leading others in the specialist area with competence and confidence.
Assessment Teaching and Learning Tool
This practice tool is designed as a working document for students and mentors/Practice Teachers
involved with the “fundamentals of district nursing ” practice element of the module.
The document includes teaching and learning and assessment tools.
The Teaching and Learning Tools comprise, for Level 6 and 7:
1. Learning Contract
2. The Learning Experience
3. Mentors / Practice teachers Report on Observation and Practice Skills
4. Learning Outcomes
5. User Testimonial
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Learning Contract
In order to make explicit the requirements of both yourself and the mentor/ practice teacher in relation
to learning and assessment, it is essential to develop a learning contract. This is a tool to clarify and
acknowledge issues likely to affect the learning experience and to provide a framework for dealing with
changes and developments. As adult learners you have specific skills and needs that must be
incorporated into the planned learning experience. As experienced professionals working with clients
the mentors/practice teachers have a variety of responsibilities to clients and to the employing
organisation as well as to you. The learning contract should build upon placement preparation and
should address:
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
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Basic contact details and agreement about attendance, absence and cover;
Arrangements for supervision and progress review;
Commitment to anti-discriminatory and anti-oppressive practice;
Recognition of your learning style, previous experience and any difficulties or requirements
expressed.
 Assessment of your learning needs based on previous experience and skills;
 Opportunities and contacts within the learning environment to achieve the Learning Outcomes
of the module.
 Recognition that if problems occur specific actions must be taken in partnership with the
University;
Client contact and confidentiality issues.
The Learning Experience
The mentor/practice teacher initially, after negotiation, has to structure the teaching and learning
experience for you.
In order to pass this module, all of the competencies and learning outcomes related to the module
must be signed off by the mentor/Practice Teacher as complete using the Final Assessment in
Practice documentation.
Mentor/Practice Teacher’s/ Observation and Practice Skills
The mentors / practice teachers report on observation and practice skills is a key element of the
assessment of practice. On a fortnightly basis throughout the whole of the module, mentors/ practice
teachers should meet with their student to discuss progress. The fortnightly supervision records need
to be completed at each meeting alongside any ‘signing off’ of written material related to the
competencies. Mentors/ Practice Teachers will not only be required to comment on student’s practice,
but also reflect utilising the Personal and Professional Attributes sheet on your professional behaviour
and competence in practice..
NB Students will be awarded a fail grade if they do not demonstrate competency.
Through the use of your competency based portfolio you should be able to assess your strengths and
weaknesses and inform your mentor / practice teacher of your learning requirements. The
mentor/practice teacher should be enabled through reflection, to assess, monitor and adjust his/her
practice and learning and teaching interventions.
The NMC standards for specialist education and practice
Competencies have been developed based on the NMC standards for specialist education and
practice- community nursing in the home/district nursing. These will be utilised in practice as the
competencies required to be ‘signed off’ throughout the course by mentor/practice teachers to
demonstrate that you have met the competencies to complete the module and course.
13
Who marks the competencies and what is the required standard?
It is expected that the competencies in this document will be ‘signed off’ during the module as Practice
Teachers/mentors monitor your progress on a fortnightly basis. As part the quality monitoring process
the different portfolios will be reviewed by tutors, mentors/practice teachers and the external examiner.
For these reasons it is important to retain confidentiality
The practice portfolios must be submitted by 14.00hrs on the 15th May to the iCentre on any
campus, East Road Cambridge, Peterborough or Chelmsford using the formal submission sheet.
Guidance on the reflective written work.
For the reflective writing you can use a box to place the descriptive component of the reflection
in. You should then use the 750 words for analysis.
What is a reflective/ analytic piece of work? This is about thinking and contemplating on a situation
or incident in practice. A reflective model can be used to assist you to unpack this but it is not required
and may use up too many words. The scenario (i.e. incident or situation) should be presented in
probably no more than 200 words; this is not counted in the word limit. This is the only part that can be
written descriptively. As most of your writing on this course is for academic purposes you are advised to
use the academic criteria either level 6 or level 7.
You are advised to write very minimally about the feelings you experienced during the situation or
incident. We recommend that you focus most of your writing on evaluating the situation in terms of how
it has helped you learn and how it will inform your future practice. Consequently when analysing and
evaluating the situation you will need to turn to the literature to help you understand what happened,
why it happened. You will need to integrate this literature into your writing as you would for an essay.
How should it be written? The standard of English should be on appropriate level for an academic
essay and for record keeping. If the student or the mentor/practice teacher feels this is an issue
please making contact with a tutor and / or student services.
Does the word limit have to be adhered to? Writing succinctly is a transferable skill for essay
writing and record keeping, so the answer is yes. Appendices and additional information in tables or
boxes should be kept to a minimum.
You are required to submit the two 750 word reflective pieces via Turnitin GradeMark no
later than 14:00 (GMT) on the 15th May
These two reflective pieces, must be submitted as one document
User Testimonial
In order to ensure that clients have the opportunity to reflect on the work undertaken by you and provide
feedback, clients will be encouraged to complete a testimonial on your work with them. Clients should
be given the testimonials by the mentor /practice teacher either in the Home or a Clinic setting for
completion. They can also contact clients by phone to receive feedback and complete the
documentation. These will form part of your practice portfolio and part of the assessment in practice
process. You will need to have at least three testimonials by the end of the module.
14
Practice Assessment Tool
Contents



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


Learning Outcomes
Induction
Learning needs
Learning Contract
Days in Practice log
Interpersonal & Professional Skills profile
Supervision record
Competencies
User testimonial
Formative assessment
Final assessment in Practice
Cause for Concern form
15
On successful completion of this module all students will be able to have
met the Learning Outcomes and have had their Competencies signed off.
Level 6 Learning Outcomes Fundamentals of District Nursing
Learning Outcomes
Knowledge and
understanding
Intellectual,
practical, affective
and transferable
skills
On successful completion of this module the student will be expected to be
able to:
1. Analyse the key political, strategic and local influences on community nursing
practice including clinical commissioning.
2. Evaluate how the JSNA can be used to target the delivery of integrated services to
areas of the practice population with greatest need. Reflect on the role of the district
nurse in utilizing public health strategies in everyday practice.
3. Review the role of the patient in both their own care and the development of patient
led services, considering the legal and ethical dimensions of patient centred care.
4. Develop the knowledge and skills to use the audit process to improve standards of
patient care and by critically evaluating data used to measure clinical outcomes.
5. Critically work within multidisciplinary and multi-professional teams to provide
effective care to clients with complex needs.
6. Demonstrate effective caseload management and the use of resources, taking into
account the legal and ethical dimensions of providing innovative care to patients in the
community.
.
.
Level 7 Learning Outcomes Fundamentals District Nursing
Learning Outcomes
Knowledge and
understanding
1. Have an in depth- knowledge critical awareness of the key political, strategic and
local influences on community nursing practice including commissioning, and how
these impact on patient care
2. Critically evaluate and review how the Joint Strategic Needs Assessment informs
the Joint Health & Wellbeing Strategy to deliver health & social services to the
practice population.
3. Demonstrate a comprehensive awareness and understanding of the major
principles of integrated care across disciplines and synthesize how it improves
the quality of patient care.
Intellectual, practical, 4. Critically review the value of patient involvement in both their own care and the
development of services.
affective and
transferable skills
5. Critically evaluate the legal & ethical dimensions of resource management when
managing a complex caseload effectively and autonomously.
6. Critically analysis and synthesize how the research process contributes
to improved patient outcomes when delivering complex care to patients
in the community.
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Induction meeting with mentor/practice teacher
PLACEMENT:
The following must take place on first
day of placement attendance:
Achieved on
first day of
placement
attendance
Yes/No
If not achieved on first day of placement
attendance, please provide reason for nonachievement.
Meeting with Mentor
Orientation to area
Advised of hours, shift pattern, breaks
Made aware of any local policies and
procedures related to location and
contact telephone numbers
Made aware of placement profile and
learning opportunities
Made aware of location and access to
equipment and stores.
Made aware of local Fire procedures
The procedure for receiving and referring
messages and enquiries
Made aware of responsibilities with
regard to health and safety at work
Signature of Mentor / Date …………………………………………………………………….
Signature of Student/ Date …………………….………………………………………………
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Fundamentals of District Nursing
INDUCTION & LEARNING NEEDS
STUDENT SELF ASSESSMENT:-
Signed:-
Date:-
Mentor /Practice Teacher
Signed:-
Date:-
SIGNATURES:Student:-
Date:-
Mentor/Practice Teacher:- Date:-
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The Learning Contract
(To be completed by student and mentor)
Student Name: ……………………………………………………………… Mentor Name: ……………………………………………………………….............
Date
Learning Outcomes
Learning Resources/Actions
Needs and interests, areas of
Essential knowledge and
skill.
Methods and situations for how and when
learning can occur.
Evidence of achievement
Date
Achieved/Not
achieved
19
Mentor
signature
Student
signature
The Learning Contract
(To be completed by student and mentor)
Student Name: ……………………………………………………………… Mentor Name: ……………………………………………………………….............
Date
Learning Outcomes
Learning Resources/Actions
Needs and interests, areas of
Essential knowledge and
skill.
Methods and situations for how and when
learning can occur.
Evidence of achievement
Date
Achieved/Not
achieved
20
Mentor
signature
Student
signature
Table 3. Log of Days in practice
These sheets should be submitted as part of a practice portfolio.
Please delete as appropriate)
Date
Brief outline of activities observed or undertaken
21
(Please generate more rows if necessary)
Total Days completed
…………..
This is an accurate record of the number of days I have worked in practice.
Student signature………………………………………………………
Mentor/Practice Teacher Signature………………………………………………..
Date completed……………………………………………………
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THE INTERPERSONAL AND PROFESSIONAL SKILLS PROFILE
The interpersonal /professional skills profile has been divided into 6 sections, each indicating statements around the
values underpinning the NHS Constitution and the 6C’s. These values are assessed on a continuous basis, in different
contexts and applied to interaction across practice and educational settings. Practice teachers/Mentors should consider
each statement with regard to the Dreyfus and Dreyfus (1986) model, discuss with the student and sign to confirm the
relevant stage has been achieved at the summative assessment. The stages include novice (N), advanced beginner (AB),
competent(C), proficient (P).
.
Mentor/Practice Teacher
1. CARE
Please consider all statements below
Please indicate stage achieved
Supervision
Formative
Summative
Mid point
Final
Comments
Mentor/Practice Teacher
Comments
Respects opinions, beliefs and values of others.
Works in partnership to identify and address clients and
communities health concerns
Response to and evaluation of client /communities needs
Identifies how the social and cultural factors influence the
health of individuals and communities.
Uses evidence based practice and adheres to policies
and procedures.
Acts on advice to improve client care
2. COMPASSION
Please consider all statements below
Please indicate stage
Supervision
Formative
Summative
Mid point
Final
Promotes and treats clients/ colleagues with respect and
dignity.
Demonstrates compassion towards clients/ colleagues
and self.
Motivation to help and care for others
Openness to suffering and ability to tolerate feelings of
distress
Responds to need in an empathic, empowering, sensitive
appropriate and timely manner
Recognise the uniqueness of the family/ community and
utilises a non judgemental approach
3. COMPETENCE
Please consider all statements below
Mentor/Practice Teacher
Please indicate stage
Supervision
Formative
Summative
Midpoint
Final
Safety of Practice
Management of difficulties encountered
Ability to reflect on practice and adapt accordingly
Respects and operates within defined time schedules
Ability to make informed decisions
Maintains own and others health and safety
Remains calm and professional in challenging
situations.
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Comments
STUDENT SID:
Practice teachers/Mentors should consider each statement with regard to the Dreyfus and Dreyfus( 1986) model,
discuss with the student and sign to confirm the relevant stage has been achieved.
4. COMMUNICATION
Please consider all statements below
Mentor/Practice Teacher
Comments
Please indicate stage achieved
Supervision
Formative
Summative
Mid point
Final
Communicates effectively with clients and
colleagues
Inter-professional team working to support
effective client care.
Self-awareness of the effect of their behaviour on
others.
Has an approachable manner.
Reaction to constructive criticism
Communicates key aspects of client care to
relevant personnel.
Maintains accurate and contemporaneous records
5. COURAGE
Please consider all statements below
Mentor/Practice Teacher
Comments
Please indicate stage achieved
Supervision
Formative
Summative
Mid point
Final
Demonstrates interest regarding standards of client
care.
Response to concerns of clients and colleagues
Accepts responsibility appropriately
Shares appropriate experience and knowledge to
enhance client care.
Acts as an advocate for clients, communities and
colleagues.
Escalates concerns appropriately when the need
arises.
6. COMMITMENT
Please consider all statements below
Mentor/Practice Teacher
Please indicate stage achieved
Supervision
Formative
Summative
Midpoint
Final
Demonstrates a professional attitude
Professional behaviour with others
Level of motivation
Actively seeks opportunities to develop own
learning.
Performance within the team
Demonstrates adaptability
Consistently acts within the code of professional
conduct, law and ethics.
24
Comments
Student Name……………………… Student Signature………………………………………Date…………..
Mentor’s/practice teachers Name………………………………….
Signature………………………………………Date……………
25
Community Specialist Practitioner (District Nursing)
Community Specialist Practitioner (District Nursing) Supervision record The
attainment of the skills and competencies in the Practice document and the student’s Personal and
Professional Attributes‐ The 6C’s (must be taken into consideration by the M entor/Practice Teachers
during the fortnightly supervision session and included when writing up the student’s fortnightly
supervision records . The fortnightly
supervision records will aid the student, mentor and/or practice teacher to assess and plan the
placement.
Session 1
Date:
Comments:
Students Signature:
Practice Teachers Signature:
26
Session 2
Date:
Comments:
Students Signature:
Practice Teachers Signature:
Session 3
Date:
Comments:
Students Signature:
Practice Teachers Signature:
27
Session 4
Date:
Comments:
Students Signature:
Practice Teachers Signature:
Session 5
Date:
Comments:
Students Signature:
Practice Teachers Signature:
28
Session 6
Date:
Comments:
Students Signature:
Practice Teachers Signature:
Session 7
Date:
Comments:
Students Signature:
Practice Teachers Signature:
29
Session 8
Date:
Comments:
Students Signature:
Practice Teachers Signature:
Session 9
Date:
Comments:
Students Signature:
Practice Teachers Signature:
30
Session 10
Date:
Comments:
Students Signature:
Session 11
Practice Teachers Signature:
Date:
Comments:
31
You must ensure either in your writing or in discussion with your mentor/ practice mentor that you cover each of the competencies so that they feel able to sign you off.
You must ensure that each competency and module learning outcome is demonstrated within your portfolio in same format. The grid below gives you the
opportunity to mark which competencies have been addressed.
Assessment Framework
Health Promotion : plan, deliver and evaluate interventions and strategies that promote mental & physical health with individuals and
families’
1.Novice
2.Advanced Beginner
3.Competent
4.Proficient
5.Expert
Demonstrate an
Participate in interventions Identify and undertake
Confidently and
Use skills of planning
awareness of the need to
that promote Mental &
elements of the role of
competently undertake
delivering and evaluating
undertake interventions
physical health and
the district nurse
health promoting and
interventions with others.
that promote both
wellbeing in individuals
promoting positive
disease preventing
Work collaboratively on such
physical & mental health.
and families.
Physical & mental health,
interventions with
interventions facilitating the
wellbeing and self-care
individuals and families’
involvement and development
with individuals & families with complex needs
of others.
with complex needs
Mentor/Community practice teachers/ should date and initial when each stage has been achieved for each competency.
Competencies





1.Novice
1. Work with individuals and families to identify what positive
measures they can take to improve their own health &
wellbeing.
2. Develop, implement & review programmes of support for
carers & families.
3. Support individuals and families’ to access support and
resources from other agencies such as the voluntary sector to
enable them to maintain their physical & mental health &
wellbeing
4. Plan activities, interventions & treatments to achieve
specified health goals in partnership with individuals &
families’.
Improve health outcomes for individuals families’ and
communities
5. Understand and support the role of the expert patient
32
2.Advanced
Beginner
3.Competent
4.Proficient
5.Expert
You must ensure either in your writing or in discussion with your mentor/ practice mentor that you cover each of the competencies so that they feel able to sign you off.
You must ensure that each competency and module learning outcome is demonstrated within your portfolio in same format. The grid below gives you the
opportunity to mark which competencies have been addressed.
Public Health:
Work with others to assess and promote the health of populations
1.Novice
Demonstrate an
awareness of the need to
assess the health of
groups and communities
and work to meeting
health needs
2.Advanced Beginner
Participate in public health
activities.
3.Competent
Demonstrate developing
skills in public health
activity and application of
knowledge.
4.Proficient
Confidently and
competently facilitate
public health within the
caseload and community
5.Expert
Work collaboratively in public
health and facilitate the
development of others in this
area.
Mentor/Community practice teachers/ should date and initial when each stage has been achieved for each competency
1.Novice
.
1. Identify community health needs within a defined
population.
2. Work in partnership with others to prevent the onset of
adverse effects on health & well-being in populations, e.g.
promotes immunisations & health screening
3. Undertake own role & work in partnership with others, to
protect the public’s health & well-being from specific risks.
4. Demonstrate evidence of application of evidence-based
practice.
5. Facilitate change & promote health across a community.
6. Demonstrate how information such as the JSNA and the
Joint health & wellbeing strategy contribute to healthy
populations.
33
2.Advanced
Beginner
3.Competent
4.Proficient
5.Expert
You must ensure either in your writing or in discussion with your mentor/ practice teacher that you cover each of the competencies so that they feel able to sign you off.
You must ensure that each competency and module learning outcome is demonstrated within your portfolio in same format. The grid below gives you the
opportunity to mark which competencies have been addressed.
Assessment Framework
Case management – Demonstrate competence in the planning and evaluation of specialist care in the home and other settings.
1.Novice
2.Advanced Beginner
3.Competent
4.Proficient
5.Expert
Demonstrate an
Participate in the
Identify and undertake
Confidently and
Use skills of planning
awareness of how
management of a defined
elements of the role of
competently undertake the delivering and evaluating
patients are managed in
number of community
district nurse in effectively management of a defined
interventions with others.
the community.
patients on the district
managing a defined
number of patients on the
Work collaboratively on such
nurses caseload.
number of patients on the district nurse caseload.
interventions facilitating the
district nurse caseload,
involvement and development
delivering evidence based
of others.
patient care
Mentor/Community practice teachers/ should date and initial when each stage has been achieved for each competency
Competencies


1.Novice
Plan interventions & treatments of effective, evidence based
care for 6-8 patients on a caseload including those with long
term conditions and end of life care.
2. Respect the dignity and wishes of patients; enable patients
to participate in shared decision making.

3.Demonstrate the use of the audit process and how this
improves care
4 .Observe & record data, the clinical commissioners require to
enable them to commission appropriately.
 6. Enable patients to manage their own care and remain
independent where possible.
 7. Demonstrate an understanding of the legal & ethical issues
related to the allocation of resources when both providing care
for patients in the community and enabling them to care for
themselves.
 8. Demonstrate evidence of application of evidence-based
practice.
34
2.Advanced
Beginner
3.Competent
4.Proficient
5.Expert

9. Determine how the use of technology such as
telemedicine can be used to enhance patients care

10. Identify and implement the skills needed to deliver care in
different community settings such as care homes and clinic
settings
35
You must ensure either in your writing or in discussion with your mentor/ practice mentor that you cover each of the competencies so that they feel able to sign you off.
You must ensure that each competency and module learning outcome is demonstrated within your portfolio in same format. The grid below gives you the
opportunity to mark which competencies have been addressed.
Assessment Framework
Interagency & partnership working
1.Novice
Demonstrate an
awareness of the benefits
of Interagency &
partnership working.
2.Advanced Beginner
Participate in working with
other agencies and carers
3.Competent
Identify and undertake
elements of the role of
district nurse in
partnership working with
patients and their carers
and the broader multidisciplinary and
interagency team.
4.Proficient
Confidently and
competently pro-actively
works in partnership with
patients and the wider
multi- disciplinary and
multi-agency team.
5.Expert
Use skills of planning
delivering and evaluating
interventions with others.
Mentor/Community practice teachers/ should date and initial when each stage has been achieved for each competency
Competencies




1.Novice
1. Determine how working with other agencies safeguards
vulnerable individuals.
2. Co-ordinate and manage 6-8 patients as a case manager,
engaging in multi-disciplinary and multi-agency working.
3. Demonstrate an understanding of how the voluntary sector
contributes to both caring for patients and enabling them to
care for themselves.
4. Work with social services to identify how different
organisational cultures can contribute to the delivery of holistic
patient care.
5 .Work in partnership withpatients and informal carers
ensuring the patient is at the centre of care .
36
2.Advanced
Beginner
3.Competent
4.Proficient
5.Expert
Cambridge & Chelmsford
Questions
Can you tell me how you felt about having a student work with you?
Please could you now answer the questions below indicating your views using the scale provided? Please tick
the relevant box.
1. The student listened to what I had to say.
Strongly Agree
Agree
Neither Agree or
Disagree
Disagree
Strongly
Disagree
Disagree
Strongly
Disagree
Disagree
Strongly
Disagree
Disagree
Strongly
Disagree
Disagree
Strongly
Disagree
2. The student was able to address my concerns
Strongly Agree
3.
Agree
Neither Agree or
Disagree
The student was able to answer my questions
Strongly Agree
Agree
Neither Agree or
Disagree
4. I felt confident in the advice that they offered
Strongly Agree
5.
Neither Agree or
Disagree
The student got back to me with any queries I had
Strongly Agree
6.
Agree
Agree
Neither Agree or
Disagree
The student kept to appointment times
Strongly Agree
Agree
Neither Agree or
Disagree
Disagree
Strongly
Disagree
.
.
.
.
.
.
37
Did the student conduct himself/herself in a professional manner?
(Please describe)
8. Would you like to make any other comments?
Thank you for completing this testimonial.
Community Nursing course team
38
Community Specialist Practitioner (District Nursing)
Formative Assessment
NB The Formative Assessment may be word processed but must be signed and dated. Student and
mentor/practice teacher should keep copies
WEEK(S):-
.......................................
DATE(S) From:To:-
..................................
..................................
Student Self Assessment:-
Signed:-
................................................................................
Date:-
.........................................
Mentor/Practice Teacher
Signed: …………………………………………………..Date: …………………………….
39
Action Plan:-
Achieved Week Number:-
Signatures:Student:-
...............................................................................
Date:-
........................................
Mentor/Practice Teacher:- ......................................................
Date:-
........................................
40
Final Assessment in Practice
NB The complete portfolio must be available for the Final Assessment in Practice
WEEK(S):-
.......................................
DATE(S) From:To:-
..................................
..................................
Student Self Assessment:-
Signed:-
................................................................................
41
Date:-
.........................................
Practice Teacher/Mentor Comments:-
Name ………………………………………………… is of a pass standard and is now deemed
to have completed the “Fundamentals of District Nursing” Module – Practice Element.
Name ……………………………………………….. does not meet the required standard to pass the
Fundamentals of District Nursing” Module – Practice Element.
(Please ensure that the appropriate section above is
completed and the other section is scored through).
Signed Mentor/Practice Teacher
Date:-
42
ANGLIA RUSKIN UNIVERSITY
Faculty of Health, Social Care & Education
Department of Primary and Public Health
SPECIALIST COMMUNITY PRACTITIONER (DISTRICT NURSING)
(For use only when there is failure to progress or an issue that is
not resolving through the educational supervision process)
Cause for Concern Meeting
(attendees include:- Student/Practice Teacher/Mentor/Lecturer
(if necessary)/Student’s Manager)
DISCUSSION NOTES:(include identification of concern)
SUMMARY OF POINTS:-
Date:-
.........................................
STRATEGIES FOR RESOLUTION:(include a reasonable timescale relative to the concern and the student's point in practice)
Date:-
.........................................
SIGNATURES:Student:-
...............................................................................
Date:-
........................................
Mentor/Practice Teacher:.........................................................
Date:-
........................................
Date:-
........................................
Lecturer:-
..................................................................... Date:-
Other:
...............................................................................
43
FURTHER DISCUSSION ARRANGED:Date:-
..........................................................................
Time:-
........................................ Date:-
..........................................................................
Time:-
........................................ Date:-
..........................................................................
Time:-
........................................
Date:..........................................................................
........................................
Time:-
OUTCOMES:-
Date:-
.........................................
SIGNATURES:Student:-
...............................................................................
Date:-
........................................
Mentor/Practice Teacher:-........................................................
Date:-
........................................
Date:-
........................................
Lecturer:-
..................................................................... Date:-
Other:
...............................................................................
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