Professional Behaviours: Professional assessment and Patient evaluation

Professional Behaviours: Professional assessment and Patient evaluation Dr Mark limb Director of learning and teaching The school of nursing and midwifery Associate director: Quality and standards Faculty of medicine, dentistry and health

Overview Good Health/Character Competence Mentor/patient - assessment/evaluation Professional Behaviours Utility

NMC: Good Health Good health is necessary to undertake practice as a nurse or midwife. Good health means that you must be capable of safe and effective practice without supervision. It does not mean the absence of any disability or health condition. Many disabled people and those with health conditions are able to practise with or without adjustments to support their practice.

NMC: Poor health If you are a nurse or midwife in poor health it means that you are affected by a physical or mental health condition that impairs your ability to practise without supervision.

NMC: Good Character Good character is important and is central to The Code: Standards of conduct, performance and ethics for nurses and midwives 2008 (the Code) in that nurses and midwives must be honest and trustworthy. Your good character is based on your conduct, behaviour and attitude. It also takes account of any convictions, cautions and pending charges that are likely to be incompatible with professional registration. Your character must be sufficiently good for you to be capable of safe and effective practice without supervision.

Offer Academic Criteria - Referee Practice Experience – Referee All conditional on: Good Health - OH Clearance Good Character – Interview, referees, DBS

Programme duration – Good Health/Character Ongoing self disclosure Annual meeting/sign off

COMPETENCE Evidence of attainment of competence is required for entry to the NMC register. Competence is regarded by the Nursing and Midwifery Council as a holistic concept that they define as: “The combination of skills, knowledge and attitudes, values and technical abilities that underpin safe and effective nursing practice and interventions”. (Adapted from Queensland Nursing Council 2009)

Levels of Supervision Unit 1 – Direct Supervision (Mentor) PROGRESS Unit 2 – Guidance (Mentor) Unit 3 – Guidance (Mentor) PROGRESS Unit 4 – Minimal Supervision (Sign off Mentor) Booklets available to subsequent mentors

NMC • The Nursing and Midwifery Council promotes the idea that patients should contribute to the assessment of students and it is up to the programme provider to determine how this happens: • Clear processes and documentation • Safeguards • No final judgement – another method of feedback

Key Areas • Patients’ perspectives on care are vital to improving the quality of NHS services • Patients occasionally give feedback on the way student nurses have cared for them, but usually in an ad hoc way • Developing a structured tool allows patients, carers and relatives to become part of the student nurse assessment process • Patients can evaluate communication, comfort, and treating individuals with respect • It is not appropriate to request feedback from some patients, for example those who are sedated or too ill Chapman et al (2011)

USER CARER TESTIMONY As part of nurse training students are required to obtain at least one testimony each unit from a user and/or carer. It is important that students have this perspective, as well as that of their mentor, and that this feeds into their overall assessment by their mentor. To the user/carer: Please comment on the manner in which care is delivered by the student looking after you. You may comment on both strengths and weakness. The student does have a list of professional behaviours that you may use if you wish.

Professional Behaviours

Professional Behaviours: Excellent/Good/Poor? Assessment: Excellent/Good/Poor. Midpoint and end of placement. Any experience more than 2 weeks within a placement. There is an expectation that students demonstrate a high standard in professional behaviours throughout this programme. Any professional behaviours marked as poor should be related to relevant competencies (Essential Skills Clusters) which should be identified as not progressing and an action plan developed with the assistance of the UoS Tutor.

USE Programme development Programme marketing Recruitment

Recruitment: National interest – post Francis Values Based Personal Cultural Generate behaviour Who defines these – professional body/commissioners/HEI? What is the threshold for admission? Aren’t values something that we develop through programme – professional? Are values all that we are looking for?

CHARACTER Interpersonal Interactions with others – exercise of values - behaviour

VALUES Personal About the individual (?judgements/stereotypes).

SKILLS Communication Interactions in the health care setting.

IMPACT Feelings as a result of their experience.

Professional Behaviours: Professional assessment and Patient evaluation