Transition to Advanced Practice and Specialist Practice Integrated Portfolio



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Transition to Advanced Practice and Specialist Practice Integrated Portfolio




Specialist Practice - Community Children’s Nursing and Community Nursing

in the Home (District Nursing) Pathways
2013 - 2015




Contents
Personal details 2

Introduction 3

Aims/ Learning outcomes 3

Summary of syllabus content 4

Summary of teaching and learning methods 4

Summary of assessment methods 5

The Portfolio 5

Attendance in practice record 7

Analysis of your strengths, weaknesses, opportunities and threats 8

Personal Development Plan 10

Suggestions for developing your portfolio 12
Appendix 1 13

Section 1 14

On-going record of achievement statement 14 Introduction 15

Roles and Responsibilities 16
Section 2 18

Progress records and verification of competence 18

Initial Interview 19

Interim Review of progress 20

Final Interview 21

Initial reflection by student at commencement of practice experience 22

Interim student reflection on progress 23

Self-Assessment Guide: To Domains 24

Learning Contract / Progression Record Template 27

Reflection 28


Section 3 30

Introduction 30

Domain A Clinical Nursing Practice 31

Domain B Leading Complex Care Co-ordination 33

Domain C Proactively Manage Complex Care 35

Domain D Managing Cognitive Impairment and Mental Well Being 37

Domain E Supporting Self Care, Self- Management and Enabling Independence 39

Domain F Professional Practice and Leadership 41

Domain G Identifying High Risk People, Promoting Health

and Preventing Ill Health 43

Domain H Managing Care at the End of Life 45

Domain I Interagency and Partnership Working 47

Domain J Community Children’s Nursing 49
Patient and family/carer involvement in practice 51
Section 4 52

Elective Placement 53

Key Texts / References 57
Annex 1 NMC Mapping 59

Personal Details

NAME: __________________________ ACADEMIC YEAR: _______________

PROFESSIONAL QUALIFICATION/S:
Work base Address: Home Address:





















Tel:

Tel:

Email:

Email:

Fax:

mobile:



Practice Teacher/ Mentor

Name: ______________________________

Work address:
Tel: Email
Mobile: ________________________________

Module Leader
Name: ___Francine O'Malley______________________________
Tel: ____02380597627_____________________________ Email: F.O’Malley@soton.ac.uk

Pathway Leader
Name: Dr mark Rawlinson
Tel : 01983534112 Email: m.rawlinson@soton.ac.uk

Name : Margaret Fergus Email : M.fergus@soton.ac


Tel : 02380 597979

Introduction

For practitioners on longitudinal programmes, process development is important so that you can integrate individual modules and experiences to specific situations in a different way. The Transition to Advanced Practice Module -Specialist Practice is the provision of structured experiences and opportunities, fostering a developmental approach, to enable you to achieve confidence and competence in advancing your professional role and making the transition toward advanced practice.


The portfolio forms the basis of the Transition to Advanced Practice - Specialist Practice Module and will demonstrate your acquisition of evidence-based knowledge from academic components of the programme and its application to your practice. It may also enable you to demonstrate the attainment of the skills / competencies required for advanced practice.
In conjunction with your practice teacher, you will negotiate your own learning for this module through the use of a personal development plan; this will enable you to individualise your learning and the ways in which you plan to meet the module learning outcomes.

The portfolio will provide evidence of your knowledge and skills acquisition, your personal learning and development, and evidence of continuous critical reflection in and on your own clinical practice (Wilkinson et al, 2002). All of which will demonstrate your transition toward advanced practice; as well as being able to demonstrate your ability to meet the NMC (2001) Standards for Specialist Education and Practice and the NMC (2006) Standards of Proficiency for Nurse and Midwife Prescribers (see appendix 1).


Aims

This module will enable you to navigate and articulate your transition towards advanced clinical practice. This will be underpinned by the integration of your personal, professional and academic development, gained as a result of your study within the MSc Advanced Clinical Practice.


Learning outcomes

On completion of the module you will have shown the ability to:



  1. Critically reflect on your role transition towards advanced practice through personal, professional and academic development.

  2. Demonstrate the integration of best evidence when undertaking health assessment, diagnostic reasoning, decision making, therapeutic intervention and evaluation within the context of advanced clinical practice.

  3. Demonstrate leadership, collaboration and risk management in contexts that are challenging, complex and /or unpredictable.

  4. Critically evaluate the contribution of your profession, and underpinning health and social policy, to the health of the specified client group.

  5. Demonstrate advanced interpersonal skills including those of negotiation, referral, consultation, case presentation, mentorship and education.

  6. Critically evaluate how your advanced practice role can improve health outcomes.


Summary of syllabus content

This module has been specifically designed to enable integration of the learning and personal/professional development that occurs during study of the MSc Advanced Clinical Practice (Specialist Practice Community Nursing pathway). The module content is designed to allow you to critically explore and debate both national and international perspectives on advanced clinical practice, and their underpinning evidence base. It recognises that there are a multitude of different definitions and conceptualisations of advanced practice, ranging from those that are focused on very specific practitioner roles through to those that are much broader articulations of practice at a senior or expert level. It also recognises that there are marked regional, national and international variations in how advanced practice roles are articulated and enacted, as well as variations across the different healthcare professions. Associated with these variants are also differing levels of professional autonomy. The module will thus enable you to explore and identify what advanced practice means within the context of your own professional practice role, and equip you to further develop your advanced clinical practice beyond the end of the module. It will also allow you to demonstrate your ability to meet the required Standards for Specialist Practice Community Nursing (appendix 1).


Core content will include:

  • Analysis of the concept and scope of advanced practice, and its interface with accountability, clinical governance, autonomy, specialist practice and expert practice.

  • Integration of communication and assessment skills, decision making, management and speciality specific knowledge and skills acquired during the MSc Advanced Clinical Practice programme.

  • Role transition and professional identity in advanced practice

  • Legal and ethical issues underpinning advanced/autonomous practice

  • Advanced practitioner roles in the context of the multi-disciplinary/multi agency team.

  • UK and international health and social care policy in relation to advanced practice.


Summary of teaching and learning methods

Teaching and learning methods are underpinned by constructivist theory (Piaget 1950).

Students will use their experience and construct knowledge in order to achieve the learning outcomes. Although lectures by experts within the field of advanced practice and specialist practice community nursing will form a central component of the module, the greater emphasis will be on student centred debate, critical appraisal and action learning, to enable you to fully explore the meaning of advanced practice within the context of your own professional role and future career development. Assessment of competence to practice will be undertaken by a practice teacher.


  • Seminars

  • Action learning sets

  • Case presentations

  • Lectures

  • Critique of published papers and policies

  • Group debate/critical discussion.

Key contributors to the module include active researchers and advanced/consultant practitioners as well as experts in the field of advanced clinical practice.


Piaget J (1950) The Psychology of Intelligence. London: Routledge & Kegan Paul
Summary of assessment methods


Formative assessment

Formative assessment will take the form of a short presentation to peers for which you will receive feedback which may be incorporated into the clinical portfolio.


Summative assessment

The assessment of the module requires you to develop a clinical portfolio which demonstrates evidence of your transition to, or towards advanced practice.


This is in the form of a Portfolio of Learning Applied to Clinical Practice. A portfolio is a collection of various forms of evidence of achievement of the learning outcomes and, where appropriate, clinical competence. It is a compendium of material which together with reflective accounts enables you to identify strengths, weaknesses and areas for further development. It provides evidence of your ability to synthesise theory and practice. For your pathway, this includes evidence of successful completion of competencies required within the NMC (2001) Standards for Specialist Education and Practice and the NMC (2006) Standards of Proficiency for Nurse and Midwife Prescribers (appendix 1).
The Portfolio

The portfolio comprises a critical reflective report of 2,500 words and will also include the following supporting elements:

a) Learning contract /Personal development plan / SWOT analysis

b) Evidence demonstrating that the learning outcomes and required professional/ clinical competencies (NMC 2001) have been addressed (appendix 1) including V100 Prescribing competencies (NMC 2006).

c) Evidence of ‘User’ feedback.

d) A record of attendance.

d) An assessment of your progression and overall performance by your practice teacher
The portfolio will enable the assessment of your ability to discuss, critically appraise and evaluate your progress. It should enable you to integrate and apply your knowledge base to clinical practice to demonstrate your promotion of quality care provision and your transition towards advanced clinical practice.
Specific guidance regarding the approach you are required to take to your clinical portfolio will be given by your practice teacher and members of the university team. The required inclusion of assessment of clinical competence within the portfolio will depend on the nature of your clinical role (District Nurse or Community Children’s Nurse).
N.B.

The module can only be successfully completed if a pass is attained in all required elements including the practice assessment in appendix 1.


You may be required to attend a viva voce examination if the examiners require clarification about some aspect of the portfolio or if it is deemed useful in helping the examiners decide between a pass or refer outcome where the mark is borderline. Successful outcome of the viva voce will result in an uncapped mark and be viewed as a pass at the first attempt.

Attendance in practice record
Dates




































































































































































































































































































































































































































































































If you are absent from a placement for any reason it is important that you notify both your PT and University Lecturer on the first day of absence. Lost practice time is required to be made up.
Agreed as a correct record:


Student signature





Date




Practice Teacher signature





Date





Analysis of your strengths, weaknesses, opportunities and threats

It is important for you to take control of your education and learning. A starting point is for you to reflect on, and analyse your strengths as well as areas that you need to develop, so that you recognise what opportunities are available and where you might have problems in the future. It can also be used to structure your first meeting with your practice teacher.


If this is to be of value you need to take an honest and critical view of yourself. One way of doing this is to undertake a SWOT analysis. The following is an example:


Strengths (current)


Weaknesses (current)

  • Good interpersonal relationship skills

  • Reliable

  • Organised

  • Able to take initiative

  • Plenty of work experience

  • Lack of self confidence

  • Lack of experience in studying at higher degree level

  • New to area – support system not in place

  • Poor timekeeper

Opportunities (future)


Threats (future)

  • Gain experience of working with others from a variety of backgrounds

  • Greater insight into my field of work

  • Gain a postgraduate degree

  • Promotion potential

  • Lack of support at work

  • Lack of time to undertake course work

  • Difficulty with timing of study days due to family commitments

Utilise the chart provided undertake a SWOT analysis.




Strengths (Current)


Weaknesses (current)






Opportunities (Future)


Threats (future)








Personal Development Plan

Identification of areas for improvement, personal development needs, how you are going to achieve them, over what time period, and how are you going to evidence that they have been met.

Drawing on the reflection of your strengths, weaknesses, opportunities and threats, identify your personal goals. The following are some guidelines to assist you:


Areas for improvement

This section will include the weaknesses or opportunities that you identified through the SWOT analysis. You may also wish to develop skills in managing some of the threats that you have identified or maximising the opportunities.


What are your development needs?

What exactly do you need to learn? What is your goal / target? e.g. in the example we identified poor time keeping as a weakness, what do you want to achieve / learn? This could include:



  • Time management strategies

  • How to organise your workload more effectively

  • Organising your personal life to create more personal time / space etc.


How are you going to achieve them?

List the resources available to enable you to achieve each of your learning needs. Some of these resources will be through the modules you will be undertaking; others will include wider resources such as literature / experts / colleagues / Internet etc.


What is your timeline?

How long will it take you to meet your development needs?

They may be on-going or met throughout this module, or throughout the MSc programme
Evidence

How are you going to know that you have achieved what you set out to achieve? For instance in the time keeping scenario, you may decide that your evidence is that you are able to submit assignments on time without having to write them at the last minute!


This is an important section to complete because it will enable you to look back on your achievements and take pride in the progress you have made. It is also important as it links with the evidence you will provide within your portfolio to verify your transition toward Advanced Practice.



Personal Development Plan

Development needs

How I am going to achieve them

Timeline

Evidence of achievement













Suggestions for developing your portfolio

Critical reflective report

  • Critically review your learning activities and professional development using the learning outcomes, and also using an advanced practice framework. This can be a conceptual framework(e.g. Manley 1997) or a competency based framework (e.g. DH 2010).

  • Map your evidence to each of the domains in your chosen framework

  • Signpost your evidence from the text of your critical reflective report

  • Critically discuss what you understand by Advanced practice

  • Make explicit how each of the Learning Outcomes of the module will be achieved

e.g. map evidence to Learning Outcomes

  • Demonstrate how each of the Individual intended outcomes identified in your

personal development plan are addressed or reasons why not

  • Demonstrate how you have developed in each of the chosen domains (eg use

Benner)
Evidence to support claims made in Critical reflective report

Use a variety of evidence – but be selective

E.g. clinical skill competencies (appendix 1)

Case study and reflection in and on practice

Use of benchmarking

Competency log (appendix 1)

E.g. transition toward Advanced Practice

Diary of practice teacher /mentor meetings and reflection on actions

Practice Teacher/ Mentor report (appendix 1)

E.g. Development of teaching skills

Overview of learning styles and PowerPoint presentation with student / peer

evaluation and personal reflection

E.g. Development of new skills / knowledge

Visits to other organisations/departments who have implemented similar service

improvement, with critical comparison

Analysis/reflection of new learning gained from other MSc modules

E.g. development of management/leadership ability

Case study and critical reflection or critical incident- professional conversation

E.g. development of communication skills / inter-professional working

Annotated notes of meetings with critical reflection

Critical incident analysis

E.g. development of research skills

Search strategy and critical appraisal of evidence to address a practice question

Development of audit tool, including process as well as final documentation



Content of pages 2-12 adapted from: The standard TAP module.

Appendix 1

Assessment of Practice


Section 1:

Introduction and practice context



Section 2:

Progress records and verification of competence



Section 3:

Practice competencies

Patient and family/carer involvement in practice

Section 4:

Gives details of the elective placement / References




Annex 1- Mapping of NMC (2001) Standards for Education and Practice

Section 1
On-going record of achievement statement
My Assessment of Practice document is my “on-going record of achievement” for practice.

I consent to allow the processing of confidential data about me to be shared between successive Practice Teachers and with the relevant education providers.



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