Context

 The Pan London Practice Learning Group (PLPLG) on behalf of the 14 London Approved Educational Institutes (AEIs) secured Clinical Placement Expansion Programme (CPEP) funding from HEE to plan a consistent approach to the assessment of those proficiencies/skills which may be challenging to achieve and assess in specific practice settings across the 4 fields of nursing. The focus of this work has been to develop and agree a unified approach Pan London, in collaboration with all the AEIs and their practice partners.

 This work is intended to facilitate placement expansion and increase capacity as staff in practice become more confident in supporting students and AEIs utilise simulated practice more effectively in line with NMC requirements (NMC, 2018b).

This work is also intended to reflect that the Annexe A and B skills, as operationalised in the proficiencies section in the PAD “apply to all registered nurses, but the level of expertise and knowledge required will vary depending on the chosen field of practice” (NMC 2018a, pp 27&31).

In discussions with the NMC, the project team have been reminded of the need to ensure students receive opportunities to achieve the proficiencies/skills in practice, where possible, and this requirement has influenced the approach in this guide.

Purpose

For the purpose of this project, 12 specific proficiencies/skills across Parts 2 and 3 have been identified. This guide will provide information for students, Practice Supervisors, Practice Assessors, and academic staff to outline: 

• where the proficiency/skill is to be assessed e.g., in practice placement or in simulated practice within the university
• learning resources to support student learning and guide the PS/PA in assessing proficiencies, including case studies and relevant eLFH modules..
• a table which summarises the proposals regarding the approaches to student assessment of the 12 identified proficiencies/skills.

 Student Assessment of Proficiencies

As per the NMC guidance it is important to emphasise that where possible student assessment should occur within the practice  setting (see approaches 1a and 1b below), however, it is acknowledged that this may not always be achievable in all fields of nursing due to the nature of the service and the model of care delivery.

The majority of proficiencies are taught in theory within the AEI, with the opportunity for skills rehearsal, where appropriate, using a range of resources (including those identified in this guide).

The approaches to assess the proficiencies are outlined below:

1. Within Practice by PS/PA

1a) Working directly with patients / service users to observe and practice the skill/proficiency (to incorporate application of knowledge and skills that are delivered in AEIs)

1b) Using a targeted discussion i.e. if the opportunity to meet whole/part of the proficiency is not available (to incorporate the application of knowledge/skills rehearsal from the AEI- may be supported by simulated practice in some areas)

2. Within the University :

Through Simulated Practice (theory, practice and assessment within AEI, and signed in the PAD by the AEI – if the opportunity to be assessed in practice is not available. This can be a member of AEI staff – acting in the role of PA in line with SSSA)

[Refer to the Case Studies/resources on the Pan London Practice Learning Group website for relevant focused learning and supporting information in relation to the achievement of these proficiencies.  https://plplg.uk/]

The identified resources are not intended to be prescriptive and should be used to enhance student learning and support assessment. For example the student may be asked to explore the Case Study before a discussion with their PS/PA. The Case Study itself is not a formal part of the assessment and a PS/PA may alternatively choose to draw on other available sources of evidence to support their assessment.

Likewise the eLFH modules are intended to expand a student’s understanding and guide practice staff to the underpinning theory, where necessary. It is acknowledged that some of the modules are aimed at acute care but can be applied to any field/practice setting and remain valuable in supporting learning.

NB: Some proficiencies may require a change in policy in the practice setting and will need to be reflected in local policy documents.