Glossary

What do the terms mean? How do I assess?

It is important to remember that when assessing a student against the proficiencies, we are not assessing them to complete the skills independently as we would a registered, qualified professional employed within the area. We are assessing the student against knowledge, skills, and professional values, showing increasing confidence as they move through their training. We are not preparing the students to be at the same level of proficiency that we would expect from our own independent practitioners in Trust. Our aim is to prepare them to enter the nursing profession with knowledge and skills they can then build upon to become independent practitioners of the future.

Undertake – The student participates in performing the skill, this may have a different meaning according to practice area, (e.g., 2.2 undertake venepuncture and cannulation and blood sampling, interpreting normal and common abnormal blood profiles and venous blood gases).

Can this be undertaken on a patient in your practice area? (The student performs the skill on a patient under supervision).

If not, could you offer simulation to undertake this skill? (The student performs the skill in simulation).

If not, can the toolkit provide evidence required to assess the knowledge, skills and professional values of undertaking the skill relevant to your field of practice? E.g. your student can explain how they would support and prepare a patient to have the procedure and how that would be managed in your practice area. (The toolkit provides you with evidence of work completed in university and previous placements or visit experiences)

If not, can you work with the student to complete an action plan to provide any evidence missing at this point to complete this assessment in the future? (E.g., the student is directed to attend clinical skills drop-in session at university and record themselves completing the skill on plastic – see thinking outside the box section for further guidance)

Manage and Monitor – the student takes a (supervised) leadership role throughout the procedure; this may have a different meaning according to practice area. (e.g., 2.4 manage and monitor blood component transfusions)

Can this be managed and monitored on a patient in your practice area? (The student manages and monitors the procedure on a patient under supervision).

If not, could you offer simulation to manage and monitor this procedure? (The student manages and monitors the procedure in simulation).

If not, can the toolkit provide evidence required to assess the knowledge, skills and professional values of managing and monitoring the procedure relevant to your field of practice? (The toolkit provides you with evidence of work completed in University and previous placements or visit experiences)

If not, can you work with the student to complete an action plan to provide any evidence missing at this point to complete this assessment in the future? (e.g., see thinking outside the box section for further guidance)

Administer – the student gives the medication using the correct procedure under supervision; this may have a different meaning according to practice area. (e.g., 6.5 administer enemas and suppositories…)

Can this be administered on a patient in your practice area? (The student administers the medication and the procedure on a patient under supervision).

If not, could you offer simulation to administer this procedure? (The student administers the mock medication and the procedure in simulation).

If not, can the toolkit provide evidence required to assess the knowledge, skills and professional values of administering the procedure relevant to your field of practice? (The toolkit provides you with evidence of work completed in University and previous placements or visit experiences)

If not, can you work with the student to complete an action plan to provide any evidence missing at this point to complete this assessment in the future? (e.g., see thinking outside the box section for further guidance)

Insert - the student places the medical device using the correct procedure under supervision; this may have a different meaning according to practice area. (e.g., 5.6 insert, manage and remove oral/nasal/gastric tubes)

Can this be inserted into a patient in your practice area? (The student inserts the medical device into a patient under supervision).

If not, could you offer simulation to insert the medical device. (The student inserts the medical device in simulation).

If not, can the toolkit provide evidence required to assess the knowledge, skills and professional values of inserting medical devices relevant to your field of practice? (The toolkit provides you with evidence of work completed in university and previous placements or visit experiences)

If not, can you work with the student to complete an action plan to provide any evidence missing at this point to complete this assessment in the future? (e.g., see thinking outside the box section for further guidance)