Electronically Signing Summer Camp Feedback Template Made Easy

Electronically signing summer camp feedback template

welcome to this fourth video that's going to look at the supporting evidence that's developed within the night pad so in this video we're going to look at what students need to do to develop that evidence and what practice assessors and practice supervisors need to do to authenticate that evidence it is really important that any evidence when it's being signed off and authenticated by a practice supervisor or assessor that it's considered to be complete to be authentic and to the level that's required otherwise it should not be signed off and the student should be requested to redevelop or expand it or or start that piece again so in this supporting evidence we're going to start by looking at the service user care feedback the service user care feedback was developed with service users and and such the questions that are contained within this feedback form have come from them this is an important part of assessment for the student but the service user feedback should never be sought from that service user um or carer or family member by the student themselves it should be always sought by a practice supervisor or a practice assessor the feedback should be anonymous the student should not be told where that feedback has come from and that's why it's important that any paperwork is handed out by the practice assessor or supervisor and retrieved by them now in identifying somebody suitable to complete that feedback and that person should be informed that completion is voluntary and will not impact on their care that if they do consent to provide that feedback that it will be done in a confidential manner so their identity will not being made known to the student the supervisor practice supervisor assessor will provide a copy of the documentation and invite the service user or care to complete that and if they need assistance and that will be provided by that practice supervisor or assessor so no identifying details are recorded and the feedback is used to inform the students development and across the program so that once that feedback has been obtained the practice supervisor or assessor should then sign and date the documentation and that's to authenticate that yes this feedback did come from a service user um and as therefore authentic so you'll see then um that there is an information sheet that's available for the service user care family member and it identifies um all of those really components within that and then you'll see on the next page is the actual form itself so they'll be asked did the student nurse tell you their name did they ask if they participate in your care were they kind and caring did they take into account their feelings or choices did they listen to you did they take account of how you were feeling that the check that you understood what was happening and that they talked with your family or care and where that was appropriate they can provide some comments on what the student did well and what the student could do differently now the bottom is where that practice supervisor assessor then makes that confirmation to confirm yes this did come from a service user and they will also confirm that they have discussed this feedback with the student and then sign a date so when they do have that discussion they're going to have a set of feedback so over each part of the program so out of each of the three parts of the program each student must get three sets of service user feedback and have this feedback documented in this way so the date that it was obtained um the practice supervisor or assessor and if there was any issue just identifying it if there was then and has there been a developmental plan devised and again the developmental plan explanation of that template is in the additional um records video so then it's signed and dated and the student will also give a reflection on that services or care feedback so whether that feedback is positive or negative the student must record a reflection on it and then sign a date that as well that's in addition to any developmental plan f1 is required so three sets of clear clean feedback without issues must be obtained by the time the student undertakes their summit of assessment in order to pass that somewhat of assessment and the template is there for all three now the next set of evidence is around reflective accounts and there is detail written here to um explain what is expected how reflective evidence can be developed and what template should be used so reflective practice is a very important element of nursing practice and it has the ability to give the student very good insight into their areas for the development but also of for their strengths now there are a set number of proficiencies that have to be addressed through reflection and there will be a template and process for that now because there's a number of these proficiencies identified to be addressed every proficiency does not need an individual reflection some of those proficiencies may group together nicely around an issue that the student wishes to reflect upon and that is okay however it would be very unusual to see all of those proficiencies in one reflection it would have to be an extremely comprehensive reflection so the important point is is that the reflection is meaningful and that if it covers the numbers of proficiencies great but if it doesn't that's okay they'll have the required number of reflections to to capture all of those proficiencies but they don't need an individual reflection for each proficiency so students should review those proficiencies listed and be aware of needing to reflect on them in practice so there will be situations that they have observed or been part of in practice that they will be able to base that reflection on but they may also find that they're coming towards the end of that part of the program or a particular practice learning experience and the situation has not arisen to reflect upon that deals with the specific proficiency that has to be addressed in that situation students should not panic the important thing is that reflections are authentic so we do not want anybody making up a reflection just to fit a proficiency and in the situation where nothing has arisen in practice to have that reflection around that issue in the in the proficiency then the student can have a conversation with the registrant about the particular proficiency and they can discuss how that relates to practice and then the student can use that as the basis of their reflection however that's less commonly used and quite often that's not needed but it's there as a backup now everybody will have their preference for the template that they they will want to use for reflections and some people will find one reflective model easier to use than another and that's okay so we've identified the key ones that are available as being the nmc's revalidation tool some will argue that that is not a strong reflective model however it is a model used by the nmc and the revalidation process and so using that may help students to develop their skills in that area however the raw fidel gibbs and john's models are all recognized models with different steps and stages that talk students through the reflective process and so students will generally find one that they find works for them and they're all acceptable as as any other recognized model of reflection so in completing reflection students must remember not to use any identifying details so names practice learning environments etc must not be used we should not be able to figure out who or what that student or what area that student was reflecting upon so the identities of people involved must be protected and it must be a professional but honest reflection each reflection must be authenticated by a practice supervisor or assessor so students need to give the practice supervisor assessor time to read that reflection so that they can provide verification and feedback so students should not bundle all these reflections up and then on the last day hand them over to get signed they should be handed over as they're being developed so that the the practice supervisor or assessor can authenticate them as they go along now for students it's important to recognize that reflections must not simply be a story it must follow a reflective model it must be critical and analytical and importantly it must lead to some form of future action otherwise what learning has come from that reflection so it may be something that you did really well that you want to take forward it may be something that you need an area you need to develop them and then what the student is to use is the the reflection completion summary record to track their progress and completing these and so you'll see the proficiencies are identified and then there's a summary record where and the student can tick off the date of that reflection who the supervisor or assessor was and the student then signed so it means that it's evident to see them progressing as they go along the refraction template is merely a a blank document for students to use to fill in they can address the proficiency or proficiencies being addressed by number and the top box and then they can type their reflection in and have it authenticated by a supervisor or assessor moving on to the next type of evidence we have the promoting health and preventing ill health worksheet now there's a number of these worksheets and they're designed to address and know where the nmc proficiencies and this is one of the areas where we take a scaffolding effect across the three parts of the program so there are generally most of these worksheets are incrementally built to develop the skills and these proficiencies and so some more proficiencies will will come in as the students progress to different parts of the program and the tasks will be increasingly at a higher level of expectation to recognize and their development so in this one you'll see that there's instructions about um in consultation with a registrant identifying a person in their care and undertaking a health education episode to meet an identified need so they will need to use the teaching plan template which we will come to in this video and plan out the session first provide a brief overview of how their health education activity was planned implemented and evaluated what factors did they consider in advance of the episode and reflecting on on their experience provide a brief analytical analysis of the effectiveness of the episode what knowledge and skills that did they use and reflecting on their development and undertaking this health education episode there to evaluate how it will contribute to their future professional practice so the teaching plan template is provided for them to use um and then they will have a template to complete all of those questions which will be then authenticated by the practice supervisor or the practice assessor can also verify it care documentation um is also a large part of the evidence and really here we're looking at um care documentation that's used um and and making records in practice so that could be assessments risk assessment tools um you know completing evaluations and making referrals and recording discharge plans filling out transfer documentation and that's not an exhaustive list but that as the type of things and that get captured here so there are quite a number of proficiencies around care documentation as an essential element of nursing practice where students need to have developed skills and again these are incremental across the three parts but listed you'll see all the ones that must be achieved within that part of the program and so for this example this is in part one now there is a um a guide for what has to be completed so there must be um care documentation plan of care and carry evaluation risk assessment and this identifies the proficiencies that are being addressed by undertaking these activities and these are then um get signed off the date that they completed this is the record of it but they actually record not the documentation they completed but what they learned from undertaking that component of practice so that's captured in the learning achievement record so all of all of what has to be done up here is captured down in the learning achievement record and this element of care documentation can be ticked off here and then the student will summarize their learning and development and completing this care documentation making explicit reference to the proficiencies that are being addressed so it's very very important in doing that that they think about things like the ways in which their ideas their thinking their knowledge their understanding and practice have been challenged or changed or how they overcame any difficulties that they experienced and what they learned about themselves in the process they should be able to identify key factors that have enabled them to grow in confidence and competence they should can describe what was learned from the learning experience and what they might do differently of completing this similar learning experience or task again so if you're a practice supervisor or assessor and you're looking at this evidence it needs to be written within that context it should be about their learning and development and they're guiding kind of questions and key points are there and for the for the student to follow so in authenticating this evidence the practice supervisor is verifying first of all that it is person-centered that the student is thinking and practicing within a context of person-centeredness that it meets the identified proficiencies and that that it's authentic so that the student is not reflecting on something that didn't happen that this is something this was an aspect of care that they did do and this is um an authentic record of their learning and experience from that so it's important to highlight again that in doing this care documentation we do not want to see copies of that care documentation for gdpr reasons what we want to see is the learning that occurred from undertaking that task and completing that documentation what was the learning and did it make that those proficiencies that it claims to have met now quality improvement in practice worksheets are again very similar to the promoting um health ones and again these are incremental and they start in part one with looking at audit activity and that will increase as students go through different parts in terms of the expectation around that so this really links back to the nmc's proficiencies around quality improvement and you'll see that these are are listed here so there's two proficiencies one from platform five and one for platform six and as with all of the other worksheets what the practice supervisor is authenticating here is that and responding to the questions that they are authentic and accurate so again nothing should be signed off and authenticated unless the practice supervisor is content and that um what they're seeing is an authentic record of that the leading and coordinating care episodes are similar again these are around developing those leadership skills those innovation skills those skills to um analyze practice lead in practice and be innovative so again these are incremental across the three parts and in part one they're largely looking at two proficiencies in platform five but this is incrementally built and again you will see that it has to be authenticated by a practice supervisor or assessor and again the practice supervisor assessor must be content that what's there is to the right standard there's sufficient detail provided and that they're happy to stand over that the student has done this and that they've met the identified proficiencies now in earlier videos we identified that and there are learning disabilities and children's nursing worksheets that go across three parts and they vary in which field of practice in terms of being present so in the adult and in the mental health and in the children's um night paths there is a learning disability worksheet and in the adult mental health and learning disability notepads there is a children's nursing worksheets so these are partly there to address issues that have arisen um in terms of knowing about the other fields of practice to sufficient depth and within the context of this field of practice the student is studying and also to respond to various reports and etc that have come from practice and government over the years identifying particular needs to focus on aspects of care so for example learning disabilities looking at the experience of learning disability people with a learning disability and kind of general health care services has identified that there are there is deficits there and so this is one of the ways to try to address those so these um are set out and that they must be achieved across the three parts of the program so there are effectively three different worksheets to work through and we would encourage students to complete these one per part across the three so their completion is really not assessed until the sum of assessment at the end of part three at the end of the program however it is better to see this being um developed incrementally over those three parts so it sets out and the task for them to do and provides a template for that and again as authenticated to say that these are answered with sufficient depth um and that they are authentic to the experience that that student had now obviously the spaces that are provided for each section are not indicative of the volume of information that should be there students can access the word versions of all of these and these templates and they can write as much as they want they will expand as they type so again you know looking at the questions provided practice supervisors or assessors should be very very content that those questions are answered an answer to the depth and expectation that they would have to say that this is authentically been done and is to the right standard so they're set out in three different activities um from the learn disability and worksheet and that can be done whenever across the three years but we would suggest that one activity and per part um would be um a wise way to tackle it again for the child-centered care worksheet it's the same process and again it's the same issue provided for a template for and for different aspects of the program now when we come to this record of learning with other healthcare professionals what we're looking at here is when students go to work with say um another healthcare professional for part of the day a whole day for longer they should be able to record the date of that the location of it the number of hours and they should briefly describe the experience and the learning that took place and when they were there so going to work with these other professionals should have a learning focus and purpose and so the learning should be captured there so that the practice supervisors and assessors and in the base area can see what that student undertook and what they learned from it and whichever healthcare professional they work with can add their comment and then they need to verify that with their name their signature and their designation just on the top line of the form so again this this template can be expanded out by the students and it's available in word format so they require it and it can be duplicated as necessary and really no students should be going off to do such a learning experience and not coming back and reflecting on the experience and what they learned from it so the next set of evidence we're going to look at is the communication and relationship management skills now these skills are achieved and developed across all parts of the program so when you see these blue banners over elements of evidence that means that that evidence has to be developed over the three parts of the program it is not um considered in the summative assessments for part one and two but every single component must be achieved when they get when the student gets the end of part three for their summer of assessment now naturally it is much more preferential that this is achieved on numerous times across the three years so where that's possible skills should be noted in terms of achievement and in each part of the program and we would encourage practice and supervisors to do that but particularly if they find that there's a an area where that student is not achieving and it needs to be highlighted which components are not achieving just as much as it needs to be highlighted and when they are achieving so the criteria set out and then they're scored and under achievement in terms of yes and no and the details of what yes and no means um as specified explicitly in the ipad handbook now what is newer um to these 2018 standards as the integration of things like motivational interviewing solution-focused therapy reminiscence therapy and in a more explicit manner and that's expected across all four fields of practice now obviously the student will practice at the level relevant to their field of practice and so in the ipad handbook we give um exemplars of the actions for the different techniques or interventions listed here for example motivational interviewing and what constitutes the steps or the stages that we would expect so the practice supervisor assessor can cross reference to that an ipad handbook to look at that but again just to reiterate these all must be achieved by the end of part three of the program so the next set of evidence we're going to look at is around health numeracy and calculations of medicines and again this is incrementally developed over the parts of the program so we don't assume students abilities around calculations and we must consider that when students finish their pre-registration program that as registrants they should be have the ability to step into prescribing programs and much earlier than what would have been before and so the nmc proficiencies are built to recognize that and so this aspect of the evidence is to ensure that these elements are being achieved in practice that one of the important parts of this is that the calculations that the students are undertaking it's not just that the student gets the right answer the student needs to be to show how they achieved that answer and that's very important that they can show their practice supervisor assessor how they got to that answer it's very easy maybe to have the right answer for reasons that we can all think of so it is very important that the student can demonstrate how they got to that answer we know that a number of serious adverse instances are around numeracy medications and so these records are very important so um again and in terms of the evidence being developed the student has various case studies and things to do and the supervisor will authenticate that the student has undertaken this work independently so they have arrived at the answer themselves and that that the supervisors check the answers and confirm that they're correct so that means that the supervisor knows that this is the student's own work and that they know how to arrive at the right answer so there's aspect around fluid intake and output and body mass index calculations and then there are aspects around prescriptions and validity of prescriptions and then that we will see then that there is also the safe administration of medicine's administration procedure so again there are two occasions in part one where this has to be completed and this is where the practice supervisor assessor needs to make sure that all of these elements are being achieved for the student to have achieved um in this area so all the criteria for safe administration is set out um and then the practice supervisor will verify the student did undertake this medication administration under their supervision and that the um above form as accurate in terms of what has been recorded there's also then the calculations and nursing templates that again are incremental and it's very important that when this has been used that the same drug has not been used twice and that all entries must be completed and there's an example of how to complete that and for each part of that and it's very important that in and figuring out these calculations that the student is able to show how they arrived at the answer so they must put in the show calculation element and captures that and it's important that students aren't just replicating from part to part the same answers they should be using new drugs each time and and this template so that they are learning about new medications and the calculations associated with that and advancing their knowledge rather than just copying from one part of the program to the next and so that's set out under um tablets or capsules liquids or suspensions and ejections for part one and this leads us into the next element of evidence the nursing procedures and what we're showing you here is just an excerpt from adult nursing and part one so what we will refer to beforehand as been nursing skills is now referred to as nursing procedures and that's because the nmc don't want us to consider um skills in isolation of the whole process of doing that skill so for example the approach of the student and the knowledge that surrounds it so when you see a non-blue heading so for example we use this yellow color straw yellow color that indicates that this is part one of the program and these all have to be achieved within that part of the program so the practice learning location the first practice learning experience of the year where that is is filled in and then this must be completed um on every practice learning experience it can't be left it must be completed and so it's a yes no or no opportunity available if you're taking a yes you are saying that the student has demonstrated their achievement and this nursing procedure to the expected standard if you're saying no then the student has performed it but has not performed it to the expected standard and if you're saying no opportunity available that means that there was no way that you could simulate that procedure or undertake that procedure in that environment and so it was not possible to make an assessment of the students abilities in that regard simulation etc must be considered before no opportunity available as ticked off so every student will have every one of these procedures assessed for every practice learning experience now in order to um achieve a passa there's somewhat of assessment at the end of that part they must have achieved a yes and all of these nursing procedures by the time of summative assessment however if they had achieved for example a 1.1 a yes on the first experience a yes on the second but a no on the third then they've lost the skill and so then they have not achieved in their nursing procedures the other two yeses are cancelled out by a no that comes after them and so there is an extensive list of nursing procedures that must be achieved in terms of proficiency over each part but the students have the whole of that part which is usually a year to achieve those that requires forward planning and really thinking it out but it also means that students should access every opportunity available to to achieve these skills so that they're not in the position of of um not having some achieved when it comes to their summative assessment so these are just some of the examples um of those for example and been able to undertake blood pressure and take it accurately etc and using the sphygmomanometer and also using the electronic devices as well now in terms of nursing procedures where you see the blue banner these are procedures that must be achieved across parts one two and three and that's because we recognize that these are not easily um accessed the experiences to achieve the proficiency in these and so you could not guarantee and a part of a program the student would get access so for example the first one here you'll see as using a cognitive screening assessment tool such as the montreal cognitive assessment tool and that that can be used correctly and the score classified correctly and so there are a number of these and the student will [Music] have their achievement signed off as a yes or no so there's no no opportunity available because this is done across the three parts and they all must be achieved the registrant can initial it date it and then indicate the practice learning environment in addition to that we recognize there are some skills that students and procedures that students will become proficient in that have not been set as a requirement by the nursing medical council and but we feel are important to to recognize achievement in so for example a student may undertake their ils or equivalent and they can safely and appropriately undertake defibrillation of cardiac arrest rhythms using the automated external defibrillation mode and then that can be signed off they may do endotracheal suction they may do tracheostomy stomach air change or tracking tracheostomy so any skills and that that have been achieved by the student that are not already um set out and the the nursing procedure records can be added here so that we can recognize that learning and achievement now if there's no's in this area it doesn't really matter because these are not um mandatory to be achieved they're not set by the nmc to be achieved so really this is a way of recognizing additional skills a student has achieved and that concludes this video on the evidence section of the notepad there's one more section video to watch and that's the one on assessment you