Teaching Modern Physics
67 pages
English
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Teaching Modern Physics

-

Le téléchargement nécessite un accès à la bibliothèque YouScribe
Tout savoir sur nos offres
67 pages
English

Description

  • cours - matière : physics
  • cours - matière potentielle : elizabeth ramseyer
  • cours - matière potentielle : plans
  • cours - matière potentielle : classroom
  • exposé
Materials for Teaching Modern Physics Prepared by: QuarkNet Teachers from Fermilab and the University of Chicago July 2006
  • high school physics teachers to scientists
  • modern physics
  • chicago quarknet section
  • particle physics unit
  • plan from scratch
  • return survey
  • quarknet curriculum chicago
  • problems

Sujets

Informations

Publié par
Nombre de lectures 24
Langue English
Poids de l'ouvrage 1 Mo

Exrait






Department of Nursing and Midwifery


Ongoing Achievement Record
Assessment of Practice

Learning Disability Programme
1 ONGOING ACHIEVEMENT RECORD (OAR)

The standards to support learning and assessment in practice
(NMC 2008, page 68) requires that: ‘An ongoing achievement
record including comments from mentors, must be passed from
one placement to the next to enable judgments to be made on
the student’s progress’.


In signing this page I am confirming that I have received the
ongoing achievement record and that I have read and
understood the above statement.


STUDENT NAME [printed in capitals]:

…………………………………………………………….……………


STUDENT NUMBER: ……………………………………………….


STUDENT SIGNATURE:

………………………………………………………………………….


DATE: …………………………………………………………………

COHORT: ........................................................................

SITE: ...............................................................................
2 Contents page

Year One
Student Declaration 2 Year 3
Academic Professional Standards and Behaviour 4-5 Student Orientation 111
Introduction 6-7 Placement Documentation 112-121
OAR Guidance 8-9 Additional Learning Opportunities 122-125
Mentor Information 10 Assessment of Student Competencies 126
Service User/Carer Feedback Guidance 11 NMC assessed Competencies 127-140
Sign Off Sheet 12 Mid Point Review 141-142
Record of Supervision of Learning Days 13 Final Submission of Practice 143-144
Student Orientation 14-15 Retrieval Documentation 145-150
Learning Contract Guidance 16-17
Skills for Entry to the Register Learning Contract Example 18
Placement One Documentation 19-25 Guidance 152
Mid Point Review 26 Skills assessment 153-159
Placement Two Documentation 27-33
Final Submission of Practice 34-35
Additional Learning Opportunities 36-39
Practice Assessment Criteria 40
NMC Assessed Outcomes 41-51
Skills Guidance 52
Skills Decision Making Framework 53-54
Skills 55-61
Retrieval Documentation 62-67

Year Two
Patient/Carer Feedback Guidance 69
Student Orientation 70
Placement Documentation 71-80
Additional Learning Opportunities 81-84
Assessment of Student Competencies 85
NMC Assessed Competencies 86-99
Mid Point Review 100-101
Final Submission of Practice 102-103
Retrieval Documentation 104-109
3 University of the West of England, Bristol - Faculty of Health and Life Sciences
Academic and Professional Standards and Behaviour - A guide for students on health and social care
programmes
Professional status is not an inherent right, but is granted by Promoting a work and learning environment free of bullying,
society. harassment and discrimination.
Its maintenance depends on the public’s belief that professionals Promoting an environment conducive to learning by
are trustworthy. contributing actively, and equitably, to learning and teaching
activities, whilst minimising the risk of unnecessary disruptions. To remain trustworthy, professionals must meet the obligations
expected by society (p,1674).
Professional responsibility by: Cruess, S.R., and Cruess, R.L. (1997)
Professionalism must be taught. BMJ, 315, Engaging in actions that benefit others and minimise the risk
1674-1677 of harm.
Acting in the best interest of individual service users and
Health and social care professionals and practitioners have to carers.
demonstrate the highest standard of behaviour and conduct. Such Demonstrating reliability and punctuality in attendance and
behaviour and conduct are governed by a ‘code of conduct’ of adhering to agreed procedure for reporting of non-attendance.
respective professions in addition to the standards set by individual Adhering to appropriate dress/uniform code, including,
health and social care employers. The Faculty of Health and Life maintaining appropriate hygiene; taking pride in personal
Sciences has a statutory obligation to ensure, as a requirement of appearance.
‘fitness’ to professional practice, students on health and social care Working collaboratively and harmoniously, as a member of a
programmes learn, practise and demonstrate appropriate standards of multi-disciplinary team; respecting the views, expertise and
behaviour and conduct. The following guiding principles are a reminder contributions of others.
of the standards expected of students and need, where pertinent, to be
read in conjunction with the appropriate code of professional conduct Social responsibility by:
(NMC 2008). Respecting and making appropriate use of University, Faculty
and practice placement facilities and services; including use of
Respect for others by: books, computer, and other teaching/learning resources.
Showing courtesy and being respectful to colleagues, staff and Ensuring own actions and behaviour enhance the profession’s
the public at all times. reputation and the public’s confidence.
Maintaining the dignity and privacy of individuals in all care Maintaining high personal standards in all settings; refraining
situations. from actions that can be construed as dishonest, fraudulent
Valuing and respecting the views, beliefs, and rights of all and unprofessional.
individuals.
Embracing difference and valuing diversity; taking steps to
promote tolerance, respect, dignity and equality for all.
4 Professional integrity by:
Maintaining honesty and openness in all encounters with
service users, academic and service staff, and student
colleagues.
Refraining from accessing and sharing information in practice
and academic settings without appropriate authorisation.
Accepting responsibility and accountability for own actions.
Ensuring that confidentiality and security of information are
maintained at all times.
Taking appropriate action to report situations and incidents that
may harm the safety and well being of others.

Professional competence by:
Practising safely at all times by meeting required standards of
competence.
Responding appropriately to individuals’ needs and providing
safe and competent care.

Accepting responsibility for own learning and responding

appropriately to constructive criticisms.

Acknowledging limitations in own knowledge, skills and

competence; seeking help and guidance as and when

necessary.



Academic integrity by:

Ensuring academic honesty in all course work; including

examinations, research activities, and assessment of clinical
competence.
Ensuring academic work submitted reflects own effort with
credit given to the work of others.








5 Introduction
regarding competence such as failing a student and to support
their professional development. In order to provide documentary evidence of achievement of practice
When in the final placement this 40% of the students time is in and confirmation that students have met the NMC requirements, the
addition to the protected time (1 hour per week) to be spent Ongoing Achievement Record has been developed. This document
with a sign off mentor. provides evidence of the student journey through practice over the 3
years of their programme, and offers mentors a continuous overview of
Assessing learning in practice: progress and achievement. The NMC (2010) require two
Most assessment of competence should be undertaken through progression points separating the programme into three equal
direct observation in practice. parts. This means students must meet the required competencies
Mentors should be involved, wherever possible, when at the end of each of the three years of the programme, otherwise
competence is assessed through simulation. students will not be able to progress into their next year of study.
This could result in being withdrawn from the programme of Mentors should consider how evidence from various sources
might contribute to making a judgement on performance and study.
competence.
The NMC (2008) have introduced Standards to Support Learning Mentors should seek advice and guidance from a sign off
and Assessment in Practice in which the requirements of a mentor mentor or practice teacher when dealing with failing students.
undertaking this role are clearly outlined. In order to assist mentors in
meeting these standards the following document has been developed, Confirmation of competency:
in liaison with practice, students and educators. The following points The NMC has identified progression points within each
are some of the statements from the NMC standards publication, for approved programme where confirmation is required that
further information please see the standards document, available on students have met specified outcomes and competencies
the NMC website, http://www.nmc-uk.org i.e. end of year one, end of year two and final progression
of registration for pre-registration students.
NMC requirements: All mentors may assess specific competencies throughout the
Every student has a named mentor for each period of practice programme.
Mentors would not normally support more than three students, Mentors must keep sufficient records to support and justify their
from any discipline, at any point in time. decisions on whether a student is, or is not competent.
Whilst giving direct care in the practice setting at least 40% of a In the final placement (year three F/T) of a pre-registration
students time must be spent being supervised (Directly or programme, mentors are required to be either a sign off
Indirectly) by a mentor/practice teacher. mentor, or supported by a sign off mentor or a practice teacher,
An Ongoing Achievement Record including comments from in order to make final decisions on competency.
mentors, must be passed from one placement to the next to Sign off mentors must have time allocated to reflect, give
enable judgements to be made on the student’s progress. feedback and keep records of student achievement in their
The mentor should have access to a network of support and final period of practice learning, equivalent to one hour per
supervision to enable them to fulfil their mentoring student per week. This is in addition to the 40% of supervised
responsibilities, assist them in making complex judgements practice time already identified.
6 All mentors should request evidence from students to The programme leader for education must confirm at the
demonstrate knowledge and understanding of the requirements appropriate examining board that all NMC requirements have,
of practice at any time during the programme, e.g. students to the best of their knowledge, been met for individual students,
engage in Supervision of Learning Day activities that provide presenting evidence of successful achievement of
scope for discussion and exploration of practice learning, and it competencies from a sign off mentor or practice teacher.
is expected that evidence from these days supports student
practice development, and should be available to mentors for
review/discussion.
Please be aware that assessment of practice accounts for 50% of Only sign off mentors must sign off achievement of competency
nursing programmes credit and is an NMC requirement for at the end of the programme, unless the mentor is being
supervised by a sign off mentor or practice teacher who should registration.
countersign that the competency has been achieved by the
student.



















7 How to Use the Assessment Document (Ongoing Achievement Record)

The Ongoing Achievement Record evidences the three year Year One: To pass, students need to achieve amber or green in ALL
achievement of practice, confirming students have met the Nursing NMC criteria and associated skills by the end of the final placement in
and Midwifery requirements of pre-registration nursing. As all three Year One.
years are evidenced in one document it offers all mentors an overview
of student progression and achievement. Assessment is an ongoing Year Two: To pass, students need to achieve amber or green in ALL
process where students are observed undertaking skills and achieving NMC competencies and specified skills by the end of the final
criteria/competencies. This can be through direct observation from placement in Year Two. NMC (2010) State that the minimum
mentors, or feedback from other staff/professionals on the student’s requirement by the second progression point is;
knowledge and abilities. Mentors have overall responsibility for the
assessment of practice and are the only one who can sign and grade 1. Works more independently, with less direct supervision, in
the NMC criteria and competencies. The NMC states mentors have to a safe and increasingly confident manner
be a registered nurse, on the same part of the register as the student.
2. Demonstrates potential to work autonomously, making the
most of opportunities to extend knowledge, skills and
The Traffic Light system practice
The Traffic Light assessment has been developed as a means of
offering mentors clear indications of the standards of competence Year Three: To achieve registration with the Nursing and Midwifery
expected of students to achieve practice at the required level in each Council and meet the requirements of the degree or masters
year. In this way it guides the progression of student competence from programme, students must achieve green in ALL NMC competencies
year one to year three. The system offers clearly defined criteria for and ALL skills by the end of the final placement in Year Three.
mentors to identify the level of achievement from failing to excellence.
Gathering Evidence
Green – This is a clear pass, signifying you have evidenced To make an assessment of progress, mentors will ask for a variety of
competence in the identified NMC outcome. There are three sections evidence, some verbal, some written and some observed skills. Some
to allow for progression and development of practice. criteria/competencies can only be achieved if the student also
demonstrates competence at an associated skill. The type and amount
Amber – This is only used in Years One and Two as a borderline of evidence should have been agreed in the learning contract.
pass. This classification is developmental and signifies that you Evidence should be collated in a portfolio and presented to
require support from your mentor and subsequent mentors in achieving mentors at the mid-point review and at the final assessment of
placement competence.

Red – This is a clear fail / refer, signifying you have not evidenced
competence. This classification requires significant support from your
mentor and subsequent mentors in achieving competence.

8 Additional Opportunities Accessed during Placement What are the skill summary sheets for?
The NMC (2010 p. 9) Encourage innovative ways of achieving practice When you have completed a skill and been observed and assessed
learning outcomes and enable flexibility in who can support and assess you will complete a skill summary sheet. You say what it is you did
nursing students in practice settings, while maintaining continuity and discuss the particular issues involved in carrying out this skill with
through the use of the nurse mentor system. your service user/client group. There is a space at the bottom of the
skills summary sheet for your assessor to grade and sign your ability
Consequently, in some practice settings you may utilise additional green, amber or red. These skill summary sheets are kept in your
learning opportunities away from the setting. This document contains portfolio as part of your evidence and assessment.
sheets to be completed by you that identify how the experience has
contributed to your learning. There is a place for a practitioner who Who can assess me?
may or may not be a nurse to give feedback. This feedback can The mentor(s) takes overall responsibility for your assessment and
contribute to your evidence but your mentor has overall responsibility they are the only one(s) who can sign and grade your
for assessing your criteria/competencies. criteria/competency. Your mentor decides who can assess you for
skills so another qualified professional may be able to do this and they
Skills assessment report back to the mentor.
During the placement you will be formally assessed undertaking skills.
You will need to organise a time to do this. See below for "who can When are the assessment points?
assess me?" Your mentor will discuss with you some aspects of the You have an assessment point half way through (mid point) and at the
criteria/competencies that link to the skill to be observed. E.g. you are end of each placement. You will need to book a time with your mentor
to be assessed administering drugs. Your mentor will expect you to for these assessment points to formally discuss your progress. There
provide evidence of your knowledge of procedures, hospital policies, are forms to be completed and submitted at the end of each
the common drugs used in this placement etc. You may then carry out placement. You are advised to try and achieve half the
the skill whilst being observed. You will have some time afterwards to criteria/competencies and half the skills sets. If you achieve over half in
discuss how it went and any other factors that contribute to that skill. your first placement each year this will allow you some flexibility, for
example, for sickness. Mentors and practice areas are busy so you
need to take responsibility for the achievement of your
criteria/competencies and be flexible in your approach. Please be
aware of the duration of your placements as this will impact on your
time management. For example, in 8 week blocks you will have to
rapidly become familiar with the required expectations and
competencies. It is advisable to book a time slot for assessment
points at the START of your placement.



9 Process for using the OAR to monitor and assess learning outcomes in placement: A guide for mentors and students

Day 1 : Mentor arranges for student to be met and orientated to the communicate relevant issues to the programme leader/year tutor
area. An appropriate supervisor is to be allocated to support the and GDP facilitator. The Practice Support Line is also available for
student if mentor is not available. both student and mentor support 0117 3281152 Monday -
Week 1: Induction to clinical area. Student and mentor meet to discuss Thursday 09.00-17.00 hrs, Friday 09.30-16.30 hrs .
NMC standards and progression criteria for nursing competencies /
skills listed in the OAR and how these may be achieved, commence Submission of OAR: The mentor must ensure they do not jeopardise
learning contract and action plan. In placements longer than 8 weeks the student progression by failing to complete assessment in time for
ndthis can be achieved in the 2 week. Mentor and student to agree a the student to meet hand in dates. The student must check that the
date for the mid point review, set final assessment hand in dates, and relevant assessment is completed and submit the OAR document on
plan work to meet these dates. the specified date as specified in the practice module handbook.
Please note if there are omissions this could affect the student’s
Mid Point Review: Mentor and student to complete first (formative) opportunity to pass.
assessment using the traffic light criteria. Relevant evidence should be
utilised to support this assessment such as the student portfolio, skills
summary sheets and the learning contract. The midpoint review
provides clear direction for students to work toward their final
(summative) assessment.

If the mentor has concerns about a student’s achievement on any
of the competencies these concerns must be discussed with the
student, recorded in the OAR and an action plan developed.
Should the student’s competence continue to be in doubt an
Academic in Practice must be contacted via the Practice Support
Line.

Summative Assessment: This is the final judgment on the student’s
clinical performance and an assessment using the traffic light criteria
must be completed by the end of placement. Please ensure that all of
the competencies and skills are assigned an outcome, (colour), signed
and dated by the mentor and student.

Where there are concerns about a student’s
progress/achievement this must documented and an Academic in
Practice contacted. The Academic in Practice will then

10