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GUIDELINES FOR

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                                  1
               GUIDELINES FOR
         STUDENT NURSE PLACEMENTS
        TAYSIDE CHILD AND ADOLESCENT
           MENTAL HEALTH SERVICE




Updated May 09




                     2
                                     Contents
                                                Page number
Background                                            3
Selection Process                                     4
Additional Information                                4
Departmental Philosophy re Student                    5
Training

Statement of values in relation to the               5
education of students
Structure of Placements                              6
Tutorials                                            6
Orientation to the Department                        7
Role of the Mentor                                   7
Role of the Supervisor                               7
Placement Based Learning                             7
Student Presentations                                9
Policy on attendance                                10
Disabled students                                   12
Cause for concern – Harassment while on             12
placement a guide for students
Cause for concern – A guide to good                 13
practice
Departmental Contact details                        16
References                                          17
Appendix 1 -Mission Statements                      18
Appendix 2 - Student Orientation                    25
Appendix 3 - Emergency Contact Sheet                30
Appendix 4 -Learning Opportunities                  32
Appendix 5 - Learning Contract                      34
Appendix 6 -Supervision Contract                    36
Appendix 7 – Suggestions for places to              41
visit
Appendix 8 – Evaluation                             44
Appendix 9 – Information for Mentors                47
Appendix 10 – Record of Mentor update               66
form
Appendix 11 – Managing student                      68
sickness/absence a guide for mentors
And Policy on Jury Duty
Appendix 12- Shift patterns                         73
Appendix 13 – Strategic documents                   75




                                          3
Background
Following discussions at the Senior Practitioners Meetings regarding the recruitment and
retention of staff, the issue of student nurse training was considered a priority. A
working group was set up to look at the issue and to meet with representatives from the
University.

The following are guidelines for the organisation of student placements within the
department of Child and Family Psychiatry, based on a collaboration of Departmental
representatives and Kate Muirhead – Link Teacher

The aims of the group were to
1. Strengthen links with the University
2. Develop a departmental philosophy in relation to student nurse training within the
   department
3. Develop and implement a more comprehensive teaching programme which would be
   delivered to all Dundee University Mental Health Students
4. Review and re-design current student placements taking into account recent service
   development
5. Address the possibility of having input into both the learning disabilities and
   paediatric teaching programmes

It was acknowledged that historically, nursing students have generally had a very positive
experience within the department (YPU, and Children‟s Unit now Day Service). Wider
experience is now considered to be available and appropriate.

Following a meeting with representatives from the University (Summer 2003), it has
been agreed that all teaching previously carried out by clinicians from within our
department, shall in the future, be provided at the Centre for Child Health over a
negotiated period. The restricted timescale is due to changes within the university
curriculum. A programme will be developed by in consultation with Link Teachers from
the University.

The issue regarding learning disability and paediatric students is ongoing and requires
further discussion.

Future placements within the department will be for twelve weeks. This would allow
students the opportunity to rotate through all areas of our service; however the highest
proportion of their time will continue to be within the YPU and Day Service. This change
in placement stucture allows the department to accommodate up to four students at any
given time.




                                            4
Selection Process
Senior Clinicians will meet with the students prior to placement commencing, this allows
an opportunity to discuss what the placement involves, mutual expectations, and clarify if
the placement is suitable for the student.
(Senior is classified as experienced staff that have a good understanding of the workings
of the department).
Link Teacher will meet with students who are considering our department as a placement,
to discuss suitability. Any difficulty with students on placement will be addressed with
Link Teacher.

Additional Information
Further information re CAP booklets, end of placement assessments can be found on the
following website: www.cppsu.dundee.ac.uk
Or you can contact the Practice Education Facilitator via the University.




                                            5
Departmental Philosophy re Student Training

Philosophy
The service encompasses the therapeutic input of five distinctive yet philosophically
congruent teams of multidisciplinary specialists. These teams work collaboratively to
provide effective consultation, liaison, assessment, training, education and therapy to
meet the needs of the child/young person and their families.

The teams comprise:

    Emotional Disorder Team
    Developmental Psychiatry Team
    Primary Mental Health Team
    Young Peoples‟ Unit Day Service
(Appendix 1 Mission statements of each team)

Central to all of these services, is the philosophy that the child or young person will be
recognised as a unique individual whose care will be underpinned by a family centred
perspective and evidence based practice.

Furthermore, Health Promotion activities are utilised to raise the profile of the mental
health needs of children and young people, using the most effective media available.

The teams are committed to multidisciplinary student training. To this end the service
has produced clinical competencies, specific to this specialist area; identified
corresponding learning and teaching opportunities; and utilise a range of teaching and
learning resources.

Mentorship and clinical supervision support the students in this service, and are viewed
as integral to a supportive learning and therapeutic environment.

Statement of Values in Relation to the Education of Students
We encourage students to ask questions and will always try to answer them. However,
we will expect the students to assist with their own learning by developing a questioning
approach. We look forward to hearing their views and suggestions about how we can
improve the learning experience for our students. (Appendix 8 Placement evaluation).

We will: -

   Treat students as individuals acknowledging their needs and encouraging their
    participation in formulating care management plans.
   Encourage students to feel part of the care team by involving them in assisting and
    directing healthcare with the professionals providing patient care.



                                            6
   Recognise and value the contribution of all students in the process of planning and
    carrying out patient care and assist them to achieve/maintain knowledge and skills in
    order to provide safe and effective care.

Structure of Placements
Prior to commencing placement s all students will be met by Team Leaders of Day
Service and/or Y.P.U. , the purpose of this meeting is to prepare the students for
their placement in regards to expectations regarding objectives, orientation of
service conduct etc.

The placement will be broken down as follows:

5 weeks – YPU
5 weeks – Day Service
1 week – Developmental Psychiatry Team
1 week – Emotional Disorders Team
Whilst on placement in the department, the students will have the opportunity to attend
the Intake referral meeting. Students will also have the chance to spend time with
clinicians in the Primary Mental Health Team, and Deliberate Self team.

It will be the responsibility of each team to structure the time the student is placed with
that team, taking into account the services available within, and offering a
multidisciplinary experience where possible.

When there is more than one student on placement within the department at any given
time, the students will rotate through the service.
Below is an example of how this will work:

Week        1       2       3       4       5       6       7       8       9       10         11    12
Student 1   YPU     YPU     YPU     YPU     YPU     DDT     EDT     DS      DS      DS         DS    DS
Student 2   YPU     YPU     YPU     YPU     YPU     EDT     DDT     DS      DS      DS         DS    DS
Student 3   DS      DS      DS      DS      DS      YPU     YPU     YPU     YPU     YPU        EDT   DDT
Student 4   DS      DS      DS      DS      DS      YPU     YPU     YPU     YPU     YPU        DDT   EDT

Tutorials

The student placement co coordinators will liaise with clinicians and organise tutorials
prior to students commencing placements. These tutorials are open to any students on
placement within the department. Team Leaders should ensure students are on shift so
they can attend tutorials, if a student does not attend a tutorial, clinicians should inform
the placement co coordinators. In addition students should also attend Departmental
seminars and training days; student placement co coordinators will collate a programme
of events for students.




                                             7
Orientation to the Department

Students will have a joint meeting on their first day. The aim of this meeting to give the
students an overview of Tayside Child and Adolescent Mental health Service, and to
clarify details of their placement (Appendix 2 Student Orientation) Students will be asked
to consider their learning objectives for the placement, which they are required to discuss
and document with their mentor by the end of their first week.

Students will also be asked to complete emergency contact sheets, which will be held by
Team Leaders and shredded at the end of placement (Appendix 3)

A designated nurse from each unit is required to orientation students to the unit (appendix
2)

The Role of the Mentor
Prior to commencement of the placement it is expected that students will be assigned a
designated mentor. The aim is to promote the professional and personal development of
students in line with their role expectation and any programme they are undertaking.
To achieve this aim the mentorship plan must be carefully structured to meet the
student‟s educational needs of the student.
Role and Function
Mentors will:
• Provide the students with a professional role model
• Manage and facilitate the educational programme for their students
• Liaise with the skills of associate mentors and other team members to meet the
educational needs of the students
• Ensure that all students are given an appropriate level of supervision throughout their
mentorship period
• Provide the students with ongoing formative assessment of their performance in line
with the outcomes/competencies they are expected to achieve
• Provide the students with a written formative assessment at the mid point of their
placement and a written summative assessment at the end of the placement
• Identify learning opportunities for students within their own and associated practice
placement area/s
• Engage in lifelong learning
• Evaluate their own mentorship activities
• Participate in the evaluation of their practice placement areas as an effective learning
environment.




                                              8
Mentors will be responsible for enabling the student identifies learning needs (with
reference to learning opportunities (appendix 4), and help student devise a learning
contract, (appendix 5) which will be reviewed as according to the plan. Mentors are also
responsible for the continuing assessment of the student (CAP booklets), mentors will be
based in either the Day Service or the Young People‟s Unit. It will be the responsibility
of the mentor to liaise with identified nurses from all the areas to collate information
relevant to the students‟ assessment.

In liaison with Team Leaders, mentors will identify a child/young person for the student
to present at the end of their placement in either the Day Service or Y.P.U.
Mentors will also ask students to complete a departmental end of placement evaluation
(appendix 8).

A student on placement will always begin in one of the above units; this starting point
will determine where their mentor is based. Mentors should be available on the first day
to facilitate the orientation process, not only to their own area, but also to the other areas
covered in the whole placement. Charge/lead nurses will be responsible for identifying
suitable mentors (appendix 9 Information for Mentors).

Mentors are required by the Nursing and Midwifery Council to give evidence that they
have updated their practice every year. (Mentors are required to complete a Record of
Mentor update form appendix 10).

A copy of the departmental mentor register is held by Pam Garden Team Leader Day
Service and Cathy Cuthill Clinical Nurse Manager

Supervision
The process of supervision is designed to be a confidential, reflective experience
focussing on issues that effect practice. Mentorship is not to be confused with clinical
supervision. Separating the two (mentorship and supervision) allows the student an
opportunity to discuss relevant issues related to the placement without fear of unfairly
influencing the assessment process. Supervisors do not have to be unit based but must be
experienced members of staff in that their knowledge is sufficient for the supervision to
be, informative, restorative and normative.


Supervision contracts (Appendix 6) give guidelines on mutual expectations, but meetings
should happen no less than fortnightly. The student nurse co-ordinator will negotiate with
individual nurses and identify supervisors prior to placements commencing.


Placement Based Learning
As well as the ongoing learning experience gained from the placement, the working party
proposes that students will participate in tutorials on a fortnightly basis. Professionals


                                              9
from within and associated to our department will be invited to deliver hour-long tutorials
on relevant subjects. When possible, students of other disciplines on placement within
the department will be invited to join in this process. A programme will be organised in
advance of placement commencing, by the Student Nurse Co coordinator.




                                            10
STUDENT PRESENTATIONS

As part of your learning experience at CAMHS, students are required to give a short
presentation during their final week of placement. This is an opportunity for you to talk
about something you have learned during your placement, or for further study into an
area that has interested you. This does not form part of your assessment, but shows staff
what you have gained from your experience. The effort students put into these is always
appreciated.

Guidelines

   ·   Can be case presentation, group discussion or further exploration on any subject
       relating to CAMHS

   ·   Can take form of Powerpoint, handouts, flip charts or discussion

   ·   If using Powerpoint, please remember NHS has Version 2003 so, if using newer
       version, you will need to reformat

   ·   Presentation should last approximately 10 minutes (max 15 minutes)

   ·   It will usually be attended by your mentors, supervisors and team leaders

   ·   Finally, RELAX – it is for your experience, not a test

Examples of Previous Presentations
As a guide we have listed some of the topics previous students have chosen:

   ·   Attitude to ADHD

   ·   Autism and Eating Disorders

   ·   Attachment Theory

   ·   Parental Mental Health




                                            11
Policy on attendance
Midwifery and Nursing are statutory professions, which require that a Professional
Register is kept of all qualified staff registered to practise. The School of Nursing and
Midwifery has an obligation to ensure that you complete the statutory number of hours
required by law. Therefore, it is essential that adequate attendance at both in School and
practice placements is maintained.

Sickness
Sickness is defined as those occasions when you do not attend School or a practice
placement and phone in (or get someone to phone in on your behalf) to state that you are
sick. Prolonged periods or frequent episodes of sickness will result in your having to
attend Occupational Health to ascertain whether or not you are healthy enough to
continue on the programme. Frequent or prolonged sickness (of more than a month)
might mean that you may have to withdraw from the programme. Please note
that, notwithstanding the reason for the sickness, the School is under no obligation to
reinstate you onto the programme.

Absence
Absence is defined as those occasions where you do not attend School or a practice
placement and do not phone in (or get someone to phone in on your behalf) to state the
reason for non-attendance. Normally, if your attendance is proving unsatisfactory due to
absence, you will be interviewed and disciplined. If there is no improvement, you may
have your studies discontinued.
 Please also note that students whose studies are discontinued for reasons of
unsatisfactory episodes of
absence will not be reinstated under any circumstances.

Attendance at University
You are required to attend each class and clinical skills session as timetabled. Non-
attendance at a class during a School day (unless you have notified the School of
sickness) is recorded as absence and you may be subject to disciplinary action. Registers
are taken during every class and you should ensure you sign the register each time. If the
register is not available for signing you should ask to have the register circulated.
However, you must not sign the register for another student. Should this practice be
detected, the matter will be investigated and disciplinary action may ensue.

Attendance at Practice Placement
You are required to attend all practice placements. All practice placements will inform
the School if you are off sick or absent for any reason and detailed records are
maintained.

Special Leave
All requests for special leave or compassionate leave must be made to the Academic
Team Leader.




                                            12
Factors Relating to Sickness/Absence
If your sickness/absence is persistently unsatisfactory, you may be disciplined and in
some circumstances discontinued from the programme.
If you have an episode or episodes of sickness/absence over one week‟s continuous
duration in any given semester, you will normally be seen by the Academic Team Leader.
This will be to advise you upon whether any missed theory or practice has to be made
good and, if so, how this can be achieved. When you see your Personal Tutor at the end
of every semester, episodes of sickness/absence which have accrued of up to five days
since the last time of your meeting will be discussed. If episodes of sickness/absence
accrue to ten days in any part of the course, then you meet with the Academic Team
Leader. A consistently poor attendance pattern will result in discontinuation from the
programme. All episodes of sickness/absence during those practice placements in which
there is a minimum statutory requirement will have to be made good at a time agreed by
the Academic Team Leader. All such statutory requirements, which occur in the
programme, must be made good before you can successfully complete the programme.
All episodes of sickness/absence will accrue over the programme, or parts thereof. You
should note that an unsatisfactory level of attendance will lead to discontinuation from
the programme at any time, if it is judged that you are not committed to the programme
and/or do not take attendance requirements seriously. If you do not meet the minimum
attendance requirements by the end of the programme you will be required to make up
time before being recommended for registration. The School will devise an individual
programme for you so that attendance requirements may be met. You may only receive
an extension to your bursary if this is recommended by the School. If School
recommends an extension for you, you will need to return an additional bursary
application form to SAAS for that extension. There is no guarantee that your application
will be successful - each case is decided on its merit.

What to do in cases of Non-attendance
If, during theory time or during a practice placement, you are unable to attend for
whatever reason, including sickness, then either you or someone on your behalf must:-
During Theory:
Phone the electronic mailbox on Dundee (01382) 633922. You will be asked for the
following
information:
 your name;
 your class and branch/programme;
 whether you are reporting sick or resuming from sick leave/absence;
 date this is effective from.
   the
During Practice:
Phone the School as above AND phone the practice placement stating the reason for non-
attendance. Please try to phone the placement before you are due to commence duty, or
as soon as possible thereafter. Note that certain hospitals and health centres operate a
policy where, if a person who is off sick does not phone in by a certain time, they are
automatically marked absent, even if they phone in later. Please remember that it is
courteous to inform your colleagues in the clinical area if you are unable to attend.



                                          13
You should also contact or phone the placement to tell them when you are returning and
phone the School at the above number when you have returned. Failure to do this will
result in you still being recorded as sick/absent and may have implications for your
attendance record on the programme.
NB:
FAILURE TO COMPLY WITH THESE INSTRUCTIONS COULD HAVE AN
EFFECT ON YOUR
ATTENDANCE RECORD AND YOUR CONTINUATION ON THE PROGRAMME.
However, episodes of genuine sickness do not preclude you from having to meet the
assessment requirements of the programme. (Appendix 11 Managing Student
sickness/absence a guide for mentors and Policy on Jury Duty)

Disabled Students
The School and the University encourage all disabled students to disclose their disability
to allow the appropriate support mechanisms to be put in place to help facilitate a
successful completion of both the theoretical and practice placement elements of the
programme.

If you have a disability and have not disclosed it, you are strongly advised to reconsider
this decision as you will be unable to access all the support available and may also be
putting yourself or patients at risk in the practice placement setting.
The School and the University can arrange appropriate support and provision through a
confidential service. Your permission will also be sought to inform practice placement
areas to help them make reasonable adjustments to assist you while on practice to ensure
you have access to the appropriate learning opportunities.
For further information please contact Margaret McCarey, Director of Student Affairs on
01382 3488515 or email i.m.mccarey@dundee.ac.uk. You can also contact the
University‟s Disability Services department in confidence for further information and
advice. Tel 01382 345402 or email disability@dundee.ac.uk. View their website
http://www.dundee.ac.uk/disabilityservices/

Cause for concern - Harassment while on placement: a guide for
students
Occasionally while on practice placement students may find themselves in a situation
where they feel a member of staff is harassing them. This guide outlines how students,
the School of Nursing and Midwifery and Practice Placement areas should address any
“cause for concern” raised with them and reflects good practice as outlined in full
In the University Dignity at Work and Study Policy.

Definition of Harassment
Harassment is unacceptable behavior which subjects an individual to unwelcome
attention, intimidation, humility, ridicule, offence or loss of privacy, and would be
regarded as such by any reasonable person. Harassment is characterized as being
unwanted by the recipient and continues after objection is made, although a single


                                             14
incident may be serious enough to justify a complaint. Differences in culture, attitudes
and experience can mean that what is perceived by one person as harassment may be
perceived by others as normal social exchange, but the perception of the complainant will
be taken seriously.

CAUSE FOR CONCERN - HARASSMENT WHILE ON PLACEMENT: A GUIDE
FOR STUDENTS

• If you are concerned about perceived harassment in the practice placement make your
concerns known to the harasser.
• Keep a record of the incidents.
Resolved →Informal Action
• Harasser may not have viewed behavior as objectionable.
Unresolved
• You may wish to notify your mentor or the nurse/midwife in charge.
• You may wish to inform your personal tutor/or school harassment contact for support
and guidance.

Resolved →Informal Action
• Actions agreed may involve your mentor or nurse/midwife in charge going with you to
talk to the harasser.
Unresolved
• You and your nurse/midwife in charge should contact the link lecturer and or the
CPPSU for further advice and guidance.
• You may wish to inform your personal tutor/or school harassment contact for support
and guidance.

Resolved →Informal Action
• Intermediary may intervene on your behalf.
Unresolved
• Formal complaint, normally in writing, to the equal opportunities officers or school
harassment contact.
• CPPSU and senior practice placement management agree to initiate an investigation
into the” cause for concern” through the University/Practice Placement Procedures.

Resolved Formal Action
• Action agreed to resolve the issue.

CAUSE FOR CONCERN – A GUIDE TO GOOD PRACTICE
Introduction
Occasionally while on practice placement students may find themselves in a situation
where they become concerned about the learning environment (e.g. lack of learning
opportunities, no induction or orientation, no identified mentor) within the Practice
Placement area or witness perceived “bad/unsafe/unsatisfactory” practice. This guide
outlines how students, the School of Nursing and Midwifery and Practice Placement
areas should address any “cause for concern” raised. In order to provide a clear pathway



                                           15
of action, the two issues identified above will be dealt with separately as they may
involve a different route in order to reach a resolution.

CAUSE FOR CONCERN: THE LEARNING ENVIRONMENT
• If you are concerned about the learning environment, notify your mentor or the
nurse/midwife in charge.
Resolved
• Action plan agreed to inform and enhance practice placement experience.
• The nurse/midwife in charge will continue to monitor the practice placement learning
environment to ensure the action plan resolves the issues identified.
Unresolved
• You and/or the nurse/midwife in charge should contact the link lecturer and/or the
CPPSU for further advice and guidance.
• Senior practice placement management should be made aware of the “cause for
concern” by the nurse/midwife in charge and the CPPSU.
• You may also wish to inform your personal tutor for support and guidance.
Resolved
• Action plan agreed to inform and enhance placement experience.
• The link lecturer and nurse/midwife in charge will continue to monitor the practice
placement learning environment to ensure the action plan resolves the issues identified.
Unresolved
• CPPSU and senior practice placement management agree to initiate an
investigation into the “cause for concern”.
Resolved
• Action plan agreed to inform and enhance placement experience.
• The link lecturer and nurse/midwife in charge, the CPPSU and senior practice
placement management will continue to monitor the practice placement learning
environment to ensure the agreed action plan resolves the issues identified.
Unresolved
• CPPSU and senior practice placement management suspend “approval of the practice
placement area” as a suitable learning environment for students.
Resolved
• Action plan agreed to enhance the learning environment of the practice
placement area.
• Re-audit following completion of the agreed action plan (minimum of six months from
the point of suspension of practice placement area.)

CAUSE FOR CONCERN: PERCEIVED BAD/UNSAFE/UNSATISFACTORY
PRACTICE
• If you are concerned about perceived bad/unsafe/ unsatisfactory practice
notify your mentor or the nurse/midwife in charge.
Resolved
• The issues identified are investigated within the local area
adhering to local policy/procedure.
 Unresolved
• You should contact the CPPSU for further advice and guidance.



                                            16
• The nurse/midwife in charge should contact senior practice placement management for
further advice and guidance.
• You may also wish to inform you personal tutor for support and guidance.
Resolved
• The nurse/midwife in charge should initiate the practice placement investigatory
policy/procedure.
• The nurse/midwife in charge takes this forward and keeps the CPPSU
and senior practice placement management informed of progress.
Unresolved
• CPPSU and senior practice placement management investigate further the
“cause for concern”.
Resolved
• Senior practice placement management initiates the practice placement investigatory
policy/procedure.
• Action plan agreed to inform and enhance placement experience.
• CPPSU and senior practice placement management will continue to monitor the
practice placement to ensure the agreed action plan resolves the issues
identified.
Unresolved
• CPPSU and senior practice placement management suspend “approval of the practice
placement area” as a suitable learning environment for students.
Resolved
• Action plan agreed to enhance the learning environment of the practice
placement area.
• Re-audit following completion of the agreed action plan (minimum of six
months from the point of suspension of practice placement area).
NB In most circumstances (up to and including point 3) the student(s) would normally
remain on placement while an enquiry into the cause for concern is ongoing. This ensures
that the School of Nursing and Midwifery and the Practice Placement area facilitates the
improvement in the learning experience for the student(s).




                                          17
Departmental Contact Details
  Cathy Cuthill
  Nurse Manager
  Tayside Child and Adolescent Mental Health Services
  Centre for Child Health
  19 Dudhope Terrace
  Dundee
  DD3 6HH
  Phone 01382 204004

  Pam Garden                                     Roz Dunn
  Team Leader                                   Charge Nurse
  Day Service                                   Young peoples Unit
  Dudhope House                                  Dudhope House
  15 Dudhope Terrace                            15 Dudhope Terrace
  Dundee                                        Dundee
  DD3 6HH                                       DD3 6HH
  Phone 01382 346554                            Phone 01382 346553
  E mail pamgarden@nhs.net




                                        18
                            REFERENCES
Bastable, S.B., Eds. (2003). Nurse as Educator. 2nded. London: Jones & Bartlett
Publishers

Gray, M.A. and Smith, L.N. (2000) „The qualities of and effective mentor from the
student‟s perspective: findings from a longitudinal qualitative study‟ Journal of Advanced
Nursing 32(6) 1542-1549

Royal Group of Hospitals & Dental Hospital Health & Social Services Trust, (2004).
REACH: A Clinical Career Framework




                                           19
     APPENDIX 1
MISSION STATEMENTS




        20
                                    Day Service
The Day Service is a Tayside wide resource based in Dundee and aims to provide a
comprehensive multidisciplinary assessment of children and young people within the age
range of the beginning of primary school to the end of second year, who have complex
mental health needs. The children/young people may be referred to the service by a
Mental Health Clinician working within the Tayside Child and Adolescent Mental Health
Service.

The Team aim to work in collaboration with the child/young person, the parent/care and,
with their permission, the network of professionals involved with the family in order to
assist the assessment.

The Multidisciplinary Team consists of:
 Nursing
 Medical
 Occupational Therapy
 Teaching Staff

Each will provide their assessment in accordance with the agreed Protocols and discuss
written reports with child/young person, parents/carers and other professionals involved
in accordance with young person and parent/carer‟s wishes. The team will also access
Speech and Language assessment, Dietary assessment and any other assessment, which
are appropriate and agreed with parents/carers.

The Team will endeavour to provide a safe and secure non-judgmental environment to
facilitate the development of trust and confidence in therapeutic relationships.

While a child/young person attends the service they will have access to Teaching staff
who will strive to maintain the same academic level as their mainstream school.

Monday to Wednesday the Day Service provides a comprehensive multidisciplinary
assessment and treatment programme for children and young people with complex
mental health needs (maximum 6 places).

Thursday to Friday the Day Service provides Dinosaur School (social skills and problem
solving package) and combined Parental Strategy Package (maximum 6 places).




                                          21
                          Primary Mental Health Team
The Child and Adolescent Primary Mental Health Team aims to provide effective and
purposeful consultation, liaison, training and direct work.

The team will endeavour to raise the profile of mental health in Children and Adolescents
and act at all times in their best interests.

The services provided will be accessible and appropriately planned. The team will strive
to provide a model of good practice in multi-agency working.

The team will work to develop its responses to uses needs by adopting negotiated
frameworks, protocols and processes.

The team will be open and honest about its practice and provide written information to
relevant parties. From the beginning the team will audit its practice and respond to
outcomes where necessary.

Services will be provided within local communities and the team will work in close
collaboration with the Child and Adolescent Mental Health Team secondary service for
the area.

Philosophy

The service provided is driven by the needs of children and young people and using an
understanding of normal child and adolescent development the team will provide
individualised care.

Working collaboratively with Primary Care colleagues the team will aim to reduce stigma
by improving knowledge and understanding of mental health issues relating to children
and adolescents.

The service will be provided through accessible and anti-discriminatory practices that
respect the confidentiality of the individual.

Mental Health is the springboard of thinking and communication skills, learning,
emotional growth, resilience and self-esteem.




                                           22
                       Developmental Disorders Team
The Developmental Disorders Team provides clinical assessment and treatment for
children and adolescents who have, or who are suspected to have:
 Attention Deficit Hyperactivity Disorder (ADHD)
 Autistic Spectrum Disorders (including Asperger‟s Syndrome)
 Learning Disabilities of moderate, severe or profound severity which are associated
    with additional mental health problems and/or problematic behaviours.
 Tic Disorders (including Tourette‟s Syndrome)
 Other Neuro-Psychiatric presentations (for example behaviour changes following
    head injury).




                                         23
                            Emotional Disorders Team
An outpatient service based at the Centre for Child Health. To assess and treat emotional
and behavioural problems for children and young people in Tayside.

We offer a comprehensive psychiatric assessment and specialist treatments such as
systemic therapies and cognitive behavioural therapy. The team mainly consists of
Psychiatrists and Specialist Nurses but also has trainees attached to the service in
placement.




                                           24
                             The Young Peoples Unit
The Young People‟s Unit (YPU) is a seven-bedded in-patient unit based within the
Tayside Child and Family Psychiatry department at Dudhope Terrace, Dundee. The YPU
serves the three local authorities within Tayside but also accepts referrals from multi
agencies nationwide. The referral criteria requires that young people are aged 12-16*, in
education and experiencing emotional, social or family difficulties that are significantly
impacting upon their daily functioning. The YPU provides a supportive and intensive
therapeutic environment to work with young people and their families in a variety of
formats. There is also a school and teaching staff within the Unit, to ensure that the
educational needs of the young people are met.

Treatment is underpinned by a psychodynamic approach to care that examines each
aspect of the young person‟s life and in collaboration with Nursing and Medical staff, the
young people can safely use their strengths to address their difficulties in order to
promote development in these areas.


* The age for admission can be appropriate up to 18 years of age providing the young
person is in education.

Appendix 12 Shift patterns




                                           25
What is the Tayside Child and Adolescent Self Harm Service?

The Self Harm Service is a service for children and young people, up to the age of 18 if
still in full time school education, who have been admitted to hospital or presented at
A & E Department following an incident of self harm, or for children and young people
who have been to the family/school doctor for help.

If they are in hospital, they can expect to be seen and assessed by a Nurse Therapist from
this Service. If they have seen a doctor, the Nurse Therapist will contact the family direct
to arrange an appointment for assessment.

The nurses are trained. They have experience in listening to and enabling young people
to address their difficulties.

From there, a plan of treatment will follow if this is required and the young person can be
seen at the clinic and, in some cases, at home or at school.

Some young people may wish help on an individual basis. This is an option that can be
discussed with the Nurse Therapist.

Service Aim

The aim of the Service is to provide a 7 day per week service to children and young
people in Tayside who self-harm.

Mission Statement

We aim to provide intensive support and understanding to young people and their
families, which will hopefully enable them to identify areas of difficulty within their
personal development that could be improved with the appropriate support.




                                             26
     APPENDIX 2
STUDENT ORIENTATION




         27
                 Tayside Child and Adolescent
                    Mental Health Service

  Induction and Orientation Programme for Students


The aim of this programme is to introduce each team member and to impart
information about people, policies procedures and protocol.


To provide also general and specific information,
which will contribute towards a helpful and
worthwhile experience for the student.


Name
Mentor
Supervisor
Dates of placement



Completed by

Once completed return to Team Leader
Day Service




                                      28
                           Date   Signed
Orientation to Tayside
CAMHS
Hours of working/dress
code
Location of:
Fire alarms/
Extinguishers
Evacuation procedure
Other emergency
procedures/telephone
numbers
Placement phone numbers
Pinpoint Alarm Protocol
Overview of service and
staff structure
Identify location of
Policies and Procedures
Folders
Identify location of NMC
guidelines
Maintaining a safe
environment
Confidentiality
Lines of communication
Observation Policy
Introduction to:
Team members
Medical staff
Unit Teacher(s)
Occupational Therapists
Speech and Language
Therapists
Secretarial staff
Domestic
Other:




                             29
                        Day Service Orientation

                                    Completed
Overview of Day Service
Discussion re Assessment process
Meet with Keyworker of:
Meet with Keyworker of:
Meet with Keyworker of:
Meet with Keyworker of:
Meet with Keyworker of:
Meet with Keyworker of:
Meet with Keyworker of:
Explanation of:
Together Time
Team Meeting
Group Supervision
Admission Pathway (Pre admission
protocols)
Role of Key/Associate workers
Assessment Process
Case Reviews

Meet with therapists in:
Parental Strategy Group
Meet with therapists in Dinosaur
School
Meet with:
Teacher (Discuss role and observe
school session)
Meet with:
Occupational Therapist (discuss
role and if possible observe a
session)
Observe/participate in Team
Meetings
Observe /participate in Group
Supervision
Observe/participate in a Case


                                    30
Review
Observe groups as clinical need
permits
Observe/participate in individual
sessions as clinical need permits
Observe family session if clinical
need permits




                                     31
  APPENDIX 3
CONTACT SHEET




      32
           STUDENT EMERGENCY CONTACT SHEET


NAME:


ADDRESS:




PHONE NUMBER:

MOBILE:



EMRGENCY CONTACT PERSON

NAME:



ADDRESS:


RELATIONSHIP TO STUDENT

PHONE NUMBER:

MOBILE:




                          33
     APPENDIX 4
LEARNING OPPORTUNITES




          34
                               Learning Opportunities

Under supervision, the student will be able to:

      Participation the assessment process of the child/adolescent
      Participate in the planning, implementation and evaluation of the
       child/adolescents care
      Consider the legal/ethical implications of caring for child/adolescent
      Engage in the confidentiality required in this clinical setting
      Participate in the use of the specialist assessment tools utilised in this setting
      Accurately report and record observations in the child/adolescents
       behaviour/presentation
      Participate in the specialist care provided by the teams
      Demonstrate effective organisation of personal workload/study time
      Apply principle of health education and promotion to this specialist area
      When applicable administer medications in accordance with the recognised policy
      Discuss the importance of the family in this specialised area of care
      Engage in reflection to evaluate personal performance

Present a case study of a selected child/adolescent to peers, mentor, clinical supervisor, if
possible. Allocated time will be afforded to the student to prepare for this learning
outcome


These learning opportunities will be encountered within the unique nature of the five
distinctive yet philosophically congruent multidisciplinary teams of specialists

All of the learning outcomes are sufficiently robust to be achievable across the
multidisciplinary teams

The student will observe via the medium of screening technique, various therapies carried
out by clinical specialists. The therapeutic skills employed by the therapist will be
reflected upon by the student, and discussed with the therapist, mentor or clinical
supervisor.

The learning outcomes for this clinical setting speciality should be used in conjunction
with those set by the School of Nursing and Midwifery, University of Dundee..




                                             35
    APPENDIX 5
LEARNING CONTRACTS




        36
How to Develop a Learning Contract

Step 1 - (identify Learning Needs)
A learning need is the gap between where you are and where you want to be.
Discuss what the student wants to learn from the experience with the
mentor's guidance and knowledge of the opportunities available. The
student can highlight areas that have been identified in previous placements
as requiring more work.

Step 2 - (Learning Objectives)
The learning needs are written as objectives. They must be achievable
within the time frame allowed, and they must be realistic to the students'
needs and capabilities. Objectives describe what you will learn, not what you
will do.

Step 3 - (Action Plan)
Each learning objective is then considered and a plan constructed identifying
how it will be achieved. What resources are required to help achieve the
objective - time, visit to a Specialist Nurse, literature search? This
describes how you propose to go about achieving each objective.

Step 4 - (Evidence of achievement)
For each objective the student and mentor will identify what evidence is
required to prove that the learning has occurred and the objective been
met. Both student and mentor sign the objective to signify its completion.

Step 5 - (Evaluation)
Review the objectives as required and ensure that if objectives are not
being met then steps are taken to identify this promptly to student &
personal tutor/link lecturer/Senior Nurse/Midwife or Practice Education
Facilitator. Extra support may be required from these sources for both
student and mentor.

Bibliography; Royal Group of Hospitals & Dental Hospital Health & Social
Services Trust, (2004). REACH: A Clinical Career Framework
BASTABLE, S.B., Eds. (2003). Nurse as Educator. 2nded. London: Jones &
Bartlett Publishers



                                     37
Learning Contract
(to be started within 48 hours of student commencing placement)

Identify Learning Needs




Learning Objectives




Action Plan

Evidence of Achievement

Evaluation




Signed: Mentor………………………………………….Date:………………….

         Student…………………………………………Date:…………………..




                                    38
      OBJECTIVES



Name: ……………………………………………………………………………..

Placement:   ……………………………………………………………………………..

Date:    ……………………………………………………………………………..


 No                         Objectives                                   Action Required           Review Date   Date achieved




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               APPENDIX 6
          SUPERVISION CONTRACT




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Clinical Supervision Contract

As Supervisee and Clinical Supervisor, we agree to the following:

   To work together to facilitate in depth reflection on practice
   To meet as planned
   To protect time and space for clinical supervision, by keeping to agreed
    appointments and time boundaries. Privacy will be respected and interruptions
    avoided
   We will work to the Supervisee's agenda, within the framework and focus
    negotiated at the beginning of each session. However, the Supervisor reserves the
    right to highlighting items apparently neglected or unnoticed by the Supervisee
   We will work respectfully, both of us being open to feed back about how we
    handle clinical supervision sessions
   We both agree to challenge aspects of this arrangement that may be in dispute


As a Supervisee I agree to:

   Prepare for the sessions, for example by having an agenda or preparing notes
   Take responsibility for making effective use of time, including punctuality, the
    outcomes and any actions I may have as a result of clinical supervision
   Be willing to learn, to develop my clinical skills and be open to receiving support
    and challenge


As a Clinical Supervisor I agree to:

 Keep all information you reveal in clinical supervision session confidential, except
  for this exception:
 Should you reveal in clinical supervision any unsafe, unethical or illegal practice
  that you are unwilling to go through the appropriate procedures to address
 At all times work to protect your confidentiality
 Offer you advice, support and supportive challenge to enable you to reflect in
  depth on issues affecting your practice
 Be committed to continually developing myself as a practising professional
 Use my own Clinical Supervision to support and develop my own abilities as a
  Clinical Supervisor and clinician, without braking confidentiality




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Anything else




Frequency of meetings



Venue




Signed…………………………………………………………………(Supervisee)




Signed…………………………………………………………………(Supervisor)




Date…………………………..




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                   Appendix 7
           Suggestions of places to visit




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Armitstead Child Development Centre                 94 Monifieth Road
                                                    Broughty Ferry
                                                    DUNDEE
                                                    DD2 2JS
                                       Phone:       01382 477642


Bridge Project the (Barnardos)                      1 Dudhope Terrace
                                                    DUNDEE
                                       Phone:       01382 228834

Caledonia Youth                                     31 Reform Street
                                                    DUNDEE
                                       Phone:       01382 229613

Carolina House Trust                                23 Roseangle
                                                    DUNDEE
                                       Phone:       01382 202029

Children 1st                                        Laurelbank Family
Resource Centre
                                                    2 Dudhope Street
                                                    DUNDEE DD1 1JU
                                       Phone:       01382 221436
                                       Fax:         01382 221465
                                       Email:
       laurelbank@children1st.org.uk


                                                    Dundee City Council
Choice Project                                      Social Work Department
                                                    11 Castle Street
                                                    DUNDEE
                                       Phone:       01382 434359

Community Families Support Project
Audrey Taylor                          Phone:       01382 819121

Corner the                                          18 Dock Street
                                                    DUNDEE DD1 3DP
                                       Phone:       01382 206060
                                       Fax:         01382 201929


Dundee Women & Children Project        Phone:       01382 201854




Family Mediation Service               Phone:       01382 201343


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Home Start                             Phone:       01382 202040

Inclusion Group                        Phone:       01382 201564

Includem                                            61 Reform Street

                                                    Dundee
                                       Phone        01382 206799

Key to Change                                       13 King Street
                                                    DUNDEE

                                       Phone        01382 227400

One Parent Families                    Phone:       01382 501972

Parent to Parent                       Phone:       01382 455200

Polepark Family Service                Phone:       01382 435831

Rollercoaster/
SPACE (Barnardos)                      Phone:       01382 436621

Under 12's Project                     Phone:       01382 502638 or 438651

Web the                                Phone:       01382 305709

Who Cares?                             Phone:       01382 202888

Xplore                                              Mitchell Street Centre
                                                    Mitchell Street
                                                    DUNDEE DD2 2LJ
                                       Phone:       01382 435819
                                       Fax:         01382 435977
                                       Email:
         xplore@dundeecity.gov.uk

Young Person's Counselling Service
(Part of Couple Counselling Tayside)   Phone        01382 640123

Youthlink                              Phone:       01382 224063




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                      Appendix 8
                 Placement Evaluation




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                   Tayside Child and Adolescent Mental Health Service
                               Nursing Student Evaluation

1. On commencement of your placement did you feel fully informed regarding the plans
for your placement?

1              2              3              4               5             6
Poor                                                                       Excellent

Any additional comments:


2. How well do you feel you were inducted to each individual area?

YPU

1              2              3              4               5             6
Poor                                                                       Excellent

Day Service

1              2              3              4               5             6
Poor                                                                       Excellent

Emotional Disorders Team

1              2              3              4               5             6
Poor                                                                       Excellent

Developmental Psychiatry

1              2              3              4               5             6
Poor                                                                       Excellent

Any additional comments


3. Did you consider you received adequate support and guidance throughout your
placement?
Please comment



4. How has your knowledge of child and adolescent mental health difficulties changed?
Please comment




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5. Has this placement influenced your nursing practice in any way?




6. Least helpful aspect of placement




7. Most helpful aspect of placement




8. Most challenging




9. Suggestions for any changes




10. What advice you would give to other students regarding this placement




11. Would you have considered working in CAMHS prior to commencement of your
placement?




12. Would you now consider working in CAMHS?



                          Thank You for completing this form

Date completed.




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                    Appendix 9
              Information for Mentors




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PHILOSOPHY FOR PROGRAMMES OF STUDY IN NURSING AND
MIDWIFERY
The overall aim of the curriculum is to develop practitioners who have a sound
understanding of their own profession and who are able to function as effective
members of interprofessional and multidisciplinary teams. These practitioners will
deliver competent, research based care, across a range of institutional and non-
institutional boundaries.
The School offers a range of pre- and post-registration programmes.
INTRODUCTION AND BACKGROUND TO THE UNDERGRADUATE
PREREGISTRATION
PROGRAMMES
Since 1996, The School of Nursing and Midwifery of the University of Dundee has
been under contract to the Scottish Executive to provide education for the pre-
registration Diplomas of Higher Education in Nursing and Midwifery in partnership
with the NHS and Independent Sector in Fife and Tayside. In 1997 the Dip HE
programmers were validated. The Dip HE in Nursing commenced with an eighteen
month Foundation Programme. Students then entered one of four Branches, Adult,
Child, Mental Health or Learning Disabilities. The midwifery programme was and
remains a 3 year direct entry programme.
In early 2000, the Scottish Executive signaled that they wished new pre-registration
programmes to be designed in line with the new UKCC/NMC Regulations and
Competencies. These programmes which commenced in October 2001 lead either to
the award of Diploma of Higher Education in Nursing/Midwifery or Degree of
Bachelor of Nursing/Midwifery. In October 2005 a new curriculum commenced with
content, including practice based learning and assessment strategies aligned to
module learning outcomes and mapped to the QAA Benchmark Statements for
Nursing and NMC Standards for Proficiency for Pre-registration nursing and
midwifery education.

The pathways are as follows:
Standard Three-year Pathway
The Midwifery Programme is a stand-alone syllabus whereas the Nursing Programme
commences with a foundation part, which all students undertake. Students entering
nursing will normally select one of three branches, Adult, Mental Health, or a Child
Branch prior to commencement.
Flexible Pathway
This is a modification to the existing 1997 and 2001 pre-registration programmes. The
modification will allow a pre-determined number of self-selecting students to follow a
flexible pattern of attendance. In this manner such students will benefit from
identification with the larger class while also having the benefit of flexible patterns of
attendance that take peak child-care weeks throughout
the year into account, in line with local school holidays.
Postgraduate Diploma in Nursing (Adult Nursing)
The Postgraduate Diploma in Nursing is a shortened programme for graduates (SPG)
who have attained a first degree normally within the last 5 years. The diploma is
completed over 2 years and 20 weeks. It combines modules at level 9, providing a
foundation to nursing studies, and at level 11 postgraduate level.
Branch to Branch Conversion
This is open to any nurse registered on sub part 1 of the NMC Register.



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POST-REGISTRATION PROGRAMMES OFFERED BY THE SCHOOL
The School strategy promotes clinical career pathways where individuals can map out
their own professional development in keeping with the needs of the organization as
well as personal aspirations.
This includes opportunities to study at level 9 and above. These take the form of
taught or Open and Distance Learning (ODL), or e-learning modules and may be
taken as part of a degree pathway or as stand alone modules. Further information
regarding post registration opportunities can be obtained from:
Post Registration Admissions
School of Nursing and Midwifery
University of Dundee
11 Airlie Place
Dundee
DD1 4HJ
Tel: 01382 348547
Email: nm-spa@dundee.ac.uk
LINKING BETWEEN SCHOOL AND SERVICE AREAS
Supporting mentors and students in clinical practice is essential if we are to ensure our
courses and programmes are fit for purpose, and to deliver competent professionals
able to function in an ever-changing environment. This has led to the establishment of
the CPPSU (Clinical Practice and Placement Support Unit) The aim of the Unit is to
support learning in practice and provide clinical staff with the information required to
enhance the clinical learning environment.
The CPPSU is staffed with academic and administrative staff whose function is to
provide effective communication and support those involved with health care
delivery.
Placement areas will be allocated a link lecturer, who will maintain effective
communication between the School and the practice placement area. They will also
provide support to staff who supervise and assess students as required. In addition, the
link lecturer will inform the area of any change in School policy and practice. An
essential element of the role will be to discuss annual collated student feedback and
agree action plans where necessary.
PRACTICE EDUCATION FACILITATORS
As part of the „Facing the Future‟ agenda and the commitment to recruiting and
retaining nurses and midwives, the Scottish Executive Health Department, NHS
Scotland, NHS Education for Scotland and all Higher Education establishments
responsible for the provision of nursing and midwifery education in Scotland
supported the appointment of Practice Education Facilitators. In Tayside and Fife 15
Practice Education Facilitators were appointed in April 2004. The purpose of their
role is to enhance the quality of the learning environment, increase learning
opportunities, and provide support to mentors.




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GUIDELINES FOR CONTINUOUS ASSESSMENT
Mentors will be expected to work with the students in achieving the required
competencies. These are listed and assessed during each practice placement.
These criteria should also serve to guide the mentor regarding the degree of
supervision required by the student and to remind the mentor that the student requires
a gradual introduction to the component parts of the skills required by a nurse or
midwife. The student will work with an allocated mentor in each placement area.
It is the responsibility of the student and the mentor to complete the competencies for
each placement. Included is a section for the student to record reflective comments
about how each competency was met. This must be completed by the student before
the mentor signs it as having been achieved. The mentor will carry out an interim
review mid-way through the placement and document it on the appropriate form.
A final assessment report for the placement will be completed at the end of the
placement and documented on the appropriate part of the form.
The student will have the opportunity to comment on personal performance and the
learning environment and will sign the report indicating that it has been read. The
signature does not indicate that the student agrees with the assessment, only that it has
been read. Twice a year a 10% random sample of mentor report forms will be
returned to mentors with a slip asking for confirmation that the signature on the form
is genuine.
Signing of Assignment Sheets by Mentors
Students will periodically ask mentors to sign the front sheet for assignments.
Mentors are asked to sign these sheets to confirm that the patient upon whom the
assignment is focused was actually cared for by the student. This forms part of the
School's deterrents of plagiarism. Mentors‟ cooperation with this is greatly
appreciated.
If you have any further questions either of the signing of the form or the plagiarism
deterrent system please contact Dr Kay Wilkie, Director of Learning and Teaching.
m.c.k.wilkie@dundee.ac.uk

ASSESSING STUDENTS
Guidance Notes for Mentors
This section provides some suggested indicators for mentors to use in assessment.
An indication is provided of what to expect from nursing students in relation to each
of the sections in the CAP book for each of the three years of the pre-registration
programme.
Blue Continuous Assessment of Practice Form
Mentor Notes
This part of the form should be used to record issues or problems or to document
positive actions or good practice undertaken by the student. Recording of meetings,
discussion and expectations helps to inform personal tutors of the student‟s time in
practice
Examples of what is recorded might be related to professional / ethical practice such
as inappropriate conversations or drug errors and might include who witnessed the
incident, what reporting took place and to whom.
Positive examples might be where the student has made worthwhile suggestions about
care or has shared experience of evidence-based practice.
Action plans and details of discussion can still be recorded in the CAP book.
End of Placement Assessment
Broad Statement of 3rd Year: (Suggested indicators for mentors to include)


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• Ability to take initiative
• Reports accurately (includes written and verbal) to all members of the
multidisciplinary team
• Utilises appropriate professional terminology to meet the needs of all individuals
• Cues to mentors (tone, verbal matches non-verbal, eye contact, appropriate
language)
• Shares information with junior members of staff. Begins to adopt a teaching role
• Ability to actively listen
• Demonstrates the ability to reflect and learn from situations/experiences
Put simply, the expectations increase year on year in relation to practice and the
underpinning theory.
Year One: students are expected to undertake foundation skills as itemized in the CAP
book and to demonstrate an awareness of the nursing process. They are expected to
adhere to planned care and to work closely under supervision.
Year Two: undertake skills of increasing complexity (CAP book); assess and monitor
patients; provide rationale for care and critique supporting evidence
Year Three: beginnings of advanced skills as required by specialist areas; evaluate
care and suggest changes; beginnings of teaching and management skills.

Communication
First Year
Comments on ability to initiate conversation.
Initiate conversation
Introduce self to patients
Verbal report
Awareness of importance on communication
Awareness of barriers to communication
Start to develop and use professional language
Ensure language is polite and respectful
No inappropriate/ foul language to be used
Awareness of professional attitude/communication Awareness of the need for
confidentiality
Second Year
Increasing recognition of professional responsibilities
Increasing/developing confidence in communication both written and verbal
Disseminating appropriate communication e.g. not just to patients but also relatives
and staff
Recognition of their limitations
Feedback - recognize relevance of feedback, and increasing discernment
Third Year
Demonstrates self awareness of the impact of non-verbal behavior
Adjusts communication levels to suit the needs of all patients/clients
Responds appropriately to patients/clients non-verbal communication
Demonstrates awareness of para-verbal communication
All communication skills increase and improve throughout the 3 years

Health Promotion
First Year
Demonstrates an understanding of Health Promotion
Recognises where there is a need for Health Promotion


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(Examples of Health Promotion can be given to specific areas and customised)
Begins to demonstrate some knowledge of strategies required for Health Promotion.
Second Year
Participates in Health Promotion Activities (Examples to be given)
Can undertake assessment of the needs for Health Promotion (Examples Physical,
Cultural and Mental Wellbeing)
Aware of limitations in relation to Health Promotion
Recognises barriers to Health Promotion
Third Year
Plans and implements Health Education strategies with respect to sessions for specific
client groups
(Example - develop strategies to address barriers e.g. non compliance of medication.
Demonstrates evidence-based knowledge of how information should be conveyed to
the patient.
Demonstrates ways in which health promotion is integrated into professional practice.

Nursing Assessment
First Year
Students should be aware of the models and assessment tools that are most commonly
used for global (Roper et al, Orem) and specific assessments. This should follow
standardised policies and procedures for example Integrated Care Pathways and
Single Shared Assessment.
Students should be assessed on their ability to assess and monitor patients and
situations and action the results of that assessment/monitoring.
Students should be encouraged to develop prioritising skills such as pain control
Develop assessment skills such as questioning, listening, observing (uses senses)
Begin to use assessment documentation such as TPR recording
Students should be appropriately reporting back their findings to their mentor (or
other member of the mentoring team).
Mentors may wish to ask the student about their individual learning during this
process.
Second Year
Consolidation of previous learning
Applying holistic skills to assessment but beginning to use more specific tools to
identify individual needs such as Beck‟s Depression Inventory, Waterlow Scale.
Third Year
Consolidation of previous skills
Developing greater/required confidence to choose appropriate tools. Appropriate
referral to mentor/other and can discuss action to be taken and rationale.

Essential Care
First Year
Should be engaging in available practice / clinical skills as per CAP book
Should have awareness of the nursing process, the inter-relationship between
assessment and implementation through care planning.
Care delivery is in accordance with a plan, either individually devised or from a set
pathway.
Should be able to demonstrate (verbally) that care being delivered has resulted from
the process showing the student's understanding of assessment and the resultant care
required.


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Second Year
Should understand the cause of the identified patient / client needs / care
requirements.
Should be able to explain the evidence-based rationale behind the care being provided
and participate in the skills required (for years 2&3 this expectation will also be useful
to them for their assignments).
Essential care should also include teaching 1st years e.g. bed bathing, turning etc - the
how, why and risks.
Third Year
Should be able to evaluate the outcomes of care given, critique the quality of the
evidence in the rationale and should be able to offer alternatives.
Should be able to demonstrate the beginnings of teaching and management skills and
a holistic perspective of care.
The students could be asked to make a teaching pack as required by the placement,
taking on some of the responsibility for contributing to the education of other
students. This would build confidence and provide the opportunity to begin to use
management and socialisation skills, and to 'practice' for role of associate mentor.
At present 3rd years have set topic for a teaching pack they should have prepared
before coming out on placement. Placements could ask for this if it would be useful to
them.

Safety
First Year
Risk assessment is done in theory component e.g. Manual handling, infection control,
fire safety etc.
Should be able to identify and report risks and be aware of the incident reporting
process.
Second Year
Should continue to maintain awareness of risk assessment, and of their role in
influencing good practice and maintaining their own personal standards.
Third Year
Should be taking the lead and being pro active in identifying and contributing to good
practice.
Should be involved in the process of incident reporting with knowledge of the
indicators for reporting incidents.




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EXTRACT FROM 2005 PRE-REGISTRATION COMPETENCY BOOKLETS
NOTE FOR MENTORS: Non-achievement of Outcomes/Competencies - End of
Year
You will note that the guidance for the mentor within this CAP booklet states that the
student must demonstrate 100% achievement of the NMC outcomes at the required
level at the end of the Common Foundation Programme and 100% of the NMC
Standards of Proficiency for entry to the Register at the end of the Branch
Programme.
Students on Common Foundation who fail to meet the required 100% of NMC
outcomes at the required level will not be able to continue on to their respective
Branch Programme. Students on Branches will not be able to register for
practice. Such students will be held back or discontinued as appropriate.
Thus, it is imperative that students are given every opportunity to meet the
requirements for progression. You will see that, for most NMC outcomes/standards of
proficiency, there are several individual School competence/outcome statements
applicable. Where there are only a few individual School competence/outcome
statements that can contribute to any NMC outcome/standards of proficiency, it
becomes more important that learning opportunities appropriate to these competence/
outcomes are made available, since individual competence/outcomes that are marked
as N/A (not available) could mean the difference between progressing on to the
Branch or being held back from registration.
1. Areas of competence/outcome where difficulty might arise in obtaining sufficient
experience should be identified early in a placement.
2. Mentors should be aware that certain competencies, e.g. 'last offices', may be
attained at the desired level.
                           nd questioning of, the student where actual practice is
unavailable.

provide
the necessary experience.
3. List of the nursing and clinical skills that students acquire in the School for each
semester and year of the Programme can be found on pages 9 – 11.
In short, mentors should be aware of the need for all students to acquire sufficient
learning experiences to pass all relevant NMC outcomes/standards of proficiency, and
do their best to provide suitable experience. 'N/A' (experience not available on this
placement) should be used sparingly.
Problems that emerge may be referred to the appropriate Link Lecturer/Practice
Education Facilitator for assistance.
Completion of the Competency Booklet
Due to the variable numbers of placements undertaken by students over the three
years of their programme, this Competency Booklet has been designed to
accommodate up to four placements in any one year. This has caused occasional
uncertainty among mentors as to where to enter their assessment details.
Most students will only undertake TWO placements in their first year, one in
each semester.
Therefore, mentors for the First placement, which falls within semester 1 of the
academic year, will enter data in boxes referring to 'Semester 1 one' (position Sig-1
below). Mentors for the Second placement, which falls within Semester 2, should
ignore the next unfilled box, 'Semester 1 two', and fill in the boxes
marked 'Semester 2 one' (position Sig-2 below).


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Were there a second placement within this semester, as occurs in Year Two, then the
second placement?
mentor would use boxes for 'Semester 2 two' (position Sig-3 below).
No NMC
Ref
Competence/Outcome Placement Target
Level
Level
Achieved
Not Achieved
Mentor’s
Signature
Date
S1 one M  Sig-1
S1 two M 
S2 one A  Sig-2
1.3 2 Utilise appropriate communications skills with other members
nursing staff
S1 two A  Sig-3

CRITERIA FOR CLINICAL ASSESSMENT
Level of Performance
Care Delivery
Quality of Performance
Assistance from
Mentor Dependent

Requires further support to participate safely in all but the most simple of activities.
Lacks knowledge, skills and attitudes to function effectively in all but the most simple
of activities.
Constant close supervision required at all times.

Marginal
(Y1 S1)
Generally safe but requires further experience to perform care delivery consistently.
Needs further support to develop the requisite knowledge, skills and attitudes for
consistent participation in effective care delivery. Requires extra time to complete
interventions.
Close supervision and guidance required.

Assisted
(Y1 S2,
Y2 S1)
Consistently performs safely and accurately in the delivery of care. Is developing the
requisite knowledge, skills and attitudes for consistently delivering care.
Completes interventions within an acceptable time period.
Close supervision required but can be entrusted to undertake care delivery after being
assessed competent by the mentor.




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Supervised
(Y2 S2,
Y3 S1)
Performs safely and accurately in the delivery of care. Requires support and
experience to perform complex care.
Has developed the requisite knowledge, skills and attitudes for participating in
effective care delivery.
Can be entrusted with care delivery. Requires close supervision with complex care
situations.

Proficient
(Y3 S2)
Safe and accurate in care delivery within situations where full and appropriate
orientation has been provided.
Has developed the requisite knowledge, skills and attitudes for confidently delivery
holistic and systematic care.
Minimal supervision required.
Negotiates assistance as necessary.

(N/A)
Experience not available on this placement
Adapted from Bondy (1983) and Waltz and Jenkins., eds., (2001)
MENTORING THE FAILING STUDENT
Occasionally while on practice placement students may have difficulty achieving the
required level of clinical performance.
This guide outlines how mentors, PEFs (where appropriate) and personal tutors
should address a cause for concern regarding a students ability to meet the required
level of clinical performance and the appropriate outcomes for any part of the
programme. (The role of the PEF is to support the mentor and the role of the personal
tutor is to support the student and offer the mentor appropriate guidance regarding the
completion of the assessment documentation.)

Concerned about a student’s clinical performance;

student‟s CAP booklet.

advice of your PEF or the student‟s personal tutor.)
Resolved
            ent‟s performance improves and there is no need for further action.
Unresolved
 At the time of the midway assessment the student’s performance has not
improved;

and the student‟s personal tutor.
                                          nt and the CAP booklet you must ensure that
you, as the mentor, clearly identify the reasons for non achievement of the outcomes
expected.

every opportunity to make good the identified deficits.



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It is good practice to involve the student‟s personal tutor in the midway assessment
meeting.
Resolved →

the
end of the placement.
  Unresolved
At the time of the final assessment the student’s performance has not improved.


as the mentor, clearly identify the reasons for non achievement of the outcomes
expected of the student and record this in the student's CAP booklet and on the
appropriate assessment documentation. It is essential to involve the student‟s personal
tutor in the final assessment meeting.
               also be asked to provide additional written comments.
Resolved

examination board and outline an appropriate plan of action for the student‟s next
placement.
Please note if a student’s clinical performance brings into question their fitness
to practice then you must contact the PEF or the student’s personal tutor
immediately for advice and guidance, as it may be necessary to remove the
student from practice pending formal investigation.




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 INFORMATION FOR STAFF MENTORING OVERSEAS STUDENTS
An Overview
The International Working Group at the School of Nursing and Midwifery has been in
existence for over 10 years. The main remit of the group is to provide clinical
experience for students and teaching experience for lecturers from overseas. A
number of agreements have been negotiated with several nursing schools in Europe.
This allows us to offer opportunities for our students to undertake clinical
placements abroad, and to act as host for students from overseas organizations.
Our experience so far suggests that students and clinical staff benefit enormously
from working in a culturally different care context.
Every effort is made to predict the needs of overseas students and to lay contingencies
for any problems that may arise; however, it is not always possible to predict the
smooth running of any exchange.
A considerable amount of effort is expended by School staff to try to make their stay
here as comfortable as possible as working in a foreign country can be a daunting
experience for anyone; particularly nursing students. Often they are anxious and an
unwelcoming manner can heighten that
anxiety. It is expected that a certain amount of flexibility be exercised when meeting
the needs of overseas students.
The main aims of an Erasmus placement are:-

experience of other European countries and of their academic fields of study
                                  onment of the host institution
                  -operation between institutions which exchange students

qualified, open minded and internationally experienced people as future professionals

period abroad, when they would otherwise not be able to do so
Mentors have a vital role to play in ensuring these aims are met. The School of
Nursing and Midwifery is keen to support staff in their role as mentor for overseas
students by prior contact, ongoing support, and feedback. There is the opportunity to
share knowledge and students often bring alternative experiences to their work which
can be of benefit to the placement area.
Frequently Asked Questions:
1. Are overseas students supernumerary?
Yes, their shift patterns should be flexible to allow them to follow up on their
experiences.
This may also allow them to take advantage of any cultural activities which they have
been invited to attend.
2. A student has requested time off for attendance at a language course. Can this
be accommodated?
Yes, one of the aims of an Erasmus exchange is the acquisition of linguistic skills and
many students express an interest in attending an English language course. It is
anticipated that one day per week is reasonable.
3. A student states that they have achieved the requisite number of practical
hours and wants to finish their placement a week early?
Yes, every effort is made to obtain all the necessary information from the student's
school. This is not always forthcoming and the requirements of the students are
sometimes different from the information disseminated to the wards. It is hoped that a
degree of flexibility can be exercised. Generally the students are honest about this but


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before this can be approved: please contact Alistair Nicolson at the School of Nursing
and Midwifery, Tayside Campus on 01382 632304 who will contact the appropriate
nursing school overseas for confirmation.
We try to provide the experience requested by the student's school. We do not always
receive this information from them and students often request a change of placement
after arrival which can disrupt arrangements. This is often beyond the control of the
school.
4. The language barrier is proving difficult and is creating some problems. How
can we resolve this?
Sending institutions usually take cognisance of this and it is unusual that students do
not have a reasonable grasp of English. We have emphasized this to our various
partners. We are sent the results of an English test which they undertake prior us to
agreeing to take them. Sometimes, however, their language skills do not always match
the information we are given. If an interpreter cannot be provided easily, we can
contact the student's school and discuss the situation with them. Contact Alistair
Nicolson at the School of Nursing and Midwifery for further advice.
5. A student has requested to practice activities which appear to be out with their
remit - e.g. taking blood. Are they allowed to do this?
No. It is normal to find that overseas students are taught skills that our own students
are not. Overseas students are not allowed to carry out any procedures of this type
irrespective of what they have been taught in their own country. As a general guide, if
our own students are allowed to practice a skill, then overseas students can do the
same.
This must be adhered to without exception.
6. A student wants to disseminate a questionnaire for their thesis. Can they do
this?
No. Any data collection has to be approved by the Tayside/Fife ethics committee
before this can be done even if the questionnaires are being distributed to staff only.
Please contact Alistiar Nicolson at the School of Nursing and Midwifery for further
advice.
7. An overseas student becomes unwell. Are they entitled free to health care?
Yes. The school insists that students arrange their own health and travel insurance and
carry an EU EHIC card. The services of a GP can be obtained as normal or referral to
Accident and Emergency as appropriate.
8. A student is requesting some study time away from the ward. Can we provide
this?
Generally yes. Obviously the needs of the ward are paramount and this should be
negotiated in advance. It has been our experience that students who come here do so
because they have high motivation levels to learn. A certain degree of flexibility is
required.
Students may also be allowed time out to attend lectures at the School of Nursing and
Midwifery.
9. How long are they here for?
Under Erasmus, students can spend any time from 3 months up to one year overseas
but 3 months is about the average time.
School contacts
Mr Alistair Nicolson, International Co-coordinator,
01382 632304 Extn 33632
e-mail: a.j.nicolson@dundee.ac.uk



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THE ROLE OF THE PERSONAL TUTOR AND LEARNING TEAM
FACILITATOR IN
SUPPORTING PRE-REGISTRATION STUDENTS
Student support is an essential element of the student experience and the School has a
well established Personal Tutor system to provide this support.
The introduction of Learning Teams in September 2007, will mean that the Learning
Team facilitator will assume the role of personal tutor for the new students whilst
existing students will continue to access support from a personal tutor.
The role described in this paper applies both to Personal Tutors and Learning Team
Facilitators in the context of student support and can be described under the following
headings:
     Administration
     Support and guidance for students
     Academic support of students
ROLE
1. Personal tutors will be allocated a number of students by the programme managers.
Learning team facilitators will be allocated a Learning Team comprising
approximately 20 students.
2. The initial meeting with students will be the responsibility of the personal tutor
whereas learning team facilitators will have their initial meetings timetabled.
The purpose of this initial appointment is to establish the role and responsibilities of
personal tutor/learning team facilitator (LTF) as follows:
Create a File note of meetings and email to Student Programme Administration
(SPA) for filing in student‟s file
Record non attendance at meetings
Provide academic and personal support
Review of CAP booklets
Monitor progress (See point 3)
Monitor Sickness/absence (See points 4 & 5)
Complete relevant documentation (See points 6,7, & 8)
Access examination scripts as appropriate
Negotiate communication channels whilst in University and clinical placements –
usually by email
LTFs - Clarify arrangements for study days and University attendance during clinical
placements
To establish the responsibilities of student as follows:
Arranging subsequent appointments to see personal tutor; once Semester for
remainder of programme
Ensure attendance at timetabled study days with LTF
Informing personal tutor/learning team facilitator of academic progress
Request advice from personal tutor or LTF on personal or academic issues.
Bringing to meetings relevant documents – CAP booklets, coursework feedback
To establish expectations of personal tutor/learning team facilitator and student.
Student to make appointment to see personal tutor/ learning team facilitator in
advance
Personal tutor/learning team facilitator and student to respond to messages timeously
If either cannot attend meeting notify the other.




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ADMINISTRATION
3. During the course of meetings, the personal tutor/learning team facilitator will
review the student‟s theoretical and clinical progress. Theoretical performance is
appraised and the outcome of any discussion is documented in addition to agreed
actions and filed in students‟ notes. The CAP booklet is reviewed to ensure that
competencies are being met at the correct level.
Deficiencies in clinical performance are documented and referred to the Examination
Board as clinical competencies are now an integral part of the module summative
assessment.
4. Student attendance on the programme will be reviewed each Semester. Should the
personal tutor/learning team facilitator receive information that the student has been
absent from School or practice placement, the personal tutor/learning team facilitator
will arrange to see the student and apply the Internal Disciplinary Procedure where
appropriate. In more complex situations concerning absence and sickness, advice
should be sought from the appropriate Professional Head about the most appropriate
action to be taken.
5. The personal tutor/learning team facilitator will communicate with SPA informing
them of the decisions and actions taken in respect of student‟s absence. An email will
also be emailed to records for inclusion in the student‟s file.
6. Each personal tutor/learning team facilitator will complete a final School Report for
their personal tutees on completion of their programme or when the student
discontinues from their programme or for other requested purposes.
7. When required, an Academic Report will be completed regarding a student‟s
overall performance on request.
8. It is the responsibility of the personal tutor/learning team facilitator to review their
students‟ CAP booklets in preparation for the Examination Boards to ensure that the
requirements of the practice curriculum are being met. Personal tutors/learning team
facilitators will complete the Examination Office form to verify the CAP booklet is
complete. Clinical assessment forms should also be collected from the student and
reviewed. CAP booklets and clinical assessment forms, once checked, are to be
available for the Examination Boards through the examinations office.
SUPPORT AND GUIDANCE
9. Student issues, which cannot be resolved by the personal tutor/learning team
facilitator alone, will be discussed with the Professional Head who will advise on the
most appropriate course of action.
10. Personal tutors/learning team facilitators may grant Special/Compassionate leave
for up to 7 attendance days for any one episode. Thereafter the Programme Manager
in accordance with the current framework, may authorise further leave of absence
bearing in mind the requirements of the student's programme.
11. Each personal tutor/learning team facilitator will offer support to students
throughout the student‟s programme. Students are informed via their Student
Handbook, that should help be required from their personal tutor/learning team
facilitator, they should contact them, via email, to make a mutually agreed
appointment.
12. Personal tutors/learning team facilitators, in agreement with the student, may
recommend to students other appropriate student services e.g. counseling service. For
further guidance please refer to University of Dundee Supporting Students in
Difficulty 2001 and University of Dundee website, Student Support services;
www.dundee.ac.uk/studentservices/.



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13. Personal tutors/learning team facilitators have a responsibility to encourage
students to disclose any disability.
ACADEMIC SUPPORT
14. Students will be advised to seek academic support and guidance utilising the
following standard:
GUIDELINES FOR ACADEMIC SUPPORT OF STUDENTS UNDERTAKING
PREREGISTRATION NURSING AND MIDWIFERY PROGRAMMES.
GUIDELINES FOR ACADEMIC SUPPORT OF STUDENTS UNDERTAKING
PRE-REGISTRATION NURSING AND MIDWIFERY PROGRAMMES
STANDARD FOR ACADEMIC SUPPORT PROVIDED BY PERSONAL
TUTORS (PT)/
LEARNING TEAM FACILITATORS (LTF)
Systems in place for student support


semester
   www.dundee.ac.uk/advancedundee
   http://my.dundee.ac.uk Quick links for Nursing and Midwifery Students
     ood Referencing Guide

Assignments

Dundee www.dundee.ac.uk/learning/centre/
                                               www.dundee.ac.uk/disabilityservices
Process for providing assessment
information

years 1, 2, and 3
    Normally
                                                                              two
weeks prior to the submission date.

their personal tutor/LFT that takes account of holidays etc

Comments from lecturers will not indicate if work is of a standard meriting a pass
grade

1st Year: Greater academic dependence
2nd Year: Increasing academic independence
3rd Year: Increasing academic independence
First year support

     raft with references may be provided for PT/LTF for general comment
Second year support

for PT/LTF to comment
Third year support

on specific areas of an assignment that will not amount to more than 20% of the total
wordage


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Academic support for re-submissions/re-sit examinations

marker.
                                        mments with the marker for clarification


with PT/LTF before the meeting with the personal tutor/ learning team facilitator
takes place.
Academic support following an unsuccessful result for a first submission of
coursework or
examination
15. The marker is the student‟s first point of contact.
16. The marker will review the coursework or examination script with the student and
assist in the recognition of the issues which have precluded a pass mark being
obtained. An Action Plan should be drawn up and documented which reflects the
work to be undertaken, a copy of which is kept in the student‟s file. The student will
have access to their coursework and the comments made by the marker. The
examination scripts will also be available for the marker to remove from the
examination office in order to demonstrate to the student where marks had been lost.
The scripts will be returned to the examination office. Should the marker not be
available, the personal tutor/learning team facilitator will provide support for the
student with resubmissions or re-sits.
17. The PT/LTF can provide the opportunity for the student to discuss pertinent issues
with the marker or content expert. Following feedback from the marker or content
expert, the personal tutor/ learning team facilitator may require to see the student on
several occasions in order to fulfill the Action plan.
18. If the PT/LTF feels that the student would benefit from additional assistance with
their work they may refer the student for additional academic support at the Learning
Enhancement Unit.
19. It is important that all appointments made with the student are documented
including the advice given and if appropriate, an Action plan. If the student fails to
keep an appointment this should be documented. All documents should be forwarded
to SPA for filing in student‟s file. This documented evidence will be very useful
should an Appeal situation emerge in the future.
Practice placement support following the identification by the mentor of
concerns regarding the student’s achievement of the required level of
performance of the student in practice
20. The PT/LTF is a key point of contact for the mentor.
21. The PT/LTF, the mentor and the student will agree an appropriate action plan to
help the student meet the required level of clinical performance.
22. It is important that all appointments made with the student are documented. It is
important that all appointments made with the student are documented including the
advice given and if appropriate, an Action plan. If the student fails to keep an
appointment this should be documented. All documents should be forwarded to SPA
for filing in student‟s file. This documented evidence will be very useful should an
Appeal situation emerge in the future.
23. If the requirements for the practice curriculum are not met then the personal
tutor/learning team facilitator will complete the Examination office form to verify the
outcome of the practice curriculum and to verify the mentor‟s decision.



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THE ROLE OF THE LINK LECTURER/SCHOOL CONTACT
The Role of the Link Lecturer/School Contact Aims to:


students.
                                                                                         .

environment.
The Role of the Link Lecturer in Communication/Support and as Resource
Person Aims to:
1. Maintain effective communication in agreement with the clinical practice
placement area. (Visit or contact once per term)
2. Provide support to clinical staff that supervise and assess students.
3. Ensure that all programme information and educational policies, held in the clinical
area, are kept up-to-date.
4. Introduce new educational procedures and policies to the clinical staff and provide
support while these are being implemented.
5. Provide information to the clinical staff about relevant post registration and
postgraduate programmes being offered by the School.
6. Attend (where appropriate) liaison groups relevant to the clinical practice
placement area.

THE ROLE OF THE PRACTICE EDUCATION FACILITATOR
The Practice Education Facilitator role is designed to enhance the quality of the
practice learning experience and positively contribute to the future nursing and
midwifery workforce. The key focus of practice education facilitator role is to:


higher educational institutions
                                                                        ironment
The practice educational facilitators positively influence the quality of the clinical
learning environment for all nurses, midwives, learners and health care assistants
utilising life-long learning strategies and continuous professional development.
Addressing the training and educational needs of staff enhances the quality of the
clinical learning environment resulting in improved patient care.




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CLINICAL PRACTICE AND PLACEMENT SUPPORT UNIT (CPPSU)
CONTACTS
CPPSU Academic Staff Contacts
Campus
Email
Telephone
Iain Burns
Director of CPPSU
Airlie Place
i.burns@dundee.ac.uk
01382 385917
Gordon McArthur
Lecturer, Mentor Support
Airlie Place
g.s.mcarthur@dundee.ac.uk
01382 388649
Alison O'Donnell
Lecturer, Placement Allocation
Fife
a.j.odonnell@dundee.ac.uk
01382 385906
Isabel Paterson
Lecturer, Practice Learning
Environment
Fife
i.m.m.m.paterson@
dundee.ac.uk
01382 385957
CPPSU Support Staff Contacts
Campus
Email
Telephone
Judith Angus
Service Co-ordinator, Student &
Programme Administration
Airlie Place
j.h.angus@dundee.ac.uk
01382 388549
Edith Heggie
Practice Learning Environment
Fife
e.h.heggie@dundee.ac.uk
01382 385937




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                Appendix 10
       Record of Mentor Update Form




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Mentors are required by the Nursing and Midwifery Council to give evidence that they have updated their practice
every year. This form can be used to show evidence of an update in mentorship skills.
Evidence should include 1) the type of update activity (for example: formal update session, informal update by
Practice Education Facilitator, study day, professional journal article) 2) the aim of the update activity 3) what was
learned by the mentor and 4) a short reflective paragraph describing how the learning was put into practice.

                         RECORD OF MENTOR UPDATE
NAME OF LEARNER:

DATE OF UPDATE:
UPDATE ACTIVITY (give a title or a short description of the update activity undertaken)



AIMS OF THE UPDATE ACTIVITY (write what the purpose of the activity is, for
instance „to update knowledge and awareness of current mentorship standards‟)

    
    
    


LEARNING OUTCOMES (write what you want to learn from the activity, for instance
„Identify the key responsibilities and accountability of the mentor role‟)

    
    
    


REFLECTION:
(Write a short reflective paragraph. Continue overleaf if required. Include what you have
learned from the update activity and how you have put it into practice)




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             Appendix 11
  Managing Student sickness/absence a
     guide for mentors and Policy
             on Jury Duty)




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MANAGING STUDENT SICKNESS/ABSENCE: A GUIDE FOR MENTORS
1 Introduction
1.1 The responsibility for the management of ill health ultimately lies with the
personal tutor/programme manager for each individual student. However students
spend 50% of the educational programme within the practice placement setting where
the experience is managed and facilitated by their mentor.
1.2 The aim of this guide is to ensure that mentors in all practice placement areas
adopt a fair, consistent and supportive approach to students with genuine health
problems and to ensure (in consultation with the student‟s personal tutor) that sickness
absence levels are maintained within acceptable levels.
1.3 While the School aims to secure the attendance of all students, it is recognised that
a certain level of absence due to sickness may occur and that the sensitive
management of health problems and the promotion of good health contributes to the
retention of these students.
1.4 These guideline have been developed with due regard to the School‟s policy on
attendance in clinical practice and have been agreed through the Education
Partnership Committee.
2 Responsibilities of the mentor
2.1 Mentors are expected to maintain accurate individual absence record information
for their student and phone the School‟s sickness/absence dedicated phone line at the
commencement and end of a student‟s period of sickness/absence.
2.2 Mentors are expected to note the total number of days sickness/absence of a
student at the end of their placement on the blue Continuous Assessment of Practice
Form.
2.3 Students whose sickness/absence is giving cause for concern should be reported to
the student‟s personal tutor.
2.4 Any case involving alcohol, drug or substance misuse should be notified
immediately to the student‟s personal tutor and the appropriate senior nurse/midwife
for the practice placement
area.
2.5 Where frequent sickness/absence or continuous absence is affecting the student‟s
ability to achieve the required level of clinical performance the student‟s personal
tutor must be informed immediately and this concern documented in the
mentor/student notes section of the Continuous Assessment of Practice Form and the
student‟s personal tutor must be informed.
2.6 Mentors should ensure that all students are seen on return from each and every
period of absence to discuss the absence. This return to placement meeting should be
informal in nature and conducted in private. This meeting should be noted in the
mentor/student notes section of the Continuous Assessment of Practice Form. It is
primarily to enable the mentor to discuss the absence and ascertain whether or not
there are any ongoing problems and whether there is any help needed to avoid
absences in the future.
2.7 The following options should be considered as a possible course of action:
No further action - if there is no significant problem e.g. a one-off case of genuine
sickness/absence.
Monitoring sickness/absence in consultation with the student‟s personal tutor - if there
is an indication that pattern of sickness/absence is building up.
Referral to the student‟s personal tutor for further investigation and action - if it is
clear that the issue is ongoing and requires intervention from the School to manage
the continuing sickness/ absence problem.


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These examples should only be used as a guide and may not apply in all cases. If in
doubt Mentors should seek advice from the Practice Education Facilitators or the
student‟s personal tutor.




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REPORTING STUDENT SICKNESS/ABSENCE
The School has an electronic mail box system so that you can report student nurse or
student midwife sickness and absence and notify us of their return to duty.
If a student is absent from their placement please telephone the electronic mail box on
01382 388194.
At the prompt you will be asked to press „1‟ to report absences and „2‟ to report
returns.
For absences you will be asked the following series of questions:
• Please state your name and position: e.g. Staff Nurse Brown
• Please state the practice placement name: e.g. Ward 14 Ninewells
• Please state the students name and class if known: e.g. John Smith September 2003
• Please state if student made contact regarding non-attendance: e.g. The student has
reported his absence to the placement
• Please state when the student went off sick/absent: e.g. 14 February 2006
Once a student returns to duty please telephone the same electronic mail box on
01382 388194.
To report returns the following questions will be asked; please answer all the
questions:
• Please state your name and position: e.g. Staff Nurse Brown
• Please state the practice placement name: e.g. Ward 14 Ninewells
• Please state the students name and class if known: e.g. John Smith September 2003
• Please state when the student returned to duty: e.g. 15 February 2006




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POLICY ON JURY DUTY FOR STUDENTS OF NURSING AND
MIDWIFERY
There are occasions when student nurses and midwives are called to provide Jury
Duty at local courts of law. Should a student approach a member of staff seeking
guidance regarding jury duty the following policy will be used.
The following guidelines are based on information obtained from Dundee Court, Jury
Department.
• Students at the School of Nursing and Midwifery are not exempt from Jury Duty.
• The School can make application to the Court, on the student's behalf, to have the
request for Jury
Duty reconsidered.
• The student should be referred by staff to the Director of Student Services who will
arrange to see the student and consider their circumstances.
• The circumstances which may be considered prior to the application being made are
as follows:
- If attendance for Jury Duty would coincide with Examination dates.
- If attendance for Jury Duty would coincide with prearranged foreign exchanges.
- If attendance for Jury Duty would coincide with attendance at a theory block.
- If the circumstances appear appropriate a letter will be submitted stating:
The course the student is studying
Where the student is on the programme Any important dates e.g. examination dates,
which may be relevant.
• The Jury Department forwards the letter along with the Citation Form for
consideration.
• The Jury Department will make a decision based on the information in the letter.
• The Jury Department will write to the student informing them of the decision.




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                        Appendix 12
                        Shift Patterns




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SHIFT PATTERNS: NURSING STUDENTS
The following quote is taken from the Nursing and Midwifery (NMC) “Standards of
proficiency for pre-registration nursing education” document and confirms the
supernumerary status of nursing students.
“Students undertaking programmes of preparation for nursing will be directed
throughout by the approved educational institution and shall have supernumerary
status in practice settings to enable them to achieve the required standards of
proficiency. Supernumerary status means that the student shall not as part of their
programme of preparation be employed by any person or body under a contract of
service to provide nursing care” (NMC 2004).
Students are however, required to experience the 7 days a week, 24 hours a day nature
of nursing practice and will therefore undertake a range of shift patterns, including
weekends and night duty. It is important to recognise that there are different shift
patterns across the practice placement areas and students are expected to adopt the
shift pattern of their allocated practice placement area.
During the programme it is expected that students will normally undertake no more
than two late shifts per week and two weekends per 5/6 week placement or four
weekends per 10/12 week placement. Shift patterns are decided by the nurse in
charge of the practice placement area. The key to effective learning in the practice
placement area is negotiation of shift patterns with the mentor to ensure maximisation
of learning opportunities.
Night Duty
Students may be allocated a period of night duty in year two and/or year three of the
programme.
12-Hour Shift Patterns
It is recognised by the School that in some practice placement areas 12-hour shift
patterns are the norm. Students are not required to undertake 12 hour shifts.
However students, 18 and over, can opt to undertake this shift pattern (pro-rata 37.5
hours per week) if it is of educational value and results in improved mentor support.
In line with Department of
Trade and Industry Working Time Regulations students under the age of 18 can
not undertake
12-hour shift patterns.
In instances where students elect not to undertake this shift pattern, or it is deemed not
to improve the educational value of the placement, students should adopt a traditional
core shift pattern.
Please note that in line with NMC and NHS Education for Scotland guidelines
students are not employees or registered nurses and therefore cannot be used to
replace a paid member of the nursing team on the planned off duty. The student
should not be included in staffing ratios and at all times learning in practice must
be held as a priority.




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                      Appendix 13
                  Strategic Documents




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Current Model For Delivery of Tayside Child And Adolescent Mental Health
Services

Provided across Tayside by an integrated team of health care professionals,
including psychiatrists, psychologists, CAMH nurses and other therapists, child and
adolescent mental health services offer a variety of different services to children and
young people up until they leave school for outpatients and 18 for inpatients.

Services are provided through a tiered approach. There are 4 Tiers:

Tier 1 is provided through primary care and partner agencies‟ staff who have been
trained through Primary Mental Health Worker sessions. This has the potential to
expand the awareness, early identification and appropriate signposting of mental
health issues and mental ill health. By definition, someone working in child and
adolescent mental health services does not undertake Tier 1 work.

Tier 2 is provided through specialist clinicians working alone. In Tayside this is
provided by Primary Mental Health Workers.

Tier 3 is provided through the specialist CAMH secondary care services working in
multidisciplinary teams.

Tier 4 is provided through specialist inpatient and day patient provision.
Commissioning of the inpatient service is being developed through the North of
Scotland regional planning process and will not be addressed in this paper. It was
agreed in June that the North of Scotland Planning Group would develop the regional
outline business case for this development.

Unfortunately, there will always be a percentage of young people who require higher
tariff services due to mental ill health, and for whom there must be an appropriate
service. Early intervention will not remove this need but will allow the young person
quicker access to the appropriate services.

There is one point of entry to secondary care services (Tier 2/3). An intake team
meet weekly to triage referrals before allocating patients appropriately across the
secondary care teams. This could be, for example, emotional disorders team,
primary mental health team, self-harm team, or developmental disorders team.

All members of the multi disciplinary staff – nurses, psychiatrist, psychologist and
therapists are integrated into the secondary care teams and patients are allocated to
the most appropriate clinical pathway by these teams.

Strategic Documents Referenced
Several reviews and frameworks have been developed over the last three years,
which have impacted on Child and Adolescent Mental Health services nationally,
regionally and locally.

The Mental Health of Children and Young People: A Framework for Promotion,
Prevention and Care (2005)




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                     Strategic Documents
Several reviews and frameworks have been developed over the last three years,
which have impacted on Child and Adolescent Mental Health services nationally,
regionally and locally.

The Mental Health of Children and Young People: A Framework for Promotion,
Prevention and Care (2005)
A nationally introduced and led strategy, that is seen as the central reference for
action on children and young people‟s mental health in Scotland. This has set the
standards required to provide fit for purpose CAMH services, based on best practice.
Staged implementation is over a period of several years up to 2015.

Getting It Right For Every Child (2007): Implementation Plan 2006 – Guidance
on the Child’s or Young Person’s Plan
Putting the child at the centre of decision-making and service delivery, this strategy
supports a more integrated approach, with the child receiving the service required
rather than being offered the service available.

Delivering For Mental Health (2006)
Nationally set objectives for both adult and CAMH services, with specific relevant
targets for increased inpatient bed provision, reduction of young people in adult
mental health beds, LAAC/vulnerable children and young people and overall
reduction of antidepressants.

Delivering A Healthy Future – An action framework for Children and Young People’s
Health in Scotland (Feb 2007)
Developed from Delivering For Health, this is a framework setting out a structured
programme of actions drawn primarily from existing policy, initiatives and
commitments and specifically for CAMHS from The Mental Health of Children and
Young People: A Framework for Promotion, Prevention and Care. Key milestones
have also been identified with timescales to support the achievement of the
programme.

Better Health Better Care Action Plan (December 2007)
A Scottish Government document to set out a vision to help people sustain and
improve their health, especially in disadvantaged communities, ensuring better, local
and faster access to health care. This requires a health service that works together
with partners, placing the patient at the heart of everything it does. Specific targets
have been set to address mental health issues

Looked After Children and Young People: We Can And Must do Better (2007)
Action 15 specifically identifies that “Each NHS Board will assess the physical,
mental and emotional health needs of all looked after children and young people for
whom they have responsibility and put in place appropriate measures which take
account of these assessments. They will ensure that all health service providers will
work to make their services more accessible to looked after and accommodated
children and young people and to those in transition from care to independence.”

Education (Additional Support for Learning) (Scotland) Act 2004.
This legislation aims to modernise and improve the current system for identifying and
addressing the needs of all children and young people who may face a barrier to
learning and need additional support.



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NHS Tayside Psychological Therapies Review (October 2003 – January 2004)
Internal review of local services to identify and prioritise options to address an
increasing workload and subsequent capacity issues. Subsequent implementation
and action plan devised and business case developed for 2 additional posts.

Early Years and Early Intervention - A joint Scottish Government and COSLA
policy statement (2008).
The early years framework signals local and national government‟s joint commitment
to break the cycle of inequality in health, education and employment opportunities
through prevention and early intervention. The Framework will mark a fundamental
shift away from dealing with the symptoms of inequality – and rebalances our focus
towards identifying and managing the risks early in life. The biggest gains in
improved outcomes and reduced inequality will come from supporting parents – to
help them to help themselves – and by creating communities, which are positive
places to grow up.

Getting the Right Workforce, Getting the Workforce Right (2006)
Advisory report identifying some of the workforce implications for CAMH Services in
Scotland and making links to “The Mental Health of Children and Young People: A
Framework for Promotion, Prevention and Care”.

Towards a Mentally Flourishing Scotland for Children and Young People
(October 2007)
This outlines the proposed future direction for mental health improvement and
population mental health for 2008/11. It builds on the work of the Scottish
Government‟s National Programme for Improving Mental Health and Wellbeing. In
setting the future direction, the paper focuses on what Local Authorities, NHS Boards
and other key stakeholders can do to support the agenda for 2008/11.

Royal College of Psychiatrists London - “Building and sustaining specialist child
and adolescent mental health services”). (June 2006)
This report provides guidance regarding the capacity and provision of specialist child
and adolescent mental health services (CAMHS) by the NHS and is a living, evolving
support for service development, open to local interpretation, based on careful needs
assessment and priorities.




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