Practice Learning & Assessment Documentation - Year 1

1

BSc Paramedic Science

Practice Learning & Assessment Documentation - Year 1

Faculty of Education, Health & Community, School of Nursing & Allied Health

Semester 1: 17/09/18 – 17/03/19 Semester 2: 18/03/19 – 30/08/19

Submission Date: 12/08/19

Student Paramedic

name:

Personal Tutor Details:

Upon return from practice

placement please ensure

you make an appointment

to see your Personal

Tutor

Name:

Student Paramedic

LJMU ID number:

Email:

Student Paramedic

NWAS MDT number:

Cohort (Start Month &

Year) study September 2018

Tel:

2

Contents Page

Glossary 3 Learner: Development Learning Plan 45 LJMU Paramedic Team Contacts 4 Non-Ambulance Placement - Practice Experience Forms 46 Introduction to the PLAD 5 Formative Assessment: Self-Evaluation (Semester 1) 52 Skills Acquisition 7 Formative Assessment - Semester 1 53 Learner Conduct & Confidentiality 7 Interim Progress Review: Formative Assessment 54 Competency Level Descriptor Statement 8 & 18 Action Plan (Semester 1) 55 7 Steps to organising your assessment 9 Summative Assessment: Self-Evaluation (Semester 2) 56 Sickness Policy 10 Summative Assessment (Semester 2) 57 Health & Wellbeing 11 Summative Assessment: Final Progress Review 58 Roles & Responsibilities 13 Action Plan (Semester 2) 59 Learning Contract 15 Retrieval Summative Assessment: Self-Evaluation 60 Record of Signatures 16 Retrieval Summative Assessment 61 Skills Log 17 Action Plan (Retrieval) 62 Document Information & Guidance 38 Practice Retrieval – Interim Progress Review 63 Initial Learner Learning & Development Plan 39 Practice Retrieval - Final Progress Review 64 Practice Placement – Ambulance Placement Details 40 Notes 65 Induction to Practice Placement 41 Final Sign-off Summative Document 68 Learner Self-Appraisal 43 Core Skills Framework – Completion Statement 69 Preliminary Discussion Practice Experience 44

3

Glossary of Terms

Practice Education Facilitator (PEF)

This person may be employed by the education provider or practice education provider. They act as point of

liaison between the two areas, and will frequently meet practice educators to discuss their learner(s), and may

arrange practice educator’s continuing professional development.

Practice Educator (PEd) (mentor)

The person who the learner will work alongside during their periods of practice based education. The role of the

Practice Educator consists of many facets/components, such as, leader, role model, coach, teacher, mentor and

assessor. They are also responsible for measuring the learner’s (Student Paramedic) performance and

competencies during periods of practice based education.

Senior Paramedic Team Leader (SP)

A senior clinician who leads a team of Paramedics & EMT’s. The SP will assist Practice Educators and learners

in achieving their outcomes and will undertake the summative learner ‘sign-off’, if circumstances dictate.

Associate Practice Educator

(NWAS EMT2 and above)

Supports the Practice Educator and provides opportunities for the learner’s personal and professional

development. An Associate Practice Educator may also assist in the assessment of a learner’s competence and

may complete the formative documentation. The Associate Practice Educator may not, however, undertake

summative assessment, unless confirmation has been received at LJMU by the SP.

Personal Tutor

Is a member of the programme team who oversees the pastoral care of the learner. Learners can approach their

personal tutor regarding any ‘personal’ issues that they are experiencing in any area that has the potential to

impair their progress on the course. In addition, they are first port of call in enhancing learner’s academic and

personal development and are essential in encouraging learners to access all aspects of university life.

Module Leader

The member of the programme team who overseas delivery of the module, and the person to whom the learners

directs any questions relating to the clinical practice / standards and assessments they undertake on modules

which incorporate periods of practice based education.

Formative Assessment

Formative assessment of practice is on-going and is diagnostic and developmental. It provides opportunity for

feedback through discussion and documentation. It can take place in any placement setting and should

contribute to the outcome of summative assessment. Learners cannot be referred (failed) on a formative

assessment.

Summative Assessment Summative assessment is the final assessment that determines whether the learner is passed or referred in

practice.

Record of Signatures A list of signatures pertaining to those with Learner development responsibilities.

4

LJMU Paramedic Team Contacts

John Ambrose

Programme Manager

Module Lead – 6003PM Healthcare Leadership

[email protected] 0151 231 4054

Kay Hughes

Module Lead – 4004PM Perspectives of Health

Module Lead – 5000PM Research Methodologies for Paramedics

Module Lead – 6002PM Expanding Research in Paramedic Practice

Module Lead – 6004PM Dissertation


Jason Comber

Module Lead – 4001PM Foundations of Communication & Professionalism

Module Lead – 4003PM Introduction to Clinical Skills

Module Lead – 4006PM Clinical Skills for the Developing Paramedic

Module Lead – 5004PM Promoting Professional Values

Module Lead – 6000PM Practice Education for Paramedics


Dave Preston

Module Lead – 5002PM Clinical Examination, Assessment & Decision-Making

Module Lead – 5003PM Advanced Clinical Skills

Module Lead – 5006PM Managing the Critically Ill Patient

Module Lead – 6001PM Enhanced Clinical Skills


Ron Harris

Module Lead – 4000PM Structure & Function of the Human Body

Module Lead – 4005PM Anatomy & Physiology in Health & Illness

Module Lead – 5001PM Pharmacology


Denise Dixon

Module Lead – 4002PM Illness, Diagnosis & Treatment

Module Lead – 5005PM Applied Pharmacology for Paramedics


mailto:[email protected]






5

Introduction to the Practice Learning & Assessment Document (PLAD)

The Practice Learning & Assessment Document (PLAD) focuses on the acquisition of the core skills and competencies for Paramedics reflected by the College

of Paramedics (CoP), the Health & Care Professions Council (HCPC), the Joint Royal College Ambulance Liaison Committee (JRCALC) and the Quality

Assurance Agency (QAA). It forms part of the summative assessment activities of the practice modules, which are a component of the Batchelor of Science

Degree in Paramedic Science. Therefore, it is an essential requirement that this document is completed.

All competencies and skills must be achieved before you can successfully complete the Module.

Progress on development of these competencies and skills must be discussed between the Learner, Practice Educator and Personal Tutor at

designated Personal Development Plan & Post-Placement meetings. The purpose of these meetings is to ensure the learner is making satisfactory

progress and that all appropriate opportunities for competency and skill acquisition are being utilised.

The core skills and competencies in this booklet have been mapped against the Paramedic Curriculum Guidance 3rd Edition Revised

https://www.collegeofparamedics.co.uk/downloads/Paramedic_Curriculum_Guidance_2015.pdf (College of Paramedics, 2015) and the HCPC Standards of

Proficiency – Paramedics http://www.hcpc-uk.org/assets/documents/1000051CStandards_of_Proficiency_Paramedics.pdf (HCPC, 2014). The PLAD, therefore,

serves two purposes: firstly, it ensures that practice learning is embedded within national benchmark frameworks for paramedics and secondly, it contributes

directly to enhancing best practice within all areas of care.

All competencies and skills must be practiced in accordance with the policies and guidelines in place in the particular placement area and performed

under the supervision of a registered practitioner.

During each practice period, learners may be allocated to different placement areas. Not all will offer opportunities to practice and/or achieve all of the

competencies and skills.

Where opportunities do exist, Learners will first be expected to discuss the competency or skill and its underlying evidence base with the Practice Educator and then observe the Practice Educator carrying out the competency or skill.

Learners will then be expected to repeatedly practice the competency or skill under supervision.

When, and if, the Practice Educator feels the learner can consistently undertake the competency or skill in a safe and effective manner, they will sign to say the Learner is competent. This judgement may be made at any point in year one.

Competence has to be continually demonstrated during each module. Even if competence has been shown on a previous placement Learners should continue to take whatever opportunities are available, and Practice Educators should sign to say that there have been further opportunities to discuss, observe and practice particular competencies or skills in different settings.

https://www.collegeofparamedics.co.uk/downloads/Paramedic_Curriculum_Guidance_2015.pdf

http://www.hcpc-uk.org/assets/documents/1000051CStandards_of_Proficiency_Paramedics.pdf

6

Paramedic Emergency Services (PES) Placement

This is the main learning environment. The named Practice Educator has overall responsibility for assessing and confirming learning, based upon observations

and evidence recorded in this document. They should also consider any supplementary documents to support assessment decisions, for example, evidence of

simulated practice.

The named Practice Educator must:

Complete a timely induction and initial discussion, contributing to the learner’s learning and development plan.

Assess and document the learner’s progress towards achievement of the competencies at the end of each practice experience.

If the Practice Educator has serious concerns about the learner’s progress at any time, an action plan must be initiated. The Practice Education Facilitator

(PEF) and the Personal Tutor should be contacted at the earliest opportunity and be made aware. They will provide the necessary advice, guidance and

documentation for action planning.

Establish a professional relationship to maintain continuity of learning and find ways to create a sense of ‘belonging‘.

Ensure safe and effective ways of managing and co-ordinating the learner’s learning experiences through communication between Practice Educator,

Associate Practice Educator, Learner and any other clinical Supervisors.

Ensure all those involved in supporting and facilitating learning are informed about their role and responsibilities throughout the process.

7

Skills Acquisition Achievement of the competencies can be achieved in a number of ways:

Direct Observation This means observing the learner’s performance directly.

Questioning This means facilitating a discussion with the learner and directly asking questions.

Written work This means examining other evidence produced by the learner to demonstrate their achievement (e.g. a case study or reflection) Please note that, within NWAS, wherever ‘Practice Educator’ is mentioned, this automatically includes any ‘Associate Practice Educator’ who may be

supervising the learner i.e. any other member of the team from EMT2 level upwards.

Health and learning needs disclosure

Learners are encouraged to declare any specific health or learning needs that may affect their performance and progression in practice e.g. dyslexia. This will

help to inform Practice Educators of individual requirements and enable them to facilitate any necessary and reasonable adjustments in accordance with the

Equality Act (2010).

Retrieval

Any Learner who fails the module will be offered a retrieval opportunity. Details of the procedure for completing this retrieval can be found in the Module

Handbook.

Learner Conduct & Confidentiality

Whilst in the practice placement setting, learners are required to abide by the rules and regulations of the local Trust. Whilst not yet accountable to the Health &

Care Professions Council (HCPC), learners must still keep high standards of personal as well as professional conduct. Learners should be aware that poor

conduct outside of professional life might affect the public’s confidence in him or her individually, and in the profession. The HCPC have now published guidelines

for the conduct and ethics of learners. This is accessible at the HCPC website. Learners must also remember that they will be exposed to sensitive and confidential

patient information. At no point should this information be dispersed into the public domain. Failure to adhere to confidentiality policy could lead to course

suspension.

Service User/Carer ConsentThis PLAD contains opportunities throughout for Practice Educators to record the views of service users / carers. When a

Practice Educator signs this statement, they are signing that they have gained consent from the service user / carer to enable them to share their observations

and comments regarding a Learner in a confidential manner. Confidentiality of the service user / carer will be maintained throughout.

8

Competency Level Descriptor Statements

LEARNERS MUST REACH THE MINIMUM LEVEL OF ‘MINIMAL SUPERVISION’ (MS) IN ORDER TO COMPLETE THE MODULE

These statements describe the expected level of performance at the end of year 1

Criteria

Level Knowledge/Reasoning Level of Performance

Personal and Professional Attitude and Awareness

Dependent

(D)

Lacks knowledge

No awareness of alternatives

Unable to explain/give reasons for actions

Lacks accuracy & confidence

Needs continuous guidance & supervision

Poor organisation

No awareness of priorities

Actions & behaviour are not modified to meet the needs of the client and situation

No meaningful explanations given

Lacks insight into personal and professional behaviour

Assisted

(A)

Knowledge is usually accurate

Little awareness of alternatives

Identifies reasons for actions

Accurate performance but may lack confidence & efficiency.

Requires frequent direction/ supervision

Some awareness of priorities/ requires prompting

Recognises the need to modify actions/ behaviour to the client and situation, but unable to do so in non-routine situations

Gives standard explanations/does not modify information

Minimal

Supervision

(MS)

Applies accurate knowledge to practice

Some awareness of alternatives

Beginning to make judgements based on contemporary evidence

Safe and accurate; fairly confident/ efficient

Needs occasional direction or support

Beginning to initiate appropriate actions

Identifies priorities with minimal prompting

Actions/interventions/behaviours generally appropriate for the client and situation

Explanation is usually at an appropriate level and is coherent

Identifies the need for assistance

Independent

(I)

Applies evidence based knowledge

Demonstrates awareness of alternatives

Sound rationale for actions

Makes judgements/decisions based on contemporary evidence

Confident/safe/efficient

Needs minimal direction/support

Able to prioritise

Able to adapt to the situation

Conscious/deliberate planning

Actions/ interventions/behaviour are appropriate to the client & situation

Gives coherent/appropriate information

Identifies & makes appropriate referrals

9

7 Steps to Organising your Assessment

Step Activity Reason Hints and tips

1 Complete a

Learning Contract

Leaner and Practice Educator to read the

explanatory notes (pages 1-15) and the relevant

part of the skills log, so that both parties understand

their responsibilities in relation to the PLAD

Discuss when & how you will meet to check progress

2 Undertake a

self-appraisal

The learner will need to discuss his/her own

perceptions of his/her capabilities with the Practice

Educator

Summarise ‘where you are at’, based on previous personal or professional

experience. Consider what skills and knowledge you currently possess and what you

may lack.

From here, identify both your strengths and areas for development, in relation to the learning outcomes of the modules you are taking.

3 The Preliminary

Interview

To record what is discussed at the interview, to form

the basis of the action plan.

During the Interview, you should identify the learning opportunities that will help you

achieve the competencies.

At this time, you should discuss your self-appraisal notes with your Practice Educator

and agree an action plan to aid the achievement of the module learning outcomes, build

on your strengths and reduce your developmental needs. Be reasonable about what

can be achieved in a short time!

4 Create learning and

development plan

This will be referred to throughout the module /

course and identifies ‘what you are doing’. This has

to take into account the nature of clinical practice in

your area, the support mechanisms available, and

the learning opportunities present (or that need to be

created) during the year.

Part of the action plan is to set dates and times for

formative assessments to take place so that you can

work towards the summative assessment dates

within the module.

Be proactive in seeking and maximising learning opportunities in each of the

placement learning environments.

A learning opportunity can occur at any time & in any place. It is very much defined by

your own abilities to develop and create interesting & useful opportunities to expand &

develop your knowledge & skills. Often Student Paramedics don’t recognise day to day

activities as learning opportunities: working in practice with patients, their ‘families’, your

colleagues, other members of the multidisciplinary team supports continuous learning

if you can learn to use your daily practice as a learning opportunity.

5 Formative

assessment and

evidence collection

To record your progress towards meeting the

module. You must also keep a record of your clinical

hours.

Formative assessment can be signed by Practice Educators, Associate Practice

Educators and qualified Supervising Staff. Competencies can be assessed through a

range of methods e.g. observation, discussion, questioning.

10

6 Summative

assessment

To allow your Practice Educator to make a final

judgement on your performance each year.

Summative assessment must be signed off by the learner’s Practice Educator. In the

Practice Educator’s absence, a Senior Paramedic may sign on the Practice Educator’s

behalf.

Practice Educators will make an overall assessment statement about your

performance and indicate that you have achieved all competency elements by the end

of the year, if appropriate.

Failure to complete all summative practice elements successfully will result in referral

and activation of an action plan.

7 Reflection Reflection is essential for realising what you have

actually learned and to plan future learning. Use your reflections to prepare for year 2 & 3

Sickness Policy

As Pre-Registration programmes involve the conferring of a professional qualification, it is essential that the Placement Learning Support Unit (PLSU) keeps an

up-to-date record of your attendance / sickness and absence pattern both in the theoretical sessions and whilst on clinical placements. To facilitate this, if you are

sick, you MUST follow the procedure described below.

When on Placement

In the event of sickness, you are required to notify your Practice Educator & the Practice Education Facilitator (PEF) and the PLSU on the first day of sickness. If

on a non-ambulance placement, you should also notify the placement supervisor.

When in the University

Should sickness occur whilst you should be attending class you should inform the PLSU, Module Leader & your Personal Tutor.

You must also inform PLSU when you are fit to resume work, even if this is on an official day off. If this is not done you may inadvertently accrue extra days of

sickness being recorded.

A GP medical certificate explaining reasons for your sickness is required for any sickness period over 7 days. Sickness between days 4 and 7 will require a self-

sickness certificate, obtainable from the PLSU. These notes should be posted or hand delivered to your Personal Tutor as soon as possible to facilitate accurate

record keeping. Please be aware that repeated sickness will be investigated if necessary. Repeated sickness or absences from either university or your placement

area are taken seriously and will be acted upon if necessary.

11

Sickness Reporting

Should you find yourself unable to attend either University Sessions or Placements due to sickness, and in addition to contacting your Personal Tutor, please

can you also inform [email protected] with the message “Reporting Sickness / Absence” in the subject bar of the email.

Please refer to the following section of the Placement Learning Support Unit of the website for further info:

https://www.ljmu.ac.uk/microsites/plsu/placement-Learners

Health & Wellbeing

The Health, Well-being & Mental Health of our Learners whilst on placements is extremely important and we appreciate that whilst on placement you may

encounter situations where you may experience emotional or psychological difficulties and feel you would benefit from talking to someone.

Evidence shows that one in four of us will experience at least one mental health problem in any one year and that three in four people suffering from mental

illness get no treatment at all. Most of us are able to recognise and help those who are physically ill, but it is harder to recognise if you or others are suffering

from mental ill health.

The term mental ill health covers harmful levels of stress, depression, anxiety, schizophrenia, bi-polar disorder (manic depression), psychosis, obsessive

compulsive disorder (OCD) and is often associated with drug and alcohol abuse and eating disorders (e.g. anorexia nervosa and bulimia).

In this affects you, both Liverpool John Moores University and the North West Ambulance Service NHS Trust offer free, confidential, one-to-one and group

counselling sessions.

LJMU:

- log on to the Learner intranet and read the Health and wellbeing section https://www2.ljmu.ac.uk/healthandwellbeing/index.htm

- email: [email protected]

NWAS:

The Trust offers a counselling service to Learners and staff via the Occupational Health Service. The main objective of counselling is to help support individuals

to gain insight into the issues they are facing and to effectively deal with the situations.

To access the counselling service, you simply need to visit the Occupational Health website http://www.stockportoccupationalhealth.co.uk/ and review the list of

counsellors and select the one you wish to see. The list details where these counsellors are based and their contact details. Very often, the counsellors use an

answerphone facility, you will be asked to leave your name, and contact number and you should be contacted back within 24hours.

An up to date list of counsellors can be found via the Occupational Health Service website http://www.stockportoccupationalhealth.co.uk/


https://www.ljmu.ac.uk/microsites/plsu/placement-students

https://www2.ljmu.ac.uk/healthandwellbeing/index.htm


http://www.stockportoccupationalhealth.co.uk/

http://www.stockportoccupationalhealth.co.uk/

12

Username: employee

Password: NWAS

Additional support is also available through:

MIND:

http://mind.org.uk/news-campaigns/campaigns/bluelight/

Tel: 0300 303 5999

Be Mindful:

http://bemindful.co.uk/

Samaritans:

http://www.samaritans.org/

Tel: 24-hour helpline: 08457 90 90 90

Personal Tutor Meeting

On return to university from each placement period, Learners should meet with their personal tutor so that placement hours & sickness (if any) can be verified

and discussed. This meeting is a good opportunity to discuss the experiences you have had during your placement, discuss any placement related issues or

explore any additional support that you might need as well as monitoring your progress and development over the course of the year.

Level descriptor statements

These statements describe the expected level of performance at each progression point.

Practice Assessment Record : Year 1

Learners will be exposed to a wide range of experiences. They are expected to safely demonstrate fundamental skills and activities with

care, compassion, underpinning knowledge and appropriate attitudes under close supervision.

http://mind.org.uk/news-campaigns/campaigns/bluelight/

http://bemindful.co.uk/

http://www.samaritans.org/

13

Roles and Responsibilities

Learner

Must maintain high standards of professional conduct at all times

Must maintain patient confidentiality at all times, in line with current guidance.

Must present the PLAD to his/her mentor on the first day and subsequently have it available on each day, for all practice areas.

Ensure the safekeeping of the PLAD throughout the programme.

Negotiating dates and times for initial, intermediate and final meetings for assessment of practice.

Developing reflective skills and providing the Mentor with access to the Practice Learning & Assessment Document at each meeting.

Maintaining the PLAD as required and ensuring the document is accessible to the Mentor for formative and summative assessment meetings.

Establishing own specific learning needs and the completion of a written learning contract and action plans together with record of all progress reviews held with Mentor.

Ensuring that the completed practice assessment document is returned to the Module Leader by the identified deadline. An extension must be requested for late submission. NB Failure either to submit the completed form by the deadline or to obtain an extension will result in an automatic fail grade.

Making the Practice Educator aware of any issues that may be affecting or have affected their performance so that timely action can be taken.

Practice

Educator and/or

Senior paramedic

Orientate the Learner to the placement area on the first day and complete the placement induction record

Prepare an environment with conditions that are conducive to learning.

Ensure that the Initial meeting is conducted within the first week.

Assist Paramedic Learners in identifying learning needs and formulate a written learning contract and action plan with the Learner (preliminary interview documentation).

Supervise Learners in learning situations and provide them with constructive feedback on their performance, facilitating Learners to reflect in and on their practice in order to study practice situations and so add to their learning.

Ensure that an intermediate review is conducted at mid-point of placement, with the Learner and that their progress is documented.

Ensure that the required formative and summative assessments are undertaken at appropriate times with the Learner

Consult with other members of the HEI teaching team on the Learner’s progress if necessary.

Ensure the Learner's progress is documented within the Practice Learning & Assessment Document.

Named Practice Educator to undertake summative assessment by utilising evidence of learning presented by the Learner to support your professional judgement in relation to the achievement of practice learning outcomes.

Undertake the summative signing-off of a Learner at the end of year one. In the event of referral, inform the HEI Lecturer Team and Practice Education Facilitator.

If the Learner is not meeting the required standard, develop an action plan to support the Learner to achieve the identified elements of practice. The PEF and personal tutor must be contacted promptly in order to provide support, as well as to provide the appropriate documentation.

14

If any issues or untoward incidents arise, inform the Learner, PEF and personal tutor as soon as possible and complete a SLIP001 practice advisory log if appropriate

Associate

Practice

Educator

Assist the Learner to reflect on experiences.

Support the Practice Educator in facilitating learning opportunities for the Learner’s personal and professional development.

Assist in the assessment of the Learner, completing the documentation if the Learner has achieved the required level of practice, at formative level only.

Personal Tutor

Contribute to the enhancement of learning by taking part in the monitoring of the quality of practice placements, through annual educational audits.

Facilitate annual mentorship workshops.

Contribute to discussions around Learner progression and achievement.

Meet with the Learner following clinical placements to review progress

Practice

Education

Facilitator (PEF)

Provide support to the Practice Educator particularly were there are issues regarding Learner progression and assessment

Work with the practice placements to enhance the quality of the learning environment

Identify Practice Educator requirements and needs.

Liaise with the Paramedic Education Team in the University.

15

Learning Contract

Please ensure that both Learner and Practice Educator have read the introductory section of the PLAD, particularly

‘Roles and responsibilities’

I __________________________________________ (Practice Educator) agree to provide the identified learning opportunities

for Student Paramedic __________________________________________

Practice Educator Signature: _________________________________Date:___________

I ______________________________________ (Student Paramedic) agree to participate and learn from the identified learning opportunities to the best

of my ability

Student Paramedic Signature: _________________________ Date: _______________

16

Record of Signatures

Name (PRINT) Initials Signature Role & Clinical Area

17

Skills Log

18

Competency Level Descriptor Statements

LEARNERS MUST REACH THE MINIMUM LEVEL OF ‘MINIMAL SUPERVISION’ (MS) IN ORDER TO COMPLETE THE MODULE

These statements describe the expected level of performance at the end of year 1

Criteria

Level Knowledge/Reasoning Level of Performance

Personal and Professional Attitude and Awareness

Dependent

(D)

Lacks knowledge

No awareness of alternatives

Unable to explain/give reasons for actions

Lacks accuracy & confidence

Needs continuous guidance & supervision

Poor organisation

No awareness of priorities

Actions & behaviour are not modified to meet the needs of the client and situation

No meaningful explanations given

Lacks insight into personal and professional behaviour

Assisted

(A)

Knowledge is usually accurate

Little awareness of alternatives

Identifies reasons for actions

Accurate performance but may lack confidence & efficiency.

Requires frequent direction/ supervision

Some awareness of priorities/ requires prompting

Recognises the need to modify actions/ behaviour to the client and situation, but unable to do so in non-routine situations

Gives standard explanations/does not modify information

Minimal

Supervision

(MS)

Applies accurate knowledge to practice

Some awareness of alternatives

Beginning to make judgements based on contemporary evidence

Safe and accurate; fairly confident/ efficient

Needs occasional direction or support

Beginning to initiate appropriate actions

Identifies priorities with minimal prompting

Actions/interventions/behaviours generally appropriate for the client and situation

Explanation is usually at an appropriate level and is coherent

Identifies the need for assistance

Independent

(I)

Applies evidence based knowledge

Demonstrates awareness of alternatives

Sound rationale for actions

Makes judgements/decisions based on contemporary evidence

Confident/safe/efficient

Needs minimal direction/support

Able to prioritise

Able to adapt to the situation

Conscious/deliberate planning

Actions/ interventions/behaviour are appropriate to the client & situation

Gives coherent/appropriate information

Identifies & makes appropriate referrals

19

Skills linked to Practice Placements I = Independent; MS = Minimal Supervision; A = Assisted; D = Dependent

Skill

1

The Learner is able to demonstrate the knowledge

and skills in order to:

Minimum Required

Level

MS

Assessed Level

Signature Date Comments

Utilise communication technologies

Formative

Formative

Summative to be signed by Practice Education /

Senior Paramedic

Formative

Summative

Skill

2



Minimum Required

Level

MS

Assessed Level


Identify and resolve difficulties and barriers to communication by adapting strategies and forms of communication to suit the particular environment and situation.

Formative

Formative


Senior Paramedic

Formative

Summative

20


Skill

3



Minimum Required

Level

MS

Assessed Level


Use appropriate and moving and handling techniques and equipment

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

4



Minimum Required

Level

MS

Assessed Level


Work as part of a team involved in patient care

Formative

Formative


Senior Paramedic

Formative

Summative

21


Skill

5



Minimum Required

Level

MS

Assessed Level


Maintain & ensure a safe working environment & safe management of risk

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

6



Minimum Required

Level

MS

Assessed Level


Minimise cross-infection within scope of practice

Formative

Formative


Senior Paramedic

Formative

Summative

22


Skill

7



Minimum Required

Level

MS

Assessed Level


Assess the patient’s ability to understand and appreciate matters affecting their health and well-being

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

8



Minimum Required

Level

MS

Assessed Level


Obtain clear & informed consent. Demonstrate practice within legal & ethical boundaries

Formative

Formative


Senior Paramedic

Formative

Summative

23


Skill

9



Minimum Required

Level

MS

Assessed Level


Maintain patient confidentiality in written & verbal communications

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

10



Minimum Required

Level

MS

Assessed Level


Maintain accurate & legible patient records appropriately, in accordance with local and national policy

Formative

Formative


Senior Paramedic

Formative

Summative

24


Skill

11



Minimum Required

Level

MS

Assessed Level


Check and replace emergency equipment

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

12



Minimum Required

Level

MS

Assessed Level


Identify vulnerable individuals and act in accordance with local systems to protect them

Formative

Formative


Senior Paramedic

Formative

Summative

25


Skill

13



Minimum Required

Level

MS

Assessed Level


Obtain an appropriate patient history, taking a holistic approach and document findings

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

14



Minimum Required

Level

MS

Assessed Level


Conduct a thorough patient <C>ABCDE assessment

Formative

Formative


Senior Paramedic

Formative

Summative

26


Skill

15



Minimum Required

Level

MS

Assessed Level


Undertake a complete set of clinical observations / vital signs

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

16



Minimum Required

Level

MS

Assessed Level


Implement the appropriate care based on the assessment findings

Formative

Formative


Senior Paramedic

Formative

Summative

27


Skill

17



Minimum Required

Level

MS

Assessed Level


Assist in the safe management of a patient’s cervical spine

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

18



Minimum Required

Level

MS

Assessed Level


Manage an airway using basic positional methods

Formative

Formative


Senior Paramedic

Formative

Summative

28


Skill

19



Minimum Required

Level

MS

Assessed Level


Manage an airway using manual clearing methods & suctioning

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

20



Minimum Required

Level

MS

Assessed Level


Manage an airway using adjuncts: OPA, NPA & iGel

Formative

Formative


Senior Paramedic

Formative

Summative

29


Skill

21



Minimum Required

Level

MS

Assessed Level


Ventilate a patient using a bag-valve-mask with oxygen and reservoir and using an IPPV automated ventilator

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

22



Minimum Required

Level

MS

Assessed Level


Perform cardiopulmonary resuscitation in accordance with current resuscitation guidelines

Formative

Formative


Senior Paramedic

Formative

Summative

30


Skill

23



Minimum Required

Level

MS

Assessed Level


Demonstrate consistent, reliable and competent administration of prescribed oxygen therapy

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

24



Minimum Required

Level

MS

Assessed Level


Perform manual and automated defibrillation identifying the associated life-threatening rhythms

Formative

Formative


Senior Paramedic

Formative

Summative

31


Skill

25



Minimum Required

Level

MS

Assessed Level


Place electrodes correctly in order to record a 4 & 12 lead ECG, preserving the patient’s privacy and dignity, whilst ensuring accurate cardiac monitoring

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

26



Minimum Required

Level

MS

Assessed Level


Assist in the preparation of a range of drugs within scope of practice

Formative

Formative


Senior Paramedic

Formative

Summative

32


Skill

27



Minimum Required

Level

MS

Assessed Level


Prepare an intravenous infusion

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

28



Minimum Required

Level

MS

Assessed Level


Identify the need for, prepare and administer an intramuscular injection demonstrating consistent, reliable and competent application of asepsis

Formative

Formative


Senior Paramedic

Formative

Summative

33


Skill

29



Minimum Required

Level

MS

Assessed Level


Identify the need for, prepare and administer a subcutaneous injection demonstrating consistent, reliable and competent application of asepsis

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

30



Minimum Required

Level

MS

Assessed Level


Assess, manage and apply an appropriate dressing for a wound using an aseptic technique

Formative

Formative


Senior Paramedic

Formative

Summative

34


Skill

31



Minimum Required

Level

MS

Assessed Level


Immobilise a suspected fractured site with appropriate immobilisation and support

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

32



Minimum Required

Level

MS

Assessed Level


Demonstrate competent assessment and management of a patient in pain, within scope of practice

Formative

Formative


Senior Paramedic

Formative

Summative

35


Skill

33



Minimum Required

Level

MS

Assessed Level


Accurately handover or refer a patient’s care to another healthcare professional using correct terminology

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

34



Minimum Required

Level

MS

Assessed Level


Demonstrate consistent, reliable and competent assessment of patients with neurological disorders

Formative

Formative


Senior Paramedic

Formative

Summative

36


Skill

35



Minimum Required

Level

MS

Assessed Level


Demonstrate consistent, reliable and competent assessment of patients with cardiovascular disorders

Formative

Formative


Senior Paramedic

Formative

Summative

Skill

36



Minimum Required

Level

MS

Assessed Level


Demonstrate consistent, reliable and competent assessment of patients with a respiratory disorders

Formative

Formative


Senior Paramedic

Formative

Summative

37


Skill

37



Minimum Required

Level

MS

Assessed Level


Assist the Paramedic in the management of patients with obstetric and gynaecological complications, including child birth

Formative

Formative


Senior Paramedic

Formative

Summative

38

Document Information & Guidance

Once you have familiarised the Learner with the health & safety aspects of the ambulance station, an initial meeting should take place in order to identify any specific learning needs and opportunities for development .This should be completed within the first week of the mentorship where reasonably practicable.

As you progress through the PLAD and complete sign offs, should any further development be identified, this can be logged onto the sheet on page 55 so that over the yearlong placement, the Practice Educator, PEF and Academic Advisor can identify and action plan any particular causes for concern.

The Interim Progress Review on page 54 must be completed by the set date so that any major issues can be raised with enough time to enable an action plan and additional support to be put in place for both the Practice Educator and the Learner.

The summative sign off sheet on page 68 must be completed before the set date. If a refer grade is given, this should be highlighted with the Module Lead and PEF as soon as any issues are identified.

Although the sign offs throughout this PLAD are in relation to specific modules taught throughout the year, it is acceptable to sign of any competencies throughout the PLAD throughout the placement blocks if the skills are demonstrated. Please do not feel you have to wait until each module is completed before beginning the sign off process.

Any queries, please contact Jason Comber [email protected] or Denise Dixon [email protected] or the Placement Learning Support Unit at LJMU [email protected]




39

Placement - Initial Meeting

The initial meeting and discussion should be carried out in the first week of the NWAS placement. The Practice Educator & Learner should identify how they will go about addressing the learning needs.

Learner Learning and Development Plan

Agreed Learning Opportunities Resources/Facilitation needed

1)

2)

3)

4)

5)

6)

Learner Signature: Date:

Practice Educator: Date:

40

Practice Placement – Ambulance Placement Details

Placement: Telephone number: PLSS ID:

Date: From Date: To

Practice Educator

Practice Educator name:

Signature:

Associate Practice Educator

Associate Practice Educator name:

41

Induction to Practice Placement

Ambulance

Placement

(tick box)

Non Ambulance Placements

1 2 3 4 5 6

Introduced to staff and environment

Placement philosophy discussed including:

• Diversity and equality

• Harassment and oppressive behaviour policy

Sickness and absence protocols discussed

Emergency equipment procedures discussed

Administration of medicines policy discussed

H&S equipment, policies and procedures discussed relating to:

• Fire procedures

• Infection control

• Safe disposal of sharps

• Control of Substances Hazardous to Health

• Moving and handling

Risk assessment undertaken if required

Confidentiality procedures discussed including:

• Patient/client and individual information

• Reporting concerns, e.g. poor practice (safeguarding)

Uniform policy discussed

Learner signature:

Date:

Supervising Staff signature:

Date:

42

This page has been left intentionally blank

43

Learner self-appraisal for use at preliminary interview

Strengths Areas needing development

Action Plan:

Once you have completed the self-appraisal, it will help with discussion points for your preliminary interview with your named Mentor. The self-appraisal must be completed before your Practice Educator meeting.

44

Preliminary Discussion Practice Experience

I have participated in the preliminary discussion and have been offered the opportunity to:

discuss any personal health/learning needs

identify any adjustments to aid learning

discuss practice hours to be made up (if appropriate)

discuss ongoing developmental needs

identify opportunities for exposure to specific client groups

develop a learning plan (below)

Learner signature Date:

Practice Educator signature Date:

45

Learner Developmental Learning Plan

Agreed learning opportunities

Resources/facilitation needed

1.

2.

3.

4.

46

Non-Ambulance Placement - Practice Experience 1

Details: To be completed by Non-Ambulance Placement Mentor

Placement: Tel: PLSS ID:

Date: From Date: To

Please complete placement induction

Practice Educator name: Signature:

Practice Educator comments

Professionalism - Expectations of a health professional

Skills – Skills required for the application of practice

Knowledge, Understanding & Skills

47

Non-Ambulance Placement

Practice Experience 2



Date: From Date: To







48





Date: From Date: To







49





Date: From Date: To


Mentor name: Signature:

Mentor comments




50





Date: From Date: To







51





Date: From Date: To







52

Formative Assessment: Self-Evaluation [Semester 1]

Student self-evaluation assessment

Please ensure you fill this in before your Interim Review meeting. In relation to the Skills for Practice Placement criteria, please choose the option that best suits your performance Independent Minimal supervision Assisted Dependant

Practice Educator Evaluation Assessment

In relation to the Skills for Practice Placement criteria, please choose the option that best suits the Learner’s performance. Independent Minimal supervision Assisted Dependant

Student Signature:

Date signed:

Practice Educator signature:

HCPC pin:

Date signed:

53

Formative Assessment [Semester 1]

Formative Assessment 1 To be completed at the end of Semester 1 (for Practice Educator Only)

In relation to Skills linked to Practice Placements, the Learner: Is developing appropriately at this stage Is NOT developing appropriately at this stage If the student is NOT progressing appropriately, please complete a supportive action plan with the student overleaf


HCPC pin:

Date signed:

54

Formative Assessment – Semester 1

Interim Progress Review

Self-assessment by Learner (to be completed in advance of final interview)

Strengths:

Areas for future development:

Practice Educator comments on Learner progress (including views of service users/carer)

Strengths:


Outcome: Achieved/not achieved (circle)

Learner signature: Date:


Print name:

Date:

Learner Name: Cohort: Module No: PLSS ID:

Placement: From: To:

55

Action Plan

Ambulance Practice: Semester 1

At any time during Ambulance Practice Experience, when a Learner needs targeted support and guidance to meet the module competencies, an action plan

must be instigated. The aim of an action plan is to enhance performance, competence or professional behaviour.

Competency to

be developed

Date

initiated

Planned action Date for

review

Review comments Signature/

Designation

1.

2.

3.

4.

As appropriate, the following people have been made aware of these issues for information and/or additional support (Practice Educator to complete):

Senior Paramedics Advanced Paramedic PEF HEI Representative

Date:

Name of contact:

56

Summative Assessment: Self-Evaluation [Semester 2]


Please ensure you fill this in before your Final Review. In relation to the Skills for Practice Placement criteria, please choose the option that best suits your performance Independent Minimal supervision Assisted Dependant



Student Signature:

Date signed:


HCPC pin:

Date signed:

57

Summative Assessment [Semester 2]

Formative Assessment 2 To be completed at the end of Semester 2 (for Practice Educator Only)



HCPC pin:

Date signed:

58

Summative Assessment - Final Progress Review


Strengths:



Strengths:


Outcome: Achieved/not achieved (circle)



Print name:

Date:



59

Action Plan

Ambulance Practice: Semester 2



Competency to

be developed

Date

initiated


review


Designation

1.

2.

3.

4.



Date:

Name of contact:

60

Retrieval Summative Assessment: Self-Evaluation [Retrieval Period]


Please ensure you fill this in before your Final Retrieval Review. In relation to the Skills for Practice Placement criteria, please choose the option that best suits your performance Independent Minimal supervision Assisted Dependant



Student Signature:

Date signed:


HCPC pin:

Date signed:

61

Retrieval Summative Assessment

Retrieval Summative Assessment - To be completed at the end of the Retrieval Period (for Practice Educator Only)



HCPC pin:

Date signed:

62

Action Plan - Ambulance Practice: Retrieval



Competency to

be developed

Date

initiated


review


Designation

1.

2.

3.

4.



Date:

Name of contact:

63

Practice Retrieval - Interim Progress Review (if applicable)

To be completed by Practice Educator:

Strengths

Areas for development (Comment on competencies yet to be developed and complete Action Plan if targeted support is identified.

Service user/carer views obtained and recorded by the Practice Educator

Learner signature: Practice Educator signature: Date:

Practice Retrieval

Final Progress Review (if applicable)


Strengths:



Strengths:


Outcome: Achieved/Not achieved (circle)



Print name:

Date:



Summative document

Learner name.........................................................................

Practice Educator Statement: (Please sign ONE of the following statements) I can confirm that the Learner has been observed on several occasions and I am confident that the learning outcomes have been achieved. The Learner has also met the required standard in relation to the competency statements and identified individual skills. Practice Educator Name & Signature: ___________________________________________________ HCPC Registration number: _____________________________________ Date: _____________________________________

I can confirm that the Learner has been observed on several occasions and has not achieved the learning outcomes. The Learner has not met the required standard in relation to the competency statements and/or identified individual skills. Practice Educator Name & Signature: ___________________________________________________ HCPC Registration number: _____________________________________ Date: _____________________________________

PASS

REFER

Core Skills Framework Completed

The Learner will have completed all of the core skills before their first practice placement.

Core Skill LJMU Signature Date completed

1. Fire Safety

2. Moving and Handling

3. Conflict Resolution

4. Equality, Diversity and Human Rights

5. Resuscitation - Adult Basic Life Support Resuscitation - Child Basic Life Support

6. Health, Safety and Security

7. Infection Prevention and Control

8. Safeguarding Children

9. Safeguarding Vulnerable Adults

I can confirm that this Learner has completed each of the 9 core skills.

Learner name: …………………………………………………………………….

LJMU Signature: ………………………………………

Date: …………………………………………………….

If lost please return to:

Liverpool John Moores University

School of Nursing & Allied Health

Tithebarn Building, 79 Tithebarn Street,

Liverpool.

L2 2ER

Email: [email protected]


Practice Learning & Assessment Documentation - Year 1

Documents

Transcript of Practice Learning & Assessment Documentation - Year 1