CFP Cap

Pre-registration Nursing Programmes
Bachelor of Nursing / Diploma of Higher Education in Nursing

Common Foundation Programme
Clinical Competencies and Continuous Assessment of Practice Booklet
Name………………………………………………………………………………
Intake.............................................................................................................................
Matriculation Number………………………………………...………………..
Learning Team Facilitator …………………………………
Revised November 2008

2
Table of Contents
Page No.
Notes For Mentors
Introduction 5
Guidelines for Continuous Assessment 5
Reflection 8
SEMESTER ONE 9
Record of Placements & Orientation
Outcomes 12
Interim and Final reports 21
Mentor and Student Notes 29
Action plans 31
Student Personal Review Sheet 33
SEMESTER TWO 35
Record of Placements & Orientation
Outcomes 38
Interim and Final reports 47
Mentor and Student Notes 55
Action plans 57
Student Personal Review Sheet 59
NMC Domains 61
Criteria for Clinical Assessment 65
3
4
INTRODUCTION
This booklet contains the competencies for the assessment of practice for the Pre-
registration Bachelor of Nursing (BN) / Diploma of Higher Education in Nursing Programmes.
With the Essential Skills Record, it forms the first year of the Ongoing Record of
Achievement required by the Nursing and Midwifery Council.
This booklet is designed to cover the whole year of the Common Foundation
Programme and the predominant target level for the year is that of A (Assisted).
The student, mentor, learning team facilitator (LTF) and practice education facilitator (PEF)
are aware of the outcomes and the required level of attainment which the student is
expected to achieve during each practice placement.
Each student will be given a copy of the CAP booklet. A copy, together with other relevant
information will be available on the CPPSU Website www.cppsu.dundee.ac.uk
The student is responsible for the safe keeping of this booklet and must hand it to the
Learning Team Facilitator at the end of the first semester. It will be returned to the student
before the commencement of the second semester placement.
GUIDELINES FOR CONTINUOUS ASSESSMENT
The outcomes listed are assessed during each practice placement. The level of
competence is expected to be progressive with the student developing from 'Dependent' or
'Marginal' level to 'Proficient' level as per the criteria for clinical assessment. (See page 65).
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.
The student will work with an allocated mentor in each placement area. Students and
mentors will agree the student’s learning needs at the start of the placement.
The mentor will carry out an interim report on the student’s performance 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.
At this time the mentor will assess the student's performance in each of the clinical
outcomes using the criteria for clinical assessment, to determine whether the student has
reached the target level of proficiency as per the guidelines.
The student will have the opportunity to comment on their personal performance and the
learning environment and will sign the report form indicating that it has been read. This
signature does not indicate that the student agrees with the assessment, only that it has
been read.
Assessment of outcomes should be undertaken in conjunction with assessment of

skills. Achievement of skills should be recorded in the Essential Skills Record.
5
The outcomes section of this booklet is divided into four sections according to the NMC
domains as follows:
• Professional and Ethical Practice
• Care Delivery
• Care Management
• Personal and Professional Development
Additionally the booklet contains sections for the mentor’s interim and final report; notes of
meetings between student and mentor; action plan (if required) and learning plans.
Each outcome as outlined within this booklet, matches correspondingly to the outcomes /
essential skills as defined by NMC (see pages 61-64). This highlights the importance of
students meeting the outcomes in order to achieve the statutory requirements of the
programme.
The completion of this booklet is a shared responsibility between the student and their
mentor. This process may also include other members of placement and academic staff.
The successful achievement of outcomes depends both on the commitment of the individual
student and the support and the facilitation of the mentor.
The responsibility of the mentor is to measure the student's performance against the criteria
for clinical assessment as detailed on page 65. The mentor is asked to gauge the student's
performance against the performance criteria and to bear in mind the student’s stage within
the programme and the target levels set against each outcome.
Recording Achievement of Outcomes
The booklet uses two styles of recording achievement.
NMC Domain One
You are asked to rate each of the statements on a 4-point scale where:
1 = Rarely 2 = Occasionally 3 = Frequently 4 = Always
• The ratings should match the comments made when assessing the other NMC domains.
• Students should aim to achieve ratings of 3 or 4. Ratings of 1 or 2 require an action plan*
• Use this form as a guide during the midway assessment to discuss the elements below as
part of overall performance.
• Refer to these elements in feedback. Record any discussion in the notes pages of this
book. (p29)
• This assessment is a compulsory component of assessing fitness for professional

practice
* Ratings of 1 or 2 require an action plan to be formulated. Ideally this will be undertaken by

both the mentor and the LTF, but may be undertaken by either depending on whether the
student is in placement or theory. Any unresolved issues should be discussed with the
student on return to the School.
A separate form is provided for each placement
6
NMC Domains Two, Three and Four
Most students will only undertake TWO placements in their first year, one in each
semester. However as some students may have two placements within a Semester, two
spaces are provided for each outcome.
Mentors for the first placement will enter initial the boxes referring to ‘Semester 1 one’
(where there are the sample initials YM).
If there is a second placement within this semester, then the second placement mentor
would use boxes for ‘Semester 1 two’ (BC initials). If only one placement
in any semester –
leave blank
No NMC ESC Outcome Placement Target Achieved Not Date

Initial Achieved
Level
Initial
2.1 4 6.iv,v, Utilise appropriate S1 one M YM
communication
vi
skills with S1 two M BC
9.v,viii • patients
• members of
nursing staff
‘N/A’ (experience not available on this placement) should be used sparingly.
Non-achievement of Outcomes/Competencies
Where a student is failing to achieve the required target for a particular outcome / range of
outcomes, a plan of action should be developed. In such circumstances the LTF / personal
tutor, the mentor and the student will identify the student’s future learning needs in order to
achieve the outstanding outcomes. A Plan of Action Form is provided within this booklet.
Each Semester, on return to the School, the student will meet with their LTF / personal tutor
to discuss progress to date. If an action plan is required, the personal tutor will discuss this
with the student, record the action plan and transfer this to the appropriate section of this
CAP booklet. This will enable the mentor to assist the student in meeting the goals of said
action plan in the next placement
The student must demonstrate 100% achievement of the NMC outcomes at the
required level at the end of the Common Foundation Programme
Common Foundation Students who fail to meet the required 100% of NMC outcomes
at the required level will not be able to continue to their respective Branch Programme
until all the outcomes have been met.
It is therefore imperative that students are given every opportunity to meet the requirements.
In short, mentors should be aware of the need for all students to acquire sufficient learning
experiences to pass all relevant NMC outcomes and do their best to provide suitable
experience. ‘N/A’ (experience not available on this placement) should be used sparingly.
7
Mentors should be aware that certain outcomes, e.g. ‘emergency situations’, may be
attained
at the desired level by:
• discussion with, and questioning of, the student where actual practice is
unavailable.
• searching out opportunities such as work associates who might be able to
provide the necessary experience.
Problems that emerge in providing suitable experience should be identified early and may be
referred to the appropriate LTF/ personal tutor or PEF for assistance.
Reflection
This programme of study actively promotes the use of reflection by the student, as it is
believed it will make a significant contribution to their personal and professional
development. Reflective activities do contribute to the development of personal, practical or
intuitive knowledge. The School is aware, however, that students must be committed to
engage in such activities to enable meaningful learning to occur. Reflective activities can
involve personal confrontation to expose contradictions between what the practitioner aims
to achieve and the way they practice.
8
Year One
Semester One
Placements One and Two

Placement 1: ……………………………….
Mentor: …………………………………………
Dates From: ……………………………. To: ………………………..
Number of Days absent

(Please list by episode)
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Placement 2: ……………………………….
Mentor: …………………………………………
Dates From: ……………………………. To: ………………………..

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
9
Placement One Orientation
Points to be discussed during initial interview / discussion in Week 1
Tick when achieved
9
Introduction to Mentor
Philosophy of Care
Shift Patterns
Dress Code
Reporting Sickness/Absence
Orientation to Placement:
Layout
Location of Equipment
Fire and Safety Procedures
Manual Handling Policies and Procedures
Lines of Communication
Introduction to other Team Members
Identify Location of Key National and Local Policies/Procedures/Guidelines and
NMC Documentation
Emergency Procedures
Incident Reporting Procedure
Educational Opportunities and Learning Outcomes
Key learning issues identified at initial interview in Week One
Date Interim Report Due ……………………………………………………

Date Final Report Due ………………………………………………………
Mentor Signature: ……………………………………………..
Student signature: ………………………………………………
Date: ………………………………………..
10
Placement Two Orientation
Points to be discussed during initial interview/discussion in Week 1
Tick when achieved
9
Philosophy of Care
Shift Patterns
Dress Code
Layout
Identify Location of Key National and Local Policies/Procedures/Guidelines
and NMC Documentation
Key learning issues identiified at initial interview in Week One

Date: ………………………………………..
11
Professional and Ethical Practice
NMC Domain One
Semester One Placement One
(Fitness to Practice)
• Please rate each of the statements on a 4-point scale where:

• The ratings should match the comments made when assessing the NMC domains.
• Students should aim to achieve ratings of 3 or 4. Ratings of 1 or 2 require an
action plan*
• Use this form as a guide during the midway assessment to discuss the elements
below as part of overall performance.
• Refer to these elements in feedback. Record any discussion in the notes pages of
this book. (p29)

practice
* Ratings of 1 or 2 require an action plan to be formulated. Ideally this will be

undertaken by both the mentor and the personal tutor, but may be undertaken by
either depending on whether the student is in placement or theory. Any unresolved
issues should be discussed with the student on return to the School.
12
NMC Domain One
Please rate each of the statements on a 4-point scale where:
Please indicate your replies by ticking [3] the appropriate responses
Professional Practice 1 2 3 4
1. Is punctual [ ] [ ] [ ] [ ]
2. Promotes a professional image [ ] [ ] [ ] [ ]
3. Demonstrates the underpinning values of the NMC code of professional [ ] [ ] [ ] [ ]
conduct
4. Adheres to School and practice placement policies [ ] [ ] [ ] [ ]
and protocols
5. Engages with patients / clients, their families and carers and builds [ ] [ ] [ ] [ ]
professional, caring relationships
6. Is aware of legislation relevant to professional practice [ ] [ ] [ ] [ ]
7. Accepts and acts on constructive feedback [ ] [ ] [ ] [ ]
8. Is flexible and adaptable to change [ ] [ ] [ ] [ ]
9. Works within limitations of the role and recognises own level of competence [ ] [ ] [ ] [ ]
10. Assists as an active and effective member of the multi-disciplinary team [ ] [ ] [ ] [ ]
11. Acts to safeguard children and adults requiring protection [ ] [ ] [ ] [ ]
Ethical Attitude
12. Cares for patients / clients in a non discriminatory fashion [ ] [ ] [ ] [ ]
13. Demonstrates respect for client / patient confidentiality [ ] [ ] [ ] [ ]
14. Displays honesty and integrity [ ] [ ] [ ] [ ]
15. Cares for patients / clients as individuals. [ ] [ ] [ ] [ ]
16. Recognises professional practice limitations [ ] [ ] [ ] [ ]
17. Respects the privacy and dignity of clients/patients [ ] [ ] [ ] [ ]
18. Accepts accountability for their own actions [ ] [ ] [ ] [ ]
19. Obtains consent from clients/patients prior to delivery of treatment or care [ ] [ ] [ ] [ ]
20. Seeks appropriate support and guidance [ ] [ ] [ ] [ ]
21. Identifies ethical issues in day to day practice [ ] [ ] [ ] [ ]
Mentor Signature …………………………………………………………….
Student Signature …………………………………………………………….

Date …………………………………………………….
13
NMC Domain One
Semester One Placement Two

action plan*
this book. (p 29)

practice

14
NMC Domain One
1. Is punctual [ ] [ ] [ ] [ ]
conduct
and protocols
11. Acts to Safeguard children and adults requiring protection [ ] [ ] [ ] [ ]
Ethical Attitude

Date …………………………………………………….
15
Care Delivery
(NMC Domain Two)

Level Initial Achieved
Initial
2.1 4 6.iv, Uses appropriate S1 one M
v, vi communication skills with:
• patients
9.v, • members of nursing staff
viii • members of the S1 two M
multidisciplinary team,
relatives and significant others
2.2 4 6.ii Identifies barriers to effective S1 One M

communication.
S1 two M
2.3 4 6.i Uses communication skills to S1 one M

convey information effectively
14.v in:
• writing skills
S1 two M
• telephone skills
• IT skills
• verbal skills
• documentation skills
2.4 6 Begins to develop assessment S1 one M

skills to provide individualised
S1 two M
care
2.5 6 21.i,ii Begins to use a systematic S1 one M

28.iii, approach to patient care i.e.
30.iii assessment, planning, S1 two M
implementation and evaluation
in a range of care settings.
2.6 4 9.xii Collects and interprets data, S1 one M

6 under supervision, from a
variety of sources related to the
assessment and planning of
care.
2.7 4 9.i,ii Contributes to the assessment S1 two M
9 of physical, emotional,
psychological, social, cultural
and spiritual needs, including
risk factors by identifying,
recording, sharing and
responding to clear indicators
and signs
16
Initial
2.8 10 9.x Demonstrate an awareness of S1 one M
the need to reassess regularly
a patient’s or client’s response S1 two M
to nursing interventions
2.9 7 9.iii Participate in the negotiation S1 one M

9 and agreement of the care plan
S1 two M
with the patient or client and
with their carer, family or
friends, as appropriate, under
the supervision of a registered
nurse
2.10 6 Discuss the prioritisation of care S1 one M

needs
S1 two M
2.11 7 9.viii Inform patients and clients S1 one M

10.i about intended nursing actions,
respecting their right to
participate in decisions about S1 two M
their care
2.12 8 3.iv,v Provides care (or makes S1 one M

provisions) for those who are
unable to maintain their own S1 two M
personal hygiene
2.13 8 10.ii Undertake activities that are S1 one M

consistent with the care plan
S1 two M
and within the limits of one’s
own abilities to promote safe
holistic care.
2.14 6 5.i Is attentive and delivers care S1 one M

that the patient / client
interprets as warm, sensitive,
kind and compassionate
2.15 9 Actively seeks to extend S1 one M

knowledge and skills using a
S1 two M
variety of methods in order to
enhance care delivery
2.16 8 9.iv, Identify examples of the use of S1 one M
vii evidence in planned nursing
S1 two M
interventions and contributes to
care based on evidence
2.17 8 Provide information on nursing S1 one M

care based on personal
S1 two M
observations and action
17
Initial
2.18 11 Demonstrate the ability to S1 one M
discuss and accept care
S1 two M
decisions
2.19 10 1.ii Identify situations that require S1 one M

11 21.iv referral to a registered
S1 two M
23.iv practitioner
2.20 4 Acknowledge the boundaries of S1 one M

a professional caring
S1 two M
relationship.
2.21 8 Access and discuss research S1 one M

and other evidence in nursing
and related disciplines S1 two M
2.22 11 Demonstrates an S1 one M

understanding of how culture,
S1 two M
religion, spiritual beliefs, gender
and sexuality can impact on
illness and disability
2.23 5 Identify networks of health and S1 one M

social care services.
S1 two M
2.24 8 19.i Recognise signs of aggression S1 one M

and respond appropriately to
S1 two M
keep self and others safe
2.25 5 9.v Understands the benefits of a S1 one M

21.v healthy lifestyle and identifies
opportunities for health S1 two M
promotion
2.26 5 9.vi Recognises the indicators of S1 one M

unhealthy lifestyles and the
potential risks involved S1 two M
18
Care Management
(NMC Domain Three)
No. NMC ESC Outcome Placement Target Achieved Not Date

Initial
3.1 12 33.i Understand and implement S1 one M
34.i health and safety principles
S1 two M
and policies
3.2 12 9.x Recognise and report S1 one M

17.iii; situations that are
S1 two M
18ii potentially unsafe for
23iii patients, clients, one-self
31i and others.
3.3 13 14i, Identify the roles of the S1 one M

ii, members of the health and
S1 two M
17.i social care team
35
3.4 13 29.i Work within the health and S1 one M

social care team to
S1 two M
maintain and enhance
integrated care.
3.5 12 2iii Supports patients’ / clients’ S1 one M

35i level of capability for self
S1 two M
40 i care
19
Personal and Professional Development
(NMC Domain Four)

Initial
4.1 1 1ii Identify specific learning S1 one M
needs and objectives
S1 two M
4.2 16 Begins to engage with, and S1 one M

interpret, the evidence
S1 two M
base which underpins
nursing practice.
4.3 16 11iii Uses professional support S1 one M

12iii structure to learn from
14iv experience and makes S1 two M
17v appropriate adjustments
4.4 16 1ii Identifies personal S1 one M

development needs
S1 two M
4.5 16 1vii Engages with available S1 one M

14iv learning opportunities
S1 two M
4.6 16 Demonstrates enthusiasm S1 one M

and interest for learning in
relation to the placement S1 two M
speciality
20
Semester One, Placement One
INTERIM REVIEW – to be completed midway through the placement
Student’s comments:
Mentor’s comments:
Identified further experience required: (with reference to outcomes in Clinical

Competencies and Continuous Assessment of Practice Booklet and Fitness to
Practice: Clinical Assessment)
Signature of Student: ________________________________ Date:
Signature of Mentor: _________________________________ Date:
21
22
Semester One, Placement One
FINAL REVIEW - to be completed at the end of each placement

Please comment on each domain
Domain One Professional and Ethical Practice
Domain Two Care Delivery
Domain Three Care Management
23
Domain Four Personal and Professional Development
Areas for further Development
Student Comments
I confirm that this report accurately reflects the student’s achievement at this stage of the
programme
Mentor Signature Date
Student Signature Date
24
Semester One, Placement Two

25
26
Semester One, Placement Two

Please comment on each domain
27
Student Comments
programme
28
MENTOR/STUDENT NOTES
DATE TIME DETAIL SIGNATURE
29
30
Agreed Plan of Action (if required)
To be completed by personal tutor following discussion with the student on their

return to the University
Placement: ..............................................................................………….. Date: .........…………
Signature: ..................................................................................................………………………
Personal Tutor: ..........................................................................................………………………
Placement: ..............................................................................………….. Date: .........…………
Signature: ..................................................................................................………………………
Personal Tutor: ..........................................................................................………………………
31
32
PERSONAL REVIEW SHEET
Date ………………………………………………………
Look at your assessment from your last placement, including your Skills Record.
What Outcomes did you achieve?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………..
What do you still need to do? (include items which you have not yet completed
and are still relevant)
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
What new outcomes do you want to add for the next placement?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
33
34
Year One
Semester Two
Placements One and Two

Placement 1: ……………………………….
Mentor: …………………………………………
Dates From: ……………………………. To: ………………………..

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Placement 2: ……………………………….
Mentor: …………………………………………
Dates From: ……………………………. To: ………………………..

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
35
Placement One Orientation
Points to be discussed during initial interview / discussion in Week 1
Tick when achieved
9
Philosophy of Care
Shift Patterns
Dress Code
Layout
Identify Location of Key National and Local Policies/Procedures/Guidelines and
NMC Documentation
Key learning issues idenitified at initial interview in Week One

Date: ………………………………………..
36
Placement Two Orientation
Points to be discussed during initial interview/discussion in Week 1
Tick when achieved
9
Philosophy of Care
Shift Patterns
Dress Code
Layout
Identify Location of Key National and Local Policies/Procedures/Guidelines
and NMC Documentation
Key learning issues idenitified at initial interview in Week One

Date: ………………………………………..
37
NMC Domain One

action plan*
this book. (p 55)

practice

38
NMC Domain One

Semester Two Placement One
1. Is punctual [ ] [ ] [ ] [ ]
conduct
and protocols
Ethical Attitude
Date …………………………………………………….
39
NMC Domain One

action plan*
this book. (p 55)

practice

40
NMC Domain One
Semester Two Placement Two

1. Is punctual [ ] [ ] [ ] [ ]
conduct
and protocols
Ethical Attitude

Date …………………………………………………….
41
Care Delivery
(NMC Domain Two)

Initial
2.1 4 6.iv, Uses appropriate S2 one A
v, vi communication skills with:
• patients
9.v, • members of nursing staff
viii • members of the S2 two A
multidisciplinary team,
relatives and significant others
2.2 4 6.ii Identifies barriers to effective S2 one A

communication.
S2 two A
2.3 4 6.i Uses communication skills to S2 one A

convey information effectively
14.v in:
• writing skills
S2 two A
• telephone skills
• IT skills
• verbal skills
• documentation skills
2.4 6 Begins to develop assessment S2 one A

skills to provide individualised
S1 two A
care
2.5 6 21.i,ii Begins to use a systematic S2 one A

28.iii, approach to patient care i.e.
30.iii assessment, planning, S2 two A
implementation and evaluation
in a range of care settings.
2.6 4 9.xii Collects and interprets data, S2 one A

6 under supervision, from a
variety of sources related to the S2 two A
assessment and planning of
care.
2.7 4 9.i,ii Contributes to the assessment S2 one A
9 of physical, emotional,
psychological, social, cultural
and spiritual needs, including
risk factors by identifying, S2 two A
recording, sharing and
responding to clear indicators
and signs
42
Initial
2.8 10 9.x Demonstrate an awareness of S2 one A
the need to reassess regularly
a patient’s or client’s response S2 two A
to nursing interventions
2.9 7 9.iii Participate in the negotiation S2 one A

9 and agreement of the care plan
S2 two A
with the patient or client and
with their carer, family or
friends, as appropriate, under
the supervision of a registered
nurse
2.10 6 Discuss the prioritisation of care S2 one A

needs
S2 two A
2.11 7 9.viii Inform patients and clients S2 one A

10.i about intended nursing actions,
respecting their right to
participate in decisions about S2 two A
their care
2.12 8 3.iv,v Provides care (or makes S2 one A

provisions) for those who are
unable to maintain their own S2 two A
personal hygiene
2.13 8 10.ii Undertake activities that are S2 one A

consistent with the care plan
S2 two A
and within the limits of one’s
own abilities to promote safe
holistic care.
2.14 6 5.i Is attentive and delivers care S2 one A

that the patient / client
interprets as warm, sensitive, S2 two A
kind and compassionate
2.15 9 Actively seeks to extend S2 one A

knowledge and skills using a
S2 two A
variety of methods in order to
enhance care delivery
2.16 8 9.iv, Identify examples of the use of S2 one A
vii evidence in planned nursing
S2 two A
interventions and contributes to
care based on evidence
2.17 8 Provide information on nursing S2 one A

care based on personal
S2 two A
observations and action
43
Initial
2.18 11 Demonstrate the ability to S2 one A
discuss and accept care
S2 two A
decisions
2.19 10 1.ii Identify situations that require S2 one A

11 21.iv referral to a registered
S2 two A
23.iv practitioner
2.20 4 Acknowledge the boundaries of S2 one A

a professional caring
S2 two A
relationship.
2.21 8 Access and discuss research S2 one A

and other evidence in nursing
and related disciplines S2 two A
2.22 11 Demonstrates an S2 one A

understanding of how culture,
S2 two A
religion, spiritual beliefs, gender
and sexuality can impact on
illness and disability
2.23 Identify networks of health and S2 one A

social care services.
S2 two A
2.24 8 19.i Recognise signs of aggression S2 one A

and respond appropriately to
S2 two A
keep self and others safe
2.25 5 9.v Understands the benefits of a S2 one A

21.v healthy lifestyle and identifies
opportunities for health S2 two A
promotion
2.26 5 9.vi Recognises the indicators of S2 one A

unhealthy lifestyles and the
S2 two A
potential risks involved
44
Care Management
(NMC Domain Three)

Initial
3.1 12 33.i Understand and implement S2 one A
34.i health and safety principles
S2 two A
and policies
3.2 12 9.x Recognise and report S2 one A

17.iii; situations that are potentially
S2 two A
18ii unsafe for patients, clients,
23iii one-self and others.
31i
3.3 13 14i, Identify the roles of the S2 one A

ii, members of the health and
S2 two A
17.i social care team
35
3.4 13 29.i Work within the health and S2 one A

social care team to maintain
S2 two A
and enhance integrated care.
3.5 12 2iii Supports patients’ / clients’ S2 one A

35i level of capability for self care
40i S2 two A
45
Personal and Professional Development
(NMC Domain Four)

Initial
4.1 1 1ii Identify specific learning S2 one A
needs and objectives
S2 two A
4.2 16 Begin to engage with, and S2 one A

interpret, the evidence base
S2 two A
which underpins nursing
practice.
4.3 16 11iii Uses professional support S2 one A

12iii structure to learn from
14iv experience and makes S2 two A
17v appropriate adjustments
4.4 16 1ii Identifies personal S2 one A

development needs
S2 two A
4.5 16 1vii Engages with available S2 one A

14iv learning opportunities
S2 two A
4.6 16 Demonstrates enthusiasm and S1 one M

interest for learning in relation
S1 two M
to the placement speciality
46

47
48
Please complete for each of the domains
49
Student Comments
programme

50

51
52
Please complete for each of the domains
53
Student Comments
programme
54
MENTOR / STUDENT NOTES
55
56
To be completed by personal tutor following discussion with the student on their

return to the University
Placement: ..............................................................................………….. Date: .........…………
Signature: ..................................................................................................………………………
Personal Tutor: ..........................................................................................………………………
Placement: ..............................................................................………….. Date: .........…………
Signature: ..................................................................................................………………………
Personal Tutor: ..........................................................................................………………………
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58
PERSONAL REVIEW SHEET
Date ………………………………………………………
Look at your assessment from your last placement
What Outcomes did you achieve?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………..
What do you still need to do? (include items which you have not yet completed
and are still relevant)
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
What new outcomes do you want to add for the next placement?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
As this is the final placement of the CFP you may tear out this sheet only as an aide
memoire for your first placement in Year 2
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60
Mapping of Essential Skills Clusters to the Standards of proficiency for pre-
registration nursing education (NMC 2004)
Each of the NMC outcomes and proficiencies under Standard 7 have been given a
unique identifier to be used as a means for mapping against the Essential Skills
Clusters for nursing pre-registration programmes (Annexe 2).
Standard 7: First level nurses – nursing standards of education to achieve the

NMC standards of proficiency
Outcomes to be achieved for entry to the branch programme
Professional and ethical practice

1 Manage oneself, one’s practice, and that of others, in accordance with
The NMC code of professional conduct: standards for conduct,
performance and ethics, recognising one’s own abilities and limitations
a) Discuss in an informed manner the implications of professional regulation for
nursing practice
b) demonstrate a basic knowledge of professional regulation and self-regulation
c) recognise and acknowledge the limitations of one’s own abilities
d) recognise situations that require referral to a registered practitioner.
e) Demonstrate an awareness of The NMC code of professional conduct:
standards for conduct, performance and ethics
f) commit to the principle that the primary purpose of the registered nurse is to
protect and serve society
g) accept responsibility for one’s own actions and decisions
2 Practise in accordance with an ethical and legal framework which

ensures the primacy of patient and client interest and well-being and
respects confidentiality
a) Demonstrate an awareness of, and apply ethical principles to, nursing
practice
b) demonstrate respect for patient and client confidentiality
c) identify ethical issues in day to day practice.
d) Demonstrate an awareness of legislation relevant to nursing practice
e) identify key issues in relevant legislation relating to mental health, children,
data protection, manual handling, and health and safety, etc.
3 Practise in a fair and anti-discriminatory way, acknowledging the

differences in beliefs and cultural practices of individuals or groups
a) Demonstrate the importance of promoting equity in patient and client care by
contributing to nursing care in a fair and anti-discriminatory way
b) demonstrate fairness and sensitivity when responding to patients, clients and
groups from diverse circumstances
c) recognise the needs of patients and clients whose lives are affected by
disability, however manifest.
Care delivery
4 Engage in, develop and disengage from therapeutic relationships
through the use of appropriate communication and interpersonal skills
a) Discuss methods of, barriers to, and the boundaries of, effective
communication and interpersonal relationships
b) recognise the effect of one’s own values in interactions with patients and
61
clients and their carers, families and friends
c) utilise appropriate communication skills with patients and clients
d) acknowledge the boundaries of a professional caring relationship.
e) Demonstrate sensitivity when interacting with and providing information to
patients
f) and clients.
5 Create and utilise opportunities to promote the health and well-being of

patients, clients and groups
a) Contribute to enhancing the health and social well-being of patients and
clients by understanding how, under the supervision of a registered
practitioner, to:
b) contribute to the assessment of health needs
c) identify opportunities for health promotion
d) identify networks of health and social care services.
6 Undertake and document a comprehensive, systematic and accurate

nursing assessment of the physical, psychological, social and spiritual
needs of patients, clients and communities
a) Contribute to the development and documentation of nursing assessments by
participating in comprehensive and systematic nursing assessment of the
physical, psychological, social and spiritual needs of patients and clients
b) be aware of assessment strategies to guide the collection of data for
assessing patients and clients and use assessment tools under guidance
c) discuss the prioritisation of care needs
d) be aware of the need to reassess patients and clients as to their needs for
nursing care.
7 Formulate and document a plan of nursing care, where possible, in

partnership with patients, clients, their carers and family and friends, within
a framework of informed consent
a) Contribute to the planning of nursing care, involving patients and clients and,
where possible, their carers; demonstrating an understanding of helping
patients and clients to make informed decisions
b) identify care needs based on the assessment of a patient or client
c) participate in the negotiation and agreement of the care plan with the patient
or client and with their carer, family or friends, as appropriate, under the
supervision of a registered nurse
d) inform patients and clients about intended nursing actions, respecting their
right to participate in decisions about their care.
8 Based on the best available evidence, apply knowledge and an

appropriate repertoire of skills indicative of safe and effective nursing
practice
a) Contribute to the implementation of a programme of nursing care, designed
and supervised by registered practitioners
b) undertake activities that are consistent with the care plan and within the limits
of one’s own abilities.
c) Demonstrate evidence of a developing knowledge base which underpins safe
and effective nursing practice
d) access and discuss research and other evidence in nursing and related
disciplines
e) identify examples of the use of evidence in planned nursing interventions.
f) Demonstrate a range of essential nursing skills, under the supervision of a
registered nurse, to meet individuals’ needs, which include:
62
g) maintaining dignity, privacy and confidentiality; effective communication and
observational skills, including listening and taking physiological
measurements; safety and health, including moving, and handling and
infection control; essential first aid and emergency procedures; administration
of medicines; emotional, physical and personal care, including meeting the
need for comfort, nutrition and personal hygiene.
9 Provide a rationale for the nursing care delivered which takes account
of social, cultural, spiritual, legal, political and economic influences
10 Evaluate and document the outcomes of nursing and other

interventions
a) Contribute to the evaluation of the appropriateness of nursing care delivered
b) demonstrate an awareness of the need to assess regularly a patient’s or
client’s response to nursing interventions
c) provide for a supervising registered practitioner, evaluative commentary and
information on nursing care based on personal observations and actions
d) contribute to the documentation of the outcomes of nursing interventions.
11 Demonstrate sound clinical judgement across a range of differing

professional and care delivery contexts
a) Recognise situations in which agreed plans of nursing care no longer appear
appropriate
b) and refer these to an appropriate accountable practitioner
c) demonstrate the ability to discuss and accept care decisions
d) accurately record observations made and communicate these to the relevant
members of the health and social care team.
Care management
12 Contribute to public protection by creating and maintaining a safe

environment of care through the use of quality assurance and risk
management strategies
a) Contribute to the identification of actual and potential risks to patients, clients
and their carers, to oneself and to others, and participate in measures to
promote and ensure health and safety
b) understand and implement health and safety principles and policies
c) recognise and report situations that are potentially unsafe for patients, clients,
oneself and others.
13 Demonstrate knowledge of effective inter-professional working

practices which respect and utilise the contributions of members of the
health and social care team
a) Demonstrate an understanding of the role of others by participating in inter-
professional working practice
b) identify the roles of the members of the health and social care team
c) work within the health and social care team to maintain and enhance
Integrated care.
14 Delegate duties to others, as appropriate, ensuring that they are

supervised and monitored
No requirement for entry to branch
63
15 Demonstrate key skills
a) Demonstrate literacy, numeracy and computer skills needed to record, enter,
store, retrieve and organise data essential for care delivery
Personal and professional development
16 Demonstrate a commitment to the need for continuing professional

development and personal supervision activities in order to enhance
knowledge, skills, values and attitudes needed for safe and effective
nursing practice
a) Demonstrate responsibility for one’s own learning through the development of
a portfolio of practice and recognise when further learning is required
b) identify specific learning needs and objectives
c) begin to engage with, and interpret, the evidence base which underpins
nursing practice.
d) Acknowledge the importance of seeking supervision to develop safe and
effective nursing practice
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CRITERIA FOR CLINICAL ASSESSMENT
Level of Care Delivery Quality of Assistance from

Performance Performance Mentor
Dependent Requires further Lacks knowledge, skills Constant close

support to participate and attitudes to supervision required at all
D safely in all but the function effectively in times.
most simple of all but the most simple
activities. of activities.
Marginal Generally safe but Needs further support Close supervision and
requires further to develop the requisite guidance required.
(Y1 S 1) experience to knowledge, skills and
perform care delivery attitudes for consistent
M consistently. participation in effective
care delivery.
Requires extra time to
complete interventions.
Assisted Consistently Is developing the Close supervision

performs safely and requisite knowledge, required but can be
(Y1 S2, accurately in the skills and attitudes for entrusted to undertake
Y2 S1) delivery of care. consistently delivering care delivery after being
care. Completes assessed competent by
A interventions within an the mentor.
acceptable time period.
Supervised Performs safely and Has developed the Can be entrusted with
accurately in the requisite knowledge, care delivery. Requires
(Y2 S2, delivery of care. skills and attitudes for close supervision with
Y3 S1) Requires support and participating in effective complex care situations
experience to care delivery.
S perform complex
care.
Proficient Safe and accurate in Has developed the Minimal supervision

care delivery within requisite knowledge, required. Negotiates
(Y3 S2) situations where full skills and attitudes for assistance as necessary.
and appropriate confidently delivering
orientation has been holistic and systematic
P provided care.
N/A Experience not available on this placement
Adapted from Bondy (1983) and Waltz and Jenkins, eds., (2001)
65

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Pre-registration Nursing Programmes

Bachelor of Nursing / Diploma of Higher Education in Nursing

Clinical Competencies and Continuous Assessment of Practice Booklet

Learning Team Facilitator …………………………………

Revised November 2008

Notes For Mentors

Guidelines for Continuous Assessment 5

Interim and Final reports 21

Mentor and Student Notes 29

Student Personal Review Sheet 33

Interim and Final reports 47

Mentor and Student Notes 55

Student Personal Review Sheet 59

Criteria for Clinical Assessment 65

GUIDELINES FOR CONTINUOUS ASSESSMENT

Assessment of outcomes should be undertaken in conjunction with assessment of

Recording Achievement of Outcomes

The booklet uses two styles of recording achievement.

NMC Domain One

1 = Rarely 2 = Occasionally 3 = Frequently 4 = Always

• Students should aim to achieve ratings of 3 or 4. Ratings of 1 or 2 require an action plan*

• This assessment is a compulsory component of assessing fitness for professional

* Ratings of 1 or 2 require an action plan to be formulated. Ideally this will be undertaken by

A separate form is provided for each placement

No NMC ESC Outcome Placement Target Achieved Not Date

‘N/A’ (experience not available on this placement) should be used sparingly.

Placements One and Two

Dates From: ……………………………. To: ………………………..

Number of Days absent

Dates From: ……………………………. To: ………………………..

Number of Days absent

Key learning issues identified at initial interview in Week One

Date Interim Report Due ……………………………………………………

Mentor Signature: ……………………………………………..

Student signature: ………………………………………………

Key learning issues identiified at initial interview in Week One

Date Interim Report Due ……………………………………………………

Mentor Signature: ……………………………………………..

Student signature: ………………………………………………

• Please rate each of the statements on a 4-point scale where:

• This assessment is a compulsory component of assessing fitness for professional

* Ratings of 1 or 2 require an action plan to be formulated. Ideally this will be

Mentor Signature …………………………………………………………….

Student Signature …………………………………………………………….

• Please rate each of the statements on a 4-point scale where:

• This assessment is a compulsory component of assessing fitness for professional

* Ratings of 1 or 2 require an action plan to be formulated. Ideally this will be

Mentor Signature …………………………………………………………….

Student Signature …………………………………………………………….

No NMC ESC Outcome Placement Target Achieved Not Date

2.2 4 6.ii Identifies barriers to effective S1 One M

2.3 4 6.i Uses communication skills to S1 one M

2.4 6 Begins to develop assessment S1 one M

2.5 6 21.i,ii Begins to use a systematic S1 one M

2.6 4 9.xii Collects and interprets data, S1 one M

2.9 7 9.iii Participate in the negotiation S1 one M

2.10 6 Discuss the prioritisation of care S1 one M

2.11 7 9.viii Inform patients and clients S1 one M

2.12 8 3.iv,v Provides care (or makes S1 one M

2.13 8 10.ii Undertake activities that are S1 one M

2.14 6 5.i Is attentive and delivers care S1 one M

2.15 9 Actively seeks to extend S1 one M