Log Book Cardiac Physiology

WORK-BASED TRAINING LOG BOOK

CARDIAC PHYSIOLOGY PRACTITIONER TRAINING PROGRAMME

HEALTHCARE SCIENCE

1 Faculty of Health Sciences. University of Southampton.

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2 Faculty of Health Sciences. University of Southampton. LOG BOOK

BSC HEALTHCARE SCIENCE

Log book – Healthcare Science Cardiac Physiology and Respiratory & Sleep Physiology

Student name

 University ID number

 University email address

 Phone number

Academic tutor name

 University email address

 Phone number

This document remains the property of the University of Southampton and its care is the responsibility of the student named above. It must be presented on request to the University of Southampton.

3 Faculty of Health Sciences. University of Southampton. RECORD OF ONGOING ACHIEVEMENT

My Assessment of Practice document is my `record of on-going achievement’ for practice.

I consent to allow the processing of confidential data about me to be shared between successive placement personnel and with the relevant education providers in the process of assessing my fitness for practice.

Student signature Date

Academic tutor signature Date

PROTECTING THE PUBLIC THROUGH PROFESSIONAL STANDARDS: ACCEPTING APPROPRIATE RESPONSIBILTY

There may be times when you are in a position where you may not be directly accompanied by your placement educator or another registered colleague. As your skills, experience and confidence develop, you will become increasingly able to deal with these situations. However, you must only participate in interventions for which you have been fully prepared or in which you are properly supervised, and which are in keeping with Trust/practice policy. If you have any doubts, discuss them as quickly as possible with your placement educator or academic tutor.

I have read and understood the above statement.

Student signature Date

Academic tutor signature Date

ALL ENTRIES MUST MAINTAIN CONFIDENTIALITY OF SERVICE USERS

4 Faculty of Health Sciences. University of Southampton. TABLE OF CONTENTS

Guidance for students 6 Summary of work-based assessment and evidence of practice 9 PLACEMENT 1 13 Placement documentation. Placement 1A 21 Record of experience and attendance 31 Placement documentation. Placement 1B 33 Core competencies 39 Direct observation of practical skills 53 Case-based discussions 81 Record of experience and attendance 87 PLACEMENT 2 91 Core competencies 99 Direct observation of practical skills 111 Case-based discussions 151 Mini clinical examination 162 Record of experience and attendance 169 PLACEMENT 3 175 Core competencies 183 Direct observation of practical skills 195 Case-based discussions 223 Mini clinical examination 233 Record of experience and attendance 245 APPENDICES 253

5 Faculty of Health Sciences. University of Southampton. GUIDANCE FOR STUDENTS

Remember, this is YOUR professional Log Book and you must accept responsibility for accurate completion:

 Actively participate in initial, interim and final interviews with your placement educator.  Identify and affirm learning needs with your placement educator.  Agree an action plan with your placement educator for every practice experience.  Take advantage of every opportunity to work with the placement personnel.  Take advantage of all the learning opportunities available.  Maintain your Log Book.  Make the Log Book available to placement personnel or academic staff on request.  Co-operate with your placement educator to ensure the assessment is completed by the date(s) specified.  Complete the online evaluation of each practice experience.

ASSESSMENT

Assessment of your performance by the work-based assessor is an integral part of placement. Its purpose is to ensure the development of professional skills and competently within the practice setting. Much of the feedback will be informal, e.g. instruction whilst in action, regular supervision sessions and discussion of cases.

The formal assessment is seen as an extension of this learning process and will take place at least twice during a placement, i.e. half-way and full-time reports. For these assessments, the placement assessment forms will be used. Whilst all placements need to be passed, grading only becomes an issue in Placements 1b, 2 & 3. Of these, the grades for placements 2 and 3 contribute directly to your degree classification.

Criteria for marking depend upon the stage of training you have reached. The expected progression of professional cognitive, perceptual and psychomotor skills holds for placement assessment as for your other assessments.

GRADING OF CORE COMPETENCIES

The placement grades will be converted to the placement mark by the placement team once the placement assessment report form has been returned to the University.

Placement Failure

The student is deemed to have failed if, at the end of the placement, either:

 In section 1, the student is marked as ‘No’, i.e. is unsafe in any of the four criteria mentioned.  If more than one of the Sections 2, 3 and 4 have three or more criteria graded at E

In the event of one section being failed, i.e. grade E, and therefore awarded a mark equivalent of 20, the mark carried forward to the degree will be the average mark or 40 whichever is the higher.

6 Faculty of Health Sciences. University of Southampton. If you do not complete all aspects of the summative assessment of practice at the first attempt you will be referred. Students are normally allowed a further attempt to complete their Log Book requirements through a further practice experience. Students who do not achieve the requirements of the Log Book at the second attempt may be subject to discontinuation from the programme.

All students who fail a practice experience will be asked to meet with their academic tutor to discuss the next steps.

FORMATIVE ASSESSMENT

As part of the assessment, the work-based assessor will complete a formative assessment. Results will be discussed with you at the time of completion to ensure timely feedback so that, where identified, there are opportunities to improve prior to the summative assessment. Where learning needs are identified, feedback should be delivered with sensitivity and in a manner which will enhance learning. Learning needs should be made explicit in the comments section and should be written by both student and work-based assessor following the assessment. If at this stage there are areas that you may not achieve please contact your academic tutor.

SUMMATIVE ASSESSMENT

Near to the end of the practice experience a summative assessment is completed. Results will be discussed with you at the time of completion to ensure timely feedback. Where learning needs are identified, feedback should be delivered with sensitivity and in a manner which will enhance learning. Comments should be written by both student and mentor following the assessment. If a fail is recorded, any learning needs must be documented and made explicit.

INCIDENTS IN PRACTICE

To be read in conjunction with the University of Southampton guidelines for reporting concerns for students safety available through www.southampton.ac.uk/alps or on request from a University staff member.

Whilst engaged in practice experiences, students may become involved in incidents or accidents. Should this happen, it is important that personnel at the Faculty of Health Sciences are informed; not only to enable the monitoring of health and safety issues but also to offer support and guidance should this be required. The academic tutor must be contacted by the student or their placement educator and they will advise the student and placement educator of the appropriate action to take. If there is uncertainty regarding appropriate action to take, contact the Practice Academic Liaison Lead or academic tutor. In the event of such an occurrence, a form S24 should be completed by the student with help from their academic tutor. The form should be promptly returned to their academic tutor at the Faculty of Health Sciences.

Whenever students are involved in an accident or incident or a near miss and a practice organization “Incident Form” is completed, the student or placement educator must contact the academic tutor and report this, even if they have only witnessed but were not directly involved in the situation. The academic tutor will inform the Programme Lead, the Practice Academic Liaison Lead and the Learning Environment Lead. Follow up action will be agreed and a record will be made in the student’s file. A redacted copy of the incident form must be forwarded to the Programme Lead or Academic Tutor who will ensure safe storage in the student file. Following an accident, incident or near miss students may be required to write a statement. 7 Faculty of Health Sciences. University of Southampton. Please note – students must NEVER write or submit statements that have not been formally endorsed by the University.

SUPERNUMERARY STATUS

The primary role of the student undertaking a practice experience is that of a learner and they are required to be supernumerary. Supernumerary status of students means that students are additional to the workforce requirement and staffing figures and we advocate the following principle:

“Students undertaking practice experiences as part of their programme of study are extra to the established numbers in the practice areas. They will be allocated a negotiated workload that is within their scope of practice that meets their required learning needs”.

PLACEMENT ASSESSMENT FORMS

Copies of the assessment forms that will be used by the work-based assessor to grade you are available on the ALPS website (www.southampton.ac.uk/alps/). Please refer to the different placement headings for the relevant assessment form.

Please remember to ensure your name is on the form and it must be signed by both yourself and the work-based assessor. The original signed form should be returned to the Placement Office by post by a member of the placement personnel.

Only one set of final grades will be given for each placement. If you have more than one placement educator, even if the placement is split into two distinctive parts, all parts involved in your education whilst in the clinical environment will collaborate in agreeing the final grades.

If, in exceptional circumstances, you are given your assessment form to return to the University, please ensure that you hand it in or post it to the Placement Assistant, IMMEDIATELY the placement has finished. We cannot record the successful completion of a Placement until the assessment form is received.

You may make a copy of your completed assessment forms for your own records.

8 Faculty of Health Sciences. University of Southampton. SUMMARY OF WORK BASED TRAINING SPECIALIST ASSESSMENT AND EVIDENCE OF PRACTICE

WORK BASED TRAINING SPECIALIST ASSESSMENT

PLACEMENT 1

 Routine electrocardiography (ECG) Direct Observation of Practical  Routine blood pressure (BP) Skills  Routine spirometry  Routine oxygen saturation 1 Case-Based Discussion ECG OR spirometry (depending on final block)

PLACEMENT 2

 Measure and interpret resting BP  Record resting ECG Direct Observation of Practical  Fit and remove ambulatory BP and produce clinical data Skills  Fit and remove ambulatory ECG  Interpret ambulatory ECG  Assist (2nd person) at cardiac exercise stress testing 1 Case-Based Discussion Interpret resting ECG

1 Mini-Clinical examination Heart failure OR atrial fibrillation

PLACEMENT 3

 Record resting ECG (assessed at level 6)  Assist (2nd person) at cardiac exercise stress testing Direct Observation of Practical (assessed at level 6) Skills  Assist at diagnostic left heart catheterisation  Assist at implant of permanent pacemaker implantation 2 Case-Based Discussion Cardiac exercise stress testing AND pacing OR catheterisation

2 Mini-Clinical Examination Pre-operative PPM implant OR heart failure OR valve OR CPEX

9 Faculty of Health Sciences. University of Southampton. RECOMMENDED RECORD OF EXPERIENCE (EVIDENCE)

The table below indicates the volume and areas in which evidence should be collected during work based training. Please note that these numbers are indicative.

PROCEDURE Year 1 Year 2 Year 3 TOTAL

BP 10 10 10 30 ECG 10 50 50 110 Ambulatory application 5 5 BP / 5 ECG 10 (5 event) 25 Ambulatory analysis 25 25 (5 event) 50 Cardiac exercise stress testing 25 25 50 Left heart catheterisation 25 25 Permanent pacemaker implant (PPM) 10 10

Note: Ambulatory application should be a combination of ECG, including event recorders, and BP depending upon departmental workload. Ambulatory analysis should contain evidence of both ECG and BP.

Students are expected to record the 12-lead resting ECG on a range of patients which may include but are not limited to the following:

 Sinus rhythm  Sinus bradycardia/tachycardia  Atrial fibrillation/flutter/ectopics  Atrioventricular blocks  Atrial enlargement  Ventricular hypertrophy  Ventricular tachycardia/fibrillation/ectopics  Electrolytic imbalances  Endocrine disorders  Bundle branch block  Juntional rhythms  Conduction disorders  Pre-excitation syndrome  Myocardial ischaemia and infarction

10 Faculty of Health Sciences. University of Southampton. LEVELS OF EVIDENCE AND VALIDITY

The student is expected to collect evidence to reflect their exposure to different patients and pathologies. All evidence must be complete and validated by placement personnel. In addition, evidence must be complete with reports where appropriate. Photocopies will not be accepted as evidence.

PROCEDURE EVIDENCE VALIDITY Include student and practice BP Record of recordings fully documented educator’s reading 12 lead ECG with report (at least one Student’s initials entered into the ECG paediatric) system. Report countersigned Ambulatory Referral (application) and report Referral form and report monitoring (analysis) countersigned by practice educator Cardiac exercise Student’s initials entered into the Exercise report and ECG traces stress testing system. Report countersigned Left heart Pressure traces and relevant ECGs Student’s initials entered into the catheterisation recorded system. Report countersigned Implant sheet (make/model) and pre- Implant sheet countersigned by PPM implant and post-implant ECG practice educator

All pieces of evidence must be anonymised and contain at least the following information:

 Patient’s age (not date of birth)  Gender  Outpatient (i.e. cardiac, paediatric)  Inpatient (i.e.ward)

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12 Faculty of Health Sciences. University of Southampton.

PLACEMENT 1

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14 Faculty of Health Sciences. University of Southampton. FACULTY OF HEALTH SCIENCES

RECORD OF STATUTORY AND MANDATORY TRAINING PRIOR TO PLACEMENT 1

Observed sessions Date Facilitator name and signature

Moving and Handling

Basic Life Support Standard Precautions and Observations (Infection Prevention)

Online sessions Date completed Student signature

Fire

Health and Safety

Equality and Diversity

Conflict Resolution

Safeguarding

PRE-PLACEMENT LABORATORY-BASED SPECIALIST SKILLS

Specialist skill Date completed Trainer signature

Electrocardiography

Manual Blood Pressure

Spirometry Measurement of Oxygen

Saturation

15 Faculty of Health Sciences. University of Southampton. INDUCTION SIGN OFF

All students need to have basic induction information. Can the Placement Educator discuss and direct the Student to the following information during their induction period. Both Placement Educator and Student need to sign and date the below document to indicate that they have given and received the following information. If an area does not relate to your practice please indicate with a N/A in the appropriate box.

BLOCK 1 Topics to be covered Signatures Date Discuss any adjustments regarding health or Personal issues learning needs e.g. latex free gloves, dyslexia, disability Introduction to Include all staff working within the practice area key staff and staff responsible for H&S activities Include: • Staff toilets • Staff rest room/canteen • Where to keep personal belongings Orientation to • Meal breaks practice area • Relevant link areas and who to contact for visits • Inform of university link – name and contact details Discuss: Professional • Dress code Conduct • Professional conduct specific to the practice and Appearance e.g. working guidelines, use of mobile phones, e-mail, internet use ID Badge Explain policy for ID badges Discuss importance of maintaining Confidentiality confidentiality and data protection Discuss: • Local policy & emergency numbers • Location of fire points, exits, fire Fire extinguishers, fire blankets & Fire Policy

Policy/Procedure • Explain procedure for evacuation & alarm tones • Awareness of risks associated with practice areas Discuss: Moving & • Local policy and relation to practice area

Handling • Location of local moving & handling equipment Student should be aware of the following policies/procedures: • Health & Safety Organisational • Infection Control Policy Folders • Professional Behaviour • Human Resources e.g. Harassment, Equal Opportunities, Complaints, etc.

16 Faculty of Health Sciences. University of Southampton. • Occupational Health • Other policies specific to practice area e.g. Lone Working • Smoking Explain: Accident & • Procedure for reporting accidents/near misses

Clinical Incidents • Procedure for reporting adverse incidents/near misses Explain: • Procedure in event of an emergency Resuscitation e.g. cardiac arrest • Emergency contact numbers Discuss: • Location, distance and if/when lone working, any travel issues • Supervision when educator unavailable Working • Finishing at the end of the day patterns • Procedures/expectations for nights/weekends/evenings (unsocial hours) work patterns Following current guidance from the University of Southampton, Faculty of Health Sciences Explain policy for reporting in the event of Sickness & sickness or absence including notification to

Absence Allocations department (University of Southampton, Faculty of Health Sciences) Discuss issues related to car parking, hospital Transport Issues transport across sites, public transport Discuss: • Contact details for key educator, team Telephone members’ mobiles • Student contact details • Bleep/pager system/emergency system Explain: Equipment • Basic function of appropriate equipment and where and how to access The student should be made aware of policies with specific reference to: Infection Control • Needle stick injury • MRSA • Hand washing

17 Faculty of Health Sciences. University of Southampton. BLOCK 2 Topics to be covered Signatures Date Discuss any adjustments regarding health or Personal issues learning needs e.g. latex free gloves, dyslexia, disability Introduction to Include all staff working within the practice area key staff and staff responsible for H&S activities Include: • Staff toilets • Staff rest room/canteen • Where to keep personal belongings Orientation to • Meal breaks practice area • Relevant link areas and who to contact for visits • Inform of university link – name and contact details Discuss: Professional • Dress code Conduct • Professional conduct specific to the practice and Appearance e.g. working guidelines, use of mobile phones, e-mail, internet use ID Badge Explain policy for ID badges Discuss importance of maintaining Confidentiality confidentiality and data protection Discuss: • Local policy & emergency numbers • Location of fire points, exits, fire Fire extinguishers, fire blankets & Fire Policy

Policy/Procedure • Explain procedure for evacuation & alarm tones • Awareness of risks associated with practice areas Discuss: Moving & • Local policy and relation to practice area

Handling • Location of local moving & handling equipment Student should be aware of the following policies/procedures: • Health & Safety • Infection Control Organisational • Professional Behaviour

Policy Folders • Human Resources e.g. Harassment, Equal Opportunities, Complaints, etc. • Occupational Health • Other policies specific to practice area e.g. Lone Working • Smoking Explain: Accident & • Procedure for reporting accidents/near misses

Clinical Incidents • Procedure for reporting adverse incidents/near misses

18 Faculty of Health Sciences. University of Southampton. Explain: • Procedure in event of an emergency Resuscitation e.g. cardiac arrest • Emergency contact numbers Discuss: • Location, distance and if/when lone working, any travel issues • Supervision when educator unavailable Working • Finishing at the end of the day patterns • Procedures/expectations for nights/weekends/evenings (unsocial hours) work patterns Following current guidance from the University of Southampton, Faculty of Health Sciences Explain policy for reporting in the event of Sickness & sickness or absence including notification to

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PLACEMENT DOCUMENTATION Placement 1A

WEEK 1 Hospital Department Work-Based Assessor Name Signature Practice Educator Name Signature

WEEK 2 Hospital Department Work-Based Assessor Name Signature Practice Educator Name Signature

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22 Faculty of Health Sciences. University of Southampton. PRACTICE PLACEMENT 1A RÉSUMÉ FORM

Week 1: From ______to ______Week 2: From ______to ______

BSc HEALTHCARE SCIENCE CARDIAC PHYSIOLOGY

Student name: ……………………………………………………… Student ID number: ……………………………………………….

Placement educator(s) name: ……………………………………………………………………………………………………………..…….

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

Educator signature: ……………………………………………... Date: …………………………………………………………………….. Where more than one person is involved in supervising the student, the supervisors must collaborate in agreeing the final grades and the feedback to the student and should complete a single assessment form to be returned to the Faculty.

Department/hospital/service: ………………………………………………………………...... Is this student working your standard full time working week? (Please circle) Yes / No

If not, how many days per week? ………………………………………………………………….…

Has the student been unable to work due to sickness/other reason? (Please circle) Yes / No If so, please indicate on how many Sickness: Sickness days in total: occasions: Other: Other days in total: Has the student been involved in a recorded accident/incident whilst on placement? If Yes, please attach a copy of the completed accident/incident form Yes / No Have you had a clinical briefing either for this placement or previously? If ‘no’, please visit our website to book on one of the next briefing dates: www.sohp.soton.ac.uk/practiceeducators/ Yes / No

Please return this form within one week of end of placement to:

HCS Practice Placement Assistant Faculty of Health Sciences Phone: 023 8059 8835 University of Southampton, Building 67 Fax: 023 8059 7900 Highfield E-mail: [email protected] SOUTHAMPTON SO17 1BJ

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24 Faculty of Health Sciences. University of Southampton. PRACTICE PLACEMENT 1A RÉSUMÉ FORM

Week 1: From ______to ______Week 2: From ______to ______

BSc HEALTHCARE SCIENCE RESPIRATORY & SLEEP PHYSIOLOGY

Student name: ……………………………………………………… Student ID number: ……………………………………………….

Placement educator(s) name: ……………………………………………………………………………………………………………..…….

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

Department/hospital/service: ………………………………………………………………...... Is this student working your standard full time working week? (Please circle) Yes / No

If not, how many days per week? ………………………………………………………………….…

Please return this form within one week of end of placement to:

HCS Practice Placement Assistant Faculty of Health Sciences Phone: 023 8059 8835 University of Southampton, Building 67 Fax: 023 8059 7900 Highfield E-mail: [email protected] SOUTHAMPTON SO17 1BJ

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26 Faculty of Health Sciences. University of Southampton. FACULTY OF HEALTH SCIENCES PRACTICE PLACEMENT 1A ASSESSMENT OF CORE COMPETENCIES (Observation Placement)

GENERAL AIM:

During this placement the student will:

 Define the role of the HEALTHCARE SCIENCE PRACTITIONER in this setting.

PROCEDURE FOR PLACEMENT:

For this observation placement, the student will be supervised by a qualified healthcare scientist. One or two days will be spent with another discipline, chosen from the professional who work most closely with the clinical/practice supervisor (e.g. medical staff, nursing colleagues). This will enable the student to consider how the practice educator’s role complements other team member’s role in the particular setting of the placement.

By the end of the placement, the student will be able to define the role of the healthcare science practitioner within this area and describe the role of one other discipline.

PROCESS OF ASSESSMENT:

This form has 3 Sections. Sections 1.0 & 2.0 are completed by the practice educator and verified by the work-based assessor and Section 3.0 by the student. Structured assessment will occur at the end of the placement (end of Week 2) but performance in the assessed areas (i.e. Section 2.0) should be discussed throughout the placement.

27 Faculty of Health Sciences. University of Southampton. 1.0 CLINICAL ACTIVITY List patient-based activities in which student has made observations/participated:

Week 1

Week 2

Comment on the student’s ability to observe and communicate with the multidisciplinary team, patients and their relatives.

Week 1

Week 2

28 Faculty of Health Sciences. University of Southampton. 2.0 PROFESSIONALISM Has the student shown (please circle): Week 1 Week 2

(i) An ability to integrate and co-operate with department staff YES / NO YES / NO

(ii) Initiative in routine tasks YES / NO YES / NO

(iii) An appearance and presentation appropriate to the clinical area YES / NO YES / NO

(iv) Ability to settle in the clinical area within the time of the placement YES / NO YES / NO

(v) An understanding of the professional role(s) in this area YES / NO YES / NO

Have you any advice on aspects of professionalism which would be helpful to the student in further practices?

Week 1

Week 2

29 Faculty of Health Sciences. University of Southampton. 3.0 REFLECTION (for completion by student)

For the next placement, is there:- a) Anything you would do differently?

Week 1

Week 2

b) Any other preparation you would make for your next placement (1B)? Week 1

Week 2

30 Faculty of Health Sciences. University of Southampton. RECORD OF EXPERIENCE AND ATTENDANCE

Please, record your attendance and interventions/procedures observed throughout your observational placement in the table provided following the below.

EXPERIENCE KEY ATTENDANCE KEY RECORD OF ABSENCES MADE UP BP Blood pressure X Did not attend Date Number of made up hours ECG Electrocardiogram (IP / OP) S Student off sick SPI Spirometry O Other (specify) SpO2 Oxygen saturation A-BP Ambulatory BP A-ECG Ambulatory ECG ETT Exercise tolerance testing Cath Left heart catheterisation PPM Pacemaker implantation O Other (specify)

31 Faculty of Health Sciences. University of Southampton.

WEEK 1 WEEK 2

Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun pm pm pm pm pm pm pm pm pm pm Experience

Attendance am am am am am am am am am am pm pm pm pm pm pm pm pm pm pm

PE signature

am am am am am am am am am am

I verify that this is an accurate account

OUTSTANDING HOURS CARRIED FORWARD

Student signature

Work-based assessor signature

32 Faculty of Health Sciences. University of Southampton.

PLACEMENT DOCUMENTATION Placement 1B

BLOCK 1 Hospital Department Work-Based Assessor Name Signature Practice Educator Name Signature

BLOCK 2 Hospital Department Work-Based Assessor Name Signature Practice Educator Name Signature

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34 Faculty of Health Sciences. University of Southampton. PRACTICE PLACEMENT 1B RÉSUMÉ FORM

Block 1: From ______to ______Block 2: From ______to ______

BSc HEALTHCARE SCIENCE CARDIAC PHYSIOLOGY

Student name: ……………………………………………………… Student ID number: ……………………………………………….

Placement educator(s) name: ………………………………………………………………………………………………………...…..…..

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

Educator signature: ……………………………………………. Date: …………………………………………………………………….. Where more than one person is involved in supervising the student, the supervisors must collaborate in agreeing the final grades and the feedback to the student and should complete a single assessment form to be returned to the Faculty.

Overall has the student passed the placement? Yes / No

Department/hospital/service: ………………………………………………………………...... Is this student working your standard full time working week? (Please circle) Yes / No

If not, how many days per week? ………………………………………………………………….…

Please return this form within one week of end of placement to:

HCS Practice Placement Assistant Faculty of Health Sciences Phone: 023 8059 8835 University of Southampton, Building 67 Fax: 023 8059 7900 Highfield E-mail: [email protected] SOUTHAMPTON SO17 1BJ

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36 Faculty of Health Sciences. University of Southampton. PRACTICE PLACEMENT 1B RÉSUMÉ FORM

Block 1: From ______to ______Block 2: From ______to ______

BSc HEALTHCARE SCIENCE RESPIRATORY & SLEEP PHYSIOLOGY

Student name: ……………………………………………………… Student ID number: ……………………………………………….

Placement educator(s) name: ………………………………………………………………………………………………………...…..…..

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

Overall has the student passed the placement? Yes / No

Department/hospital/service: ………………………………………………………………...... Is this student working your standard full time working week? (Please circle) Yes / No

If not, how many days per week? ………………………………………………………………….…

Please return this form within one week of end of placement to:

HCS Practice Placement Assistant Faculty of Health Sciences Phone: 023 8059 8835 University of Southampton, Building 67 Fax: 023 8059 7900 Highfield E-mail: [email protected] SOUTHAMPTON SO17 1BJ

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38 Faculty of Health Sciences. University of Southampton.

CORE COMPETENCIES Placement 1B

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40 Faculty of Health Sciences. University of Southampton. FACULTY OF HEALTH SCIENCES CLINICAL/PRACTICE PLACEMENT 1B CORE COMPETENCIES ASSESSMENT FORM

GENERAL AIMS:

During this placement the student will:-

 Develop their communication and interpersonal skills with patients/clients and colleagues.  Apply aspects of theoretical study to clinical practice.  Develop skills in the assessment and treatment/management of patients/clients and in the evaluation of the effectiveness of their intervention with guidance from the clinical educator.  Develop self-management skills and an appreciation of the expectations of professional practice.  Begin to reflect on aspects of practice in the light of experience and advice.

This form is the second of a series of 4 forms for assessing students on Practice Placements 1A, 1B, 2 and 3. The forms have been designed to show the student’s progression and development during his/her practice experience throughout their degree course.

PROCESS OF ASSESSMENT

The assessment form has 4 sections. The student is assessed formally on each section twice during the placement. The first assessment is half-way through the placement and is formative, the second occurs at the end of the placement, is summative and provides the placement mark.

In addition to the formal assessment it is expected that the practice educator and student will meet on a regular basis to discuss his/her performance to date. In the light of this discussion, the student and the practice educator will negotiate and set specific objectives to be achieved during the following week(s).

Please also complete the “ADVICE TO STUDENT” sections at both formal assessment times, i.e. half- time and full-time to confirm the rationale for the grades given and give recommendations for the student’s future performance.

41 Faculty of Health Sciences. University of Southampton. GUIDELINES FOR USING THIS FORM

SECTION 1

This section on safety is not graded. The student is either safe or unsafe.

SECTIONS 2, 3 AND 4

Grade each criterion in these sections for which you have been able to assess student performance. Use A-E for grading as follows:

A The student is performing excellently in this area for this stage of placement, acting in a highly professional, proficient and skilled manner.

B The student is performing very well in this area for this stage of placement, showing a more than normally expected level of proficiency and skill

C The student is performing with a level of competence and professional effectiveness normally expected at this stage of placement.

D The student is mainly performing at a level of competence and professional effectiveness normally expected at this stage of placement but is inconsistent in achieving this level

E The student is not performing at a level of competence and professional effectiveness normally expected at this stage of placement.

N.B. The calculation of each section grade and overall grade will be completed at the Faculty on return of the assessment form.

REPORT ON PERFORMANCE AND ADVICE TO STUDENTS

Please, provide feedback and comments on the student’s performance in relation to sections 1 to 4.

STUDENT SELF-ASSESSMENT

To be completed by the student at the end of each block (i.e. cardiac and respiratory).

Placement failure

At the end of the placement, i.e. full time grading, the student is deemed to have failed if either of the following occurs:

a) Section 1 - the student is marked as ‘No’, i.e. is unsafe.

b) If two or more of the Sections 2, 3 and 4 have three or more criteria graded at E.

42 Faculty of Health Sciences. University of Southampton. EXPLANATION OF TERMS

The following terms will be found in this or in later forms. They indicate the increasing levels of performance expected through the course:

“With guidance from the practice educator” implies that the student is an active participant in the process (whether in decision making or skilled activity), however the lead has come from the practice educator.

“With prompting from the practice educator” implies that the student has taken the lead in the process (whether in decision making or skilled activity) but has needed assistance from the practice educator in the refinement and clarification of the idea or activity.

“Independently” implies that the student carries out the process independently (whether in decision making or skilled activity). The practice educator may give supportive feedback during the process but does not direct the student in any other way.

43 Faculty of Health Sciences. University of Southampton. SECTION 1

(This section must be returned with the complete form)

1.0 SAFETY BLOCK 1 (to be completed by the placement manager)

The student:

1 Demonstrates safe professional practice with respect to patients/clients, YES / NO carers, colleagues and self 2 Assesses risks accurately and responds appropriately YES / NO

3 Understands and complies with the Health and Safety Regulations YES / NO

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

1.0 SAFETY BLOCK 2 (to be completed by the placement manager)

The student:

1 Demonstrates safe professional practice with respect to patients/clients, YES / NO carers, colleagues and self 2 Assesses risks accurately and responds appropriately YES / NO

3 Understands and complies with the Health and Safety Regulations YES / NO

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

NB: This section on safety and professional conduct is not graded. The student is either safe or unsafe, demonstrating appropriate professional conduct or not. If any points above have been marked “NO”, then the placement is graded “FAIL” whatever marks may have been awarded in sections 2.0, 3.0 and 4.0.

If by half-way through the placement you have a student who remains unsafe or continues to demonstrate unprofessional conduct then please contact the Locality Contact (placement Visitor) at the Faculty.

44 Faculty of Health Sciences. University of Southampton. SECTION 2

Criteria 2.0 INTERPERSONAL COMPETENCIES grades Half Full 2.1 COMMUNICATING AS A HEALTHCARE SCIENCE PRACTITIONER. The student is able to: Blk 1 Blk 2 (i) Demonstrate an awareness of each patient/client’s individual needs

(ii) Communicate with each patient/client about his/her needs

(iii) Demonstrate a number of strategies in order to reassure the patient while undergoing diagnostic investigations

(iv) Foster the development of a professional relationship with each patient/ client, respecting each person’s rights and dignity, with guidance from the practice educator

2.2 COMMUNICATING AS A HEALTHCARE SCIENCE EDUCATOR. The student is able to:

(i) Demonstrate they ability to explain technical data with colleagues and the practice educator

(ii) Access appropriate resources and present information clearly and at an appropriate level for the recipient

2.3 COMMUNICATING AS A PROFESSIONAL. The student is able to:

(i) Keep adequate accurate records which are available appropriately to others of the team and are maintained in accordance with the requirements of the Data Protection Act and Information Governance

(ii) Be aware of the appropriate boundary between the professional and personal self

(iii) Integrate and settle in with immediate colleagues and other members of the team

(iv) Recognise the role of all members of the multi-disciplinary team

Please enter the NUMBER of criteria at each grade in the boxes provided below (number of As, Bs, etc.)

A B C D E Total number of criteria Half-time (end of block 1) Full-time (end of block 2)

Three or more individual criteria graded at E means the student has failed the section.

45 Faculty of Health Sciences. University of Southampton. SECTION 3

Criteria 3.0 PLACEMENT COMPETENCIES grades Half Full 3.1 ASSESSMENT OF PATIENT/CLIENT. The student is able to: Blk 1 Blk 2 (i) Demonstrate relevant knowledge gained prior to this placement

(ii) Collect and record relevant information from each patient/client and or other valid sources in accordance with the requirements of the Data Protection Act and Information Governance, with guidance from the practice educator; may require an extended period of time

(iii) Carry out appropriate assessment of the patient/client within the situation, with guidance from the practice educator; may require an extended period of time

3.2 FORMULATION OF ACTION PLAN. The student is able to:

(i) Discuss the assessment findings and identify key problems, with guidance from the practice educator

(ii) Discuss the prioritisation of diagnostic procedures in conjunction with the practice educator or qualified healthcare scientist

3.3 IMPLEMENTATION OF THE ACTION PLAN (this may apply to individual or group situations). The student is able to: (i) Select and access appropriate techniques and resources in order to implement the plan, with guidance from the practice educator

(ii) Intervene in a safe and adequate manner, with guidance from the practice educator

(iii) Demonstrate appropriate sensitivity to each patient’s/client’s comfort and privacy needs during treatment

3.4 EVALUATION OF THE ACTION PLAN: (this may apply to individual or group situations). The student is able to: (i) Explain the effects of each intervention and modify/progress as appropriate, with guidance from the clinical/practice educator

(ii) Determine the appropriate discharge of each patient/client when measured against the goals of the action plan, with guidance from the clinical/practice educator

Please enter the NUMBER of criteria at each grade in the boxes provided below (number of As, Bs, etc.)

A B C D E Total number of criteria Half-time (end of block 1) Full-time (end of block 2)

Three or more individual criteria graded at E means the student has failed the section.

46 Faculty of Health Sciences. University of Southampton. SECTION 4

Criteria 4.0 MANAGEMENT COMPETENCIES grades Half Full 4.1 MANAGING SELF. The student is able to: Blk 1 Blk 2 (i) Carry out routine tasks adequately, without prompting and within a reasonable time

(ii) Demonstrate time management appropriate to the setting and organise his/her own time constructively

(iii) Present a professional attitude, manner and appearance appropriate to the setting

(iv) Be aware of his/her limitations and is receptive to advice/guidance

4.2 MANAGING OTHERS. The student is able to:

(i) Demonstrate responsibility for each patient/client in his/her care

(ii) Co-ordinate own patient/client contact with that of others, with guidance from practice educator

4.3 MANAGING RESOURCES. The student is able to:

(i) Identify other sources of assistance within the setting e.g. network of key people

(ii) Identify relevant supporting services available within the setting

(iii) Be aware of the cost implications of various options for patient/client care

4.4 LEGISLATION, POLICY AND QUALITY ISSUES. The student is:

(i) Aware of the relevant legislation, policy and procedures affecting the service within this setting

Please enter the NUMBER of criteria at each grade in the boxes provided below (number of As, Bs, etc.)

A B C D E Total number of criteria Half-time (end of block 1) Full-time (end of block 2)

Three or more individual criteria graded at E means the student has failed the section.

47 Faculty of Health Sciences. University of Southampton. REPORT ON PERFORMANCE AND ADVICE TO STUDENTS:

Please ensure you provide specific feedback on sections 1-4 at both half-time and full-time, continuing on a separate sheet if necessary (to be completed by the placement personnel).

1.0 SAFETY:

Formative (block 1)

Summative (block 2)

2.0 INTERPERSONAL COMPETENCIES:

Formative (block 1)

Summative (block 2)

48 Faculty of Health Sciences. University of Southampton. 3.0 PLACEMENT COMPETENCIES:

Formative (block 1)

Summative (block 2)

4.0 MANAGEMENT COMPETENCIES:

Formative (block 1)

Summative (block 2)

49 Faculty of Health Sciences. University of Southampton. STUDENT SELF ASSESSMENT

REFLECTION AFTER BLOCK 1 (for completion by the student)

For the next time:

WHAT WENT WELL?

WHAT DIDN’T GO SO WELL?

WHAT HAS BEEN LEARNT?

WHAT COULD HAVE BEEN DONE DIFFERENTLY?

50 Faculty of Health Sciences. University of Southampton. STUDENT SELF-ASSESSMENT

REFLECTION AFTER BLOCK 2 (for completion by the student)

For the next time:

WHAT WENT WELL?

WHAT DIDN’T GO SO WELL?

WHAT HAS BEEN LEARNT?

WHAT COULD HAVE BEEN DONE DIFFERENTLY?

51 Faculty of Health Sciences. University of Southampton.

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52 Faculty of Health Sciences. University of Southampton.

DIRECT OBSERVATION OF PRACTICAL SKILLS (DOPS) Placement 1B

53 Faculty of Health Sciences. University of Southampton. ASSESSMENT FRAMEWORK OF SPECIALIST SKILLS (DOPS)

Introduction

To ensure the student has reached the required level of competence, each clinical skill will be assessed. Assessments will comprise of direct observation and an oral examination. This assessment methodology will permit the work-based assessor to observe the students technical and clinical skill, in addition the oral examination will ensure the student’s knowledge supports their practice. All assessments must be documented.

Assessment documentation

All assessment documentation is to be completed on official paperwork. Photocopies or modified forms will be considered void. Each assessment requires specific documentation to be completed:

1. Assessment plan

2. Performance criteria

3. Questions and answers

4. Feedback

The assessment plan is the learning contract between the student and the assessor. It will state the clinical scenario in which the assessment will take place and outline what the assessor is expecting regarding the assessment. The student and assessor must both sign the assessment plan prior to the assessment.

The performance criterion outlines each competency that must be achieved during the assessment. Those performance criteria that are not achieved during the assessment must be satisfied with a question from the assessor. Comments should be entered by the assessor against the relevant performance criteria. In the event that 25% of the performance criteria cannot be met by practice the assessment will be considered void.

On completion of the practical skill the student and assessor should relocate to a more appropriate location in which to hold an oral examination. The assessor will use the performance criteria and what they have observed as a guide to which questions are asked. The assessor will record the student’s answers on the questions and answers sheet. The assessor will ask a minimum of two and a maximum of five questions.

On completion of the assessment the assessor will inform the student of the outcome of the assessment. Feedback will be provided and documented to guide the student into areas which were completed satisfactorily and those areas in which require more work. All assessments must be documented.

Method of assessment

Direct Observation – The work based assessor directly observes the student performing a particular clinical skill and assesses the student against the performance criteria for that particular procedure.

Questioning - All clinical skills will be assessed by questioning on completion of the clinical skill being observed. Questioning is used to assess the student’s knowledge of that particular skill. More importantly it is used to ensure their knowledge supports their practice. In addition where specific performance criteria cannot be achieved a question must be used to achieve that specific performance criterion. The level of questioning must increase with each assessment to demonstrate progression in that area.

54 Faculty of Health Sciences. University of Southampton. FACULTY OF HEALTH SCIENCES

SUMMARY MASTERSHEET OF SPECIALIST SKILLS (DOPS) FOR PLACEMENT 1B

Summative Competency Reviewer Date assessment Comments/Evidence (pass/fail) Cardiac Routine electrocardiogram in an adult patient.

Measurement of blood pressure in an adult patient using a manual & an automatic device.

Respiratory Dynamic Lung Volumes (spirometry) in an adult patient.

Measurement of oxygen saturation (Sp02).

55 Faculty of Health Sciences. University of Southampton.

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56 Faculty of Health Sciences. University of Southampton. 12-LEAD ELECTROCARDIOGRAPHY

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care and routine non-invasive investigations, performing the recording AIM of 12-lead electrocardiography (ECG) on the adult patient. During this period of work based training students will apply their learning from the academic modules undertaken throughout their first year of training. On completion of this placement the student will be able to competently perform 12-lead ECG recording on the adult patient. He/she will be expected to build his/her professional SCOPE practice and practise safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

1. Understand their own level of competence, authority and knowledge base. 2. Explain their role and responsibilities. 3. Adhere to national and departmental guidelines and protocols. 4. Understand the principles of the anatomy and physiology of the cardiovascular system. 5. Maintain a professional attitude and appearance at all times.

Clinical experiential learning

All of these experiences should be recorded in your portfolio of evidence.

Note: Please attach an anonymised, countersigned copy of the 12-lead ECG recording including the student’s initials and basic patient information (i.e. gender, age, outpatient, inpatient).

57 Faculty of Health Sciences. University of Southampton. 12-LEAD ELECTROCARDIOGRAPHY ASSESSMENT PLAN

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

58 Faculty of Health Sciences. University of Southampton. 12-LEAD ELECTROCARDIOGRAPHY PERFORMANCE CRITERIA

PC Task Y/N Assessor’s comments

Obtain a suitably completed request form, greet 1 patient, check patient ID and recent clinical history.

Treat patient in a way which respects their 2 dignity, rights, privacy and confidentiality.

Explain the procedure to the patient and gain 3 consent.

Identify electrode sites on the patient according 4 to current AHA/SCST* guidelines.

Prepare the patients skin in order to ensure 5 adequate electrode contact.

Apply suitable electrodes firmly to the patient 6 to minimise artefact.

Choose machine settings appropriate to the 7 ECG recording requested/required.

Make an ECG recording ensuring that an 8 accurate, artefact-free tracing is obtained.

Take steps to modify the procedure if a suitable 9 recording cannot be made and re-record if necessary.

Remove electrodes and ensure that the patient 10 and/or carer are informed of next steps.

Check the ECG recording for abnormalities and 11 inform a senior staff member if necessary.

Demonstrate that ECG recordings are accurate, 12 complete, legible and forwarded to the correct person in an appropriate timescale.

Annotate all ECG recordings with the correct 13 patient details and store safely.

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

59 Faculty of Health Sciences. University of Southampton. 12-LEAD ELECTROCARDIOGRAPHY ASSESSMENT QUESTIONS (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

60 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF 12-LEAD ELECTROCARDIOGRAPHY

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

WBA signature: ……………..……….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

61 Faculty of Health Sciences. University of Southampton.

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62 Faculty of Health Sciences. University of Southampton. NON-INVASIVE BLOOD PRESSURE RECORDING

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care and routine non-invasive investigations, performing the recording AIM of non-invasive blood pressure (BP) on the adult patient. During this period of work based training students will apply their learning from the academic modules undertaken throughout their first year of training. On completion of this placement the student will be able to competently perform non- invasive BP recording on the adult patient. He/she will be expected to build his/her SCOPE professional practice and practise safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

Clinical experiential learning

All of these experiences should be recorded in your portfolio.

63 Faculty of Health Sciences. University of Southampton. NON-INVASIVE BLOOD PRESSURE RECORDING ASSESSMENT PLAN

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

64 Faculty of Health Sciences. University of Southampton. NON-INVASIVE BLOOD PRESSURE RECORDING PERFORMANCE CRITERIA

PC Task Y/N Assessor’s comments

Obtain a suitably completed request form, 1 greet patient, check patient ID and recent clinical history.

Treat patient in a way which respects their 2 dignity, rights, privacy and confidentiality.

Explain the procedure to the patient and 3 gain consent.

4 Choose the correct cuff size for the patient.

Locate the pulse in the cubital fossa. 5 Ensure the posture and position of the arm is correct.

6 Estimate systolic BP by palpation.

Inflate the cuff at least 30mmHg above the 7 estimated systolic blood pressure and reduce the pressure smoothly.

Make an accurate recording of blood 8 pressure.

Identify any difficulties in obtaining an accurate BP recording for the patient and 9 take remedial action and re-measure if necessary.

Check the results and consult senior staff if 10 necessary.

Student recorded value: ______/______WBA recorded value: ______/ ______

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

65 Faculty of Health Sciences. University of Southampton. NON-INVASIVE BLOOD PRESSURE RECORDING ASSESSMENT QUESTIONS (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

66 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF NON-INVASIVE BLOOD PRESSURE RECORDING

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

WBA signature: …………..………….………….…………….. Student signature: ……….………………….……………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

67 Faculty of Health Sciences. University of Southampton.

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68 Faculty of Health Sciences. University of Southampton. DYNAMIC LUNG VOLUMES RECORDING

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care and routine investigations, performing the recording of dynamic AIM lung volumes on the adult patient. During this period of work based training students will apply their learning from the academic modules undertaken throughout their first year of training. On completion of this placement the student will be able to competently perform dynamic lung volumes recording on the adult patient. He/she will be expected to build his/her SCOPE professional practice and practise safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

1. Understand their own level of competence, authority and knowledge base. 2. Explain their role and responsibilities. 3. Adhere to national and departmental guidelines and protocols. 4. Understand the principles of the anatomy and physiology of the respiratory system. 5. Maintain a professional attitude and appearance at all times.

Clinical experiential learning

All of these experiences should be recorded in your portfolio.

Note: Please attach an anonymised, countersigned copy of the spirometry recording including the student’s initials and basic patient information (i.e. gender, age, outpatient, inpatient).

69 Faculty of Health Sciences. University of Southampton. ASSESSMENT PLAN OF DYNAMIC LUNG VOLUMES RECORDING

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

70 Faculty of Health Sciences. University of Southampton. PERFORMANCE CRITERIA OF DYNAMIC LUNG VOLUMES RECORDING

PC Task Y/N Assessor’s comments

1 Prepare equipment and patient

Give patient clear and concise 2 instructions on the test requirements

Obtain accurate recordings of VC, FVC, FEV, PEF and MFVC in accordance with 3 recommended procedures and patient capability Recognise reasons to stop the dynamic 4 lung volume recordings to maintain the safety of the patient during the test

Identify and correct errors in patient 5 technique

Distinguish between poor patient 6 performance, technical faults or deterioration in clinical status At the end of the test remove equipment, mouthpieces, nose clips, etc., 7 reassure patient and give appropriate time to recover from the test

Inform the patient of the procedure for 8 notification of the results

Decontaminate equipment and leave in a 9 suitable condition for reuse

Record the results accurately in an appropriate format together with any 10 technical comments that may influence the test outcomes

11 Generate a suitable report

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: ………………………………………….. 71 Faculty of Health Sciences. University of Southampton. ASSESSMENT QUESTIONS DYNAMIC LUNG VOLUMES RECORDING (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

72 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF DYNAMIC LUNG VOLUMES RECORDING

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

WBA signature: ………………….………….…….………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

73 Faculty of Health Sciences. University of Southampton.

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74 Faculty of Health Sciences. University of Southampton. OXYGEN SATURATION RECORDING

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care and routine investigations, performing the recording of oxygen AIM saturation on the adult patient. During this period of work based training students will apply their learning from the academic modules undertaken throughout their first year of training. On completion of this placement the student will be able to competently perform oxygen saturation recording on the adult patient. He/she will be expected to build his/her SCOPE professional practice and practise safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

1. Understand their own level of competence, authority and knowledge base. 2. Explain their role and responsibilities. 3. Adhere to national and departmental guidelines and protocols. 4. Understand the principles of the anatomy and physiology of the respiratory system. 5. Maintain a professional attitude and appearance at all times.

Clinical experiential learning

All of these experiences should be recorded in your portfolio.

75 Faculty of Health Sciences. University of Southampton. OXYGEN SATURATION RECORDING ASSESSMENT PLAN

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

76 Faculty of Health Sciences. University of Southampton. OXYGEN SATURATION RECORDING PERFORMANCE CRITERIA

PC Task Y/N Assessor’s comments

Give patient clear and concise instructions on 1 the test requirements

Obtain accurate recordings of SpO2 and pulse 2 rate in accordance with recommended procedures and patient’s clinical condition

Distinguish between technical faults or 3 deterioration in clinical status

At the end of the test/s remove equipment 4 and reassure patient

Inform the patient of the procedure for 5 notification of the results

Decontaminate equipment and leave in a 6 suitable condition for reuse

Record the results accurately in an appropriate format together with any 7 technical comments that may influence the test outcome

8 Generate a suitable report

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

77 Faculty of Health Sciences. University of Southampton. OXYGEN SATURATION RECORDING ASSESSMENT QUESTIONS (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

78 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF OXYGEN SATURATION RECORDING

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

WBA signature: ………………….………….……………….... Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

79 Faculty of Health Sciences. University of Southampton.

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80 Faculty of Health Sciences. University of Southampton.

CASE BASED DISCUSSIONS (CBD) Placement 1B

81 Faculty of Health Sciences. University of Southampton. CASE BASED DISCUSSIONS (CBD)

Description

CBDs are designed to provide structured teaching and feedback in a particular area of clinical or technical practice by evaluating decision making, interpretation and application of evidence. CBD enable the discussion of the context, professional, ethical and governance framework of practice, and in all instances, they allow students to discuss why the acted as they did.

CBDs are structured assessments used to evaluate the student’s clinical cognitive ability during a technical procedure. Either prospectively or retrospectively, the assessor, in consultation with the student, will select a particular case on whom to perform the CBD. The student will, under supervision, perform either a non-invasive blood pressure or a 12 lead resting ECG (if in a cardiac setting) or a recording of dynamic lung volumes or oxygen saturation (if in a respiratory setting). The results of the procedure, along with accompanying data, will be interpreted in context, clinically. Accompanying data can include:

 Demographics

 Social circumstances

 Previous medical history

 Pharmacological history

 Current signs and symptoms

The outcome of the CBD is the development of the student’s clinical reasoning based on a technical procedure performed in the context of a clinical episode. In order to achieve a pass, all the performance criteria must be addressed and minimum requirements met in one spoken interaction (discussion). Should the student fail to achieve a pass, this assessment must be repeated in the recoup period. The assessment of CBDs should be appropriate to the students’ level of study.

A CBD should take approximately 20-30 minutes. The CBD should be conducted away from patients and staff, ideally in a quiet room away from interruptions.

A formative CBD assessment should be undertaken at the end of the first block of practice; one single CBD summative assessment should be carried out at the end of the second block of practice, regardless of the specialism.

Note: Prior to the CBD, the student is required to record their experience in the aforementioned specialist skills. The evidence will provide an insight to the assessor of the diversity of clinical settings and pathologies the student has experienced.

82 Faculty of Health Sciences. University of Southampton. CBD ASSESSMENT FORM Formative

Clinical setting: ……………………………………………….. Specialist skill: …………………………………………………

Brief description of output …………………………………………………………………………………………………………… and focus of the scenario: …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

No Performance criteria Comments

Shows knowledge and understanding of 1 clinical and/or scientific principles relevant to scenario

Recognises and discusses relevant health and 2 safety issues

Recognises and discusses the procedures 3 used to obtain the results

Recognises and discusses the quality control 4 procedures to ensure the result is accurate

Shows knowledge and understanding of 5 relevant “Best Practice” guidelines and other policies relevant to the scenario Recognises and discusses the significance of 6 routine patient results with reference to the reason for referral Shows knowledge and understanding of, and 7 begins to use, appropriate resources to aid in the interpretation of results

8 Is aware of the importance of audit trail

Recognises and is aware of the limits of 9 responsibility and when to seek advice

Demonstrates sound professional values and 10 attitudes

WBA signature: …………………………………………………. Student signature: ………………………………………..

Date of assessment: …………………………………………..

83 Faculty of Health Sciences. University of Southampton. Feedback and documentation of learning needs

Agreed actions

WBA signature: ……………………….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

84 Faculty of Health Sciences. University of Southampton. CBD ASSESSMENT FORM Summative

Clinical setting: ……………………………………………….. Specialist skill: …………………………………………………

No Performance criteria Examples

Shows knowledge and understanding of 1 clinical and/or scientific principles relevant to scenario

Recognises and discusses relevant health and 2 safety issues

Recognises and discusses the procedures 3 used to obtain the results

Recognises and discusses the quality control 4 procedures to ensure the result is accurate

8 Is aware of the importance of audit trail

Recognises and is aware of the limits of 9 responsibility and when to seek advice

Demonstrates sound professional values and 10 attitudes

WBA signature: …………………………………………………. Student signature: ………………………………………..

Date of assessment: …………………………………………..

85 Faculty of Health Sciences. University of Southampton. Feedback and documentation of learning needs

Agreed actions

WBA signature: ……………………….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

86 Faculty of Health Sciences. University of Southampton. RECORD OF EXPERIENCE AND ATTENDANCE

Please, record your attendance and interventions/procedures observed throughout your observational placement in the table provided following the below.

EXPERIENCE KEY ATTENDANCE KEY RECORD OF ABSENCES MADE UP BP Blood pressure X Did not attend Date Number of made up hours ECG Electrocardiogram (IP / OP) S Student off sick A-BP Ambulatory BP O Other (specify) A-ECG Ambulatory ECG BH Bank holiday TH Tape hook up TH Tape analysis ETT Exercise tolerance testing Cath Left heart catheterisation PPM Pacemaker implantation Echo Echocardiography Uni University ID Independent study DS Directed study / assessment O Other (specify)

87 Faculty of Health Sciences. University of Southampton. BLOCK 1

WEEK 1 WEEK 2

Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun pm pm pm pm pm pm pm pm pm pm Experience

Attendance am am am am am am am am am am pm pm pm pm pm pm pm pm pm pm

PE signature

am am am am am am am am am am

WEEK 3 WEEK 4

Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun pm pm pm pm pm pm pm pm pm pm Experience

Attendance am am am am am am am am am am pm pm pm pm pm pm pm pm pm pm

PE signature

am am am am am am am am am am

88 Faculty of Health Sciences. University of Southampton. BLOCK 2

WEEK 1 WEEK 2

Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun pm pm pm pm pm pm pm pm pm pm Experience

Attendance am am am am am am am am am am pm pm pm pm pm pm pm pm pm pm

PE signature

am am am am am am am am am am

WEEK 3 WEEK 4

Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun pm pm pm pm pm pm pm pm pm pm Experience

Attendance am am am am am am am am am am pm pm pm pm pm pm pm pm pm pm

PE signature

am am am am am am am am am am

89 Faculty of Health Sciences. University of Southampton. VERIFICATION OF ATTENDANCE TO PLACEMENT 1B

I verify that this is an accurate account

OUTSTANDING HOURS CARRIED FORWARD

Student signature

Work-based assessor signature

90 Faculty of Health Sciences. University of Southampton.

PLACEMENT DOCUMENTATION Placement 2

PLACEMENT 2 Hospital Department Work-Based Assessor Name Signature Practice Educator Name Signature

91 Faculty of Health Sciences. University of Southampton.

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92 Faculty of Health Sciences. University of Southampton. FACULTY OF HEALTH SCIENCES

RECORD OF STATUTORY AND MANDATORY TRAINING PRIOR TO PLACEMENT 2

Observed sessions Date Facilitator name and signature

Moving and Handling

Basic Life Support Standard Precautions and Observations (Infection Prevention)

Online sessions Date completed Student signature

Fire

Health and Safety

Equality and Diversity

Conflict Resolution

Safeguarding

PRE-PLACEMENT LABORATORY-BASED SPECIALIST SKILLS

Specialist skill Date completed Trainer signature

Resting 12-Lead Electrocardiography

Resting Blood Pressure

Ambulatory Electrocardiography

Ambulatory Blood Pressure

Cardiac Exercise Stress Testing

93 Faculty of Health Sciences. University of Southampton. INDUCTION SIGN OFF

PLACEMENT 2 Topics to be covered Signatures Date Discuss any adjustments regarding health or Personal issues learning needs e.g. latex free gloves, dyslexia, disability Introduction to Include all staff working within the practice area key staff and staff responsible for H&S activities Include: • Staff toilets • Staff rest room/canteen • Where to keep personal belongings Orientation to • Meal breaks practice area • Relevant link areas and who to contact for visits • Inform of university link – name and contact details Discuss: Professional • Dress code Conduct • Professional conduct specific to the practice and Appearance e.g. working guidelines, use of mobile phones, e-mail, internet use ID Badge Explain policy for ID badges Discuss importance of maintaining Confidentiality confidentiality and data protection Discuss: • Local policy & emergency numbers • Location of fire points, exits, fire Fire extinguishers, fire blankets & Fire Policy

Policy/Procedure • Explain procedure for evacuation & alarm tones • Awareness of risks associated with practice areas Discuss: Moving & • Local policy and relation to practice area

94 Faculty of Health Sciences. University of Southampton. • Occupational Health • Other policies specific to practice area e.g. Lone Working • Smoking Explain: Accident & • Procedure for reporting accidents/near misses

95 Faculty of Health Sciences. University of Southampton.

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96 Faculty of Health Sciences. University of Southampton. PRACTICE PLACEMENT 2 RÉSUMÉ FORM

Placement 2: From ______to ______

BSc HEALTHCARE SCIENCE CARDIAC PHYSIOLOGY

Student name: ……………………………………………………… Student ID number: ……………………………………………….

Placement educator(s) name: ……………………………………………………………………………………………………………..…….

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

Department/hospital/service: ………………………………………………………………...... Is this student working your standard full time working week? (Please circle) Yes / No

If not, how many days per week? ………………………………………………………………….…

Please return this form within one week of end of placement to:

HCS Practice Placement Assistant Faculty of Health Sciences Phone: 023 8059 8835 University of Southampton, Building 67 Fax: 023 8059 7900 Highfield E-mail: [email protected] SOUTHAMPTON SO17 1BJ

97 Faculty of Health Sciences. University of Southampton.

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98 Faculty of Health Sciences. University of Southampton.

CORE COMPETENCIES Placement 2

99 Faculty of Health Sciences. University of Southampton. FACULTY OF HEALTH SCIENCES CLINICAL/PRACTICE PLACEMENT 2 CORE COMPETENCIES ASSESSMENT FORM

GENERAL AIMS:

During this placement the student will:-

PROCESS OF ASSESSMENT

100 Faculty of Health Sciences. University of Southampton. GUIDELINES FOR USING THIS FORM

SECTION 1

This section on safety is not graded. The student is either safe or unsafe.

SECTIONS 2, 3 AND 4

Grade each criterion in these sections for which you have been able to assess student performance. Use A-E for grading as follows:

A The student is performing excellently in this area for this stage of placement, acting in a highly professional, proficient and skilled manner.

B The student is performing very well in this area for this stage of placement, showing a more than normally expected level of proficiency and skill

C The student is performing with a level of competence and professional effectiveness normally expected at this stage of placement.

D The student is mainly performing at a level of competence and professional effectiveness normally expected at this stage of placement but is inconsistent in achieving this level

E The student is not performing at a level of competence and professional effectiveness normally expected at this stage of placement.

N.B. The calculation of each section grade and overall grade will be completed at the Faculty on return of the assessment form.

REPORT ON PERFORMANCE AND ADVICE TO STUDENTS

Please, provide feedback and comments on the student’s performance in relation to sections 1 to 4.

STUDENT SELF-ASSESSMENT

To be completed by the student at the end of each block (i.e. cardiac and respiratory).

Placement failure

At the end of the placement, i.e. full time grading, the student is deemed to have failed if either of the following occurs:

c) Section 1 - the student is marked as ‘No’, i.e. is unsafe.

d) If two or more of the Sections 2, 3 and 4 have three or more criteria graded at E.

101 Faculty of Health Sciences. University of Southampton. EXPLANATION OF TERMS

The following terms will be found in this or in later forms. They indicate the increasing levels of performance expected through the course:

102 Faculty of Health Sciences. University of Southampton. SECTION 1

(This section must be returned with the complete form)

1.0 SAFETY and PROFESSIONAL CONDUCT (to be completed by the placement manager)

The student:

1 Demonstrates safe healthcare practice with respect to patients/clients, carers, YES / NO colleagues and self 2 Assesses risks accurately and responds appropriately YES / NO

3 Understands and complies with the Health and Safety Regulations YES / NO

4 Demonstrates appropriate professional practice as defined by the relevant YES / NO professional and statutory bodies’ rules of professional conduct

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

103 Faculty of Health Sciences. University of Southampton. SECTION 2

Criteria 2.0 INTERPERSONAL COMPETENCIES grades Half Full 2.1 COMMUNICATING AS A HEALTHCARE SCIENCE PRACTITIONER. The student is able to:

(i) Identify each patient/client’s individual needs

(ii) Communicate with each patient/client about his/her needs

(iii) Implement appropriate strategies to address each patient/client’s needs and increase his/her motivation

(iv) Foster the development of a professional relationship with each patient/ client, respecting each person’s rights and dignity

2.2 COMMUNICATING AS A HEALTHCARE SCIENCE EDUCATOR. The student is able to:

(i) Identify the differing learning needs of a number of groups (e.g. patient/client, carers, colleagues)

(ii) Access appropriate resources and present information clearly in an appropriate manner at an appropriate level for the recipient

2.3 COMMUNICATING AS A HEALTHCARE SCIENCE PROFESSIONAL. The student is able to:

(i) Keep detailed accurate records which are available appropriately to others of the team and are maintained in accordance with the requirements of the Data Protection Act and Information Governance

(ii) Develop an appropriate boundary between the professional and personal self

(iii) Foster good working relationships with immediate colleagues and other members of the team, briefing them as appropriate

(iv) Participate in interdisciplinary decision-making

Please enter the NUMBER of criteria at each grade in the boxes provided below (number of As, Bs, etc.)

A B C D E Total number of criteria Half-time (from week 7) Full-time (in week 15)

Three or more individual criteria graded at E means the student has failed the section.

104 Faculty of Health Sciences. University of Southampton. SECTION 3

Criteria 3.0 PLACEMENT COMPETENCIES grades Half Full 3.1 ASSESSMENT OF PATIENT/CLIENT. The student is able to:

(i) Demonstrate an ability to integrate prior knowledge and experience during this placement

(ii) Collect and record relevant information from each patient/client and or other valid sources in accordance with the requirements of the Data Protection Act and Information Governance

(iii) Carry out appropriate assessment of each patient/client within the situation

3.2 FORMULATION OF ACTION PLAN. The student is able to:

(i) Analyse the assessment findings and identify key problems, with prompting from the practice educator

(ii) Prioritise problems in conjunction with each patient/client and formulate an overall treatment/action plan, with prompting from the practice educator

(ii) Intervene in efficient and coordinated manner, with prompting from the practice educator

(iii) Demonstrate appropriate sensitivity to each patient’s/client’s comfort and privacy needs during treatment

3.4 EVALUATION OF THE ACTION PLAN: (this may apply to individual or group situations). The student is able to: (i) Evaluate the effects of each intervention and modify/progress as appropriate, with prompting from the practice educator

(ii) Determine the appropriate discharge of each patient/client when measured against the goals of the action plan, with prompting from the practice educator

Please enter the NUMBER of criteria at each grade in the boxes provided below (number of As, Bs, etc.)

A B C D E Total number of criteria Half-time (from week 7) Full-time (in week 15)

Three or more individual criteria graded at E means the student has failed the section.

105 Faculty of Health Sciences. University of Southampton. SECTION 4

Criteria 4.0 MANAGEMENT COMPETENCIES grades Half Full 4.1 MANAGING SELF. The student is able to:

(i) Carry out routine tasks independently and efficiently

(ii) Demonstrate time management appropriate to the setting and organise his/her own time constructively

(iii) Present a professional attitude, manner and appearance appropriate to the setting

(iv) Be confident in his/her abilities, while being aware of his/her limitations; be receptive to the introduction of new skills

(v) Take responsibility for keeping his/her professional, technical and scientific knowledge and skills up to date

4.2 MANAGING OTHERS. The student is able to:

(i) Demonstrate responsibility for each patient/client in his/her care

(ii) Co-ordinate own patient/client contact with that of others

4.3 MANAGING RESOURCES. The student is able to:

(i) Demonstrate a working knowledge of other sources of assistance within the setting (e.g. network of key people)

(ii) Demonstrate a working knowledge of relevant supporting services available within the setting (e.g. stock systems, transport)

(iii) Demonstrate a knowledge of the cost implications of various options for patient/client care

4.4 LEGISLATION, POLICY AND QUALITY ISSUES. The student:

(i) Has knowledge of, and complies with, the relevant legislation, policy and procedures affecting the service within this setting including those relating to research ethics and governance, patient confidentiality, data protection, equality and diversity, use of chaperones and informed consent.

Please enter the NUMBER of criteria at each grade in the boxes provided below (number of As, Bs, etc.)

A B C D E Total number of criteria Half-time (after week 7) Full-time (in week 15)

Three or more individual criteria graded at E means the student has failed the section.

106 Faculty of Health Sciences. University of Southampton. REPORT ON PERFORMANCE AND ADVICE TO STUDENTS:

Please ensure you provide specific feedback on sections 1-4 at both half-time and full-time, continuing on a separate sheet if necessary (to be completed by the placement personnel).

1.0 SAFETY:

Formative (from week 7)

Summative (in week 15)

2.0 INTERPERSONAL COMPETENCIES:

Formative (from week 7)

Summative (in week 15)

107 Faculty of Health Sciences. University of Southampton. 3.0 PLACEMENT COMPETENCIES:

Formative (from week 7)

Summative (in week 15)

4.0 MANAGEMENT COMPETENCIES:

Formative (from week 7)

Summative (in week 15)

108 Faculty of Health Sciences. University of Southampton. STUDENT SELF ASSESSMENT

REFLECTION AFTER FORMATIVE ASSESSMENT (for completion by the student)

For the next time:

WHAT WENT WELL?

WHAT DIDN’T GO SO WELL?

WHAT HAS BEEN LEARNT?

WHAT COULD HAVE BEEN DONE DIFFERENTLY?

109 Faculty of Health Sciences. University of Southampton. STUDENT SELF ASSESSMENT

REFLECTION AFTER SUMMATIVE ASSESSMENT (for completion by the student)

For the next time:

WHAT WENT WELL?

WHAT DIDN’T GO SO WELL?

WHAT HAS BEEN LEARNT?

WHAT COULD HAVE BEEN DONE DIFFERENTLY?

110 Faculty of Health Sciences. University of Southampton.

DIRECT OBSERVATION OF PRACTICAL SKILLS (DOPS) Placement 2

111 Faculty of Health Sciences. University of Southampton. ASSESSMENT FRAMEWORK OF SPECIALIST SKILLS (DOPS)

Introduction

Assessment documentation

All assessment documentation is to be completed on official paperwork. Photocopies or modified forms will be considered void. Each assessment requires specific documentation to be completed:

1. Assessment plan 2. Performance criteria 3. Questions and answers 4. Feedback

Method of assessment

112 Faculty of Health Sciences. University of Southampton. FACULTY OF HEALTH SCIENCES

SUMMARY MASTERSHEET OF SPECIALIST SKILLS (DOPS) FOR PLACEMENT 2

Summative Competency Reviewer Date assessment Comments/Evidence (pass/fail) Resting blood pressure Demonstrate the ability to measure and interpret resting BP on a range of patients, using analogue and digital equipment. Resting electrocardiography Demonstrate the ability to record the resting ECG on patients in a range of clinical settings including adults and children. Demonstrate the ability to interpret the resting ECG.

Ambulatory blood pressure Demonstrate the ability to fit and remove ambulatory BP devices and produce clinical data in an appropriate format. Ambulatory electrocardiography Demonstrate the ability to fit and remove ambulatory ECG devices. Demonstrate the ability to interpret and analyse routine ambulatory ECG recording (excluding pacing, inherited disease and paediatrics). Provocative electrocardiography Demonstrate the ability to assist (2nd person) in cardiac exercise stress testing. Demonstrate intermediate life support in accordance with current Resuscitation Council (UK) guidelines.

113 Faculty of Health Sciences. University of Southampton.

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114 Faculty of Health Sciences. University of Southampton. NON-INVASIVE RESTING BLOOD PRESSURE RECORDING AND INTERPRETATION ON A RANGE OF PATIENTS

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care and routine non-invasive investigations, performing the recording AIM of resting blood pressure (BP) on a range of patients. During this period of work based training students will apply their learning from the academic modules undertaken throughout their two years of training. On completion of this placement the student will be able to competently perform resting BP recording on a range of patients. He/she will be expected to build his/her professional SCOPE practice and practise safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

1. Understand his/her own level of competence, authority and knowledge base. 2. Explain his/her role and responsibilities. 3. Understand the principles of the anatomy and physiology of the cardiovascular system. 4. Measure and interpret resting BP on a range of patients, using analogue and digital equipment. 5. Adhere to appropriate standards of professional practice as defined in Good Scientific Practice.

Clinical experiential learning

 Critically apply the scientific principles covered in the academic modules to this work-based specialist skill and appraise the evidence base underpinning at least one of the routine investigations and one treatment plan.  Prepare a portfolio of evidence containing BP recordings (anonymised) from a range of patients that you have obtained recordings from and your report on each BP recording.  Attend a clinic (primary or secondary care) where patients with hypertension attend and discuss with your supervisor the role of resting BP recording in the diagnosis and treatment of patients with hypertension.  Review the pharmacological treatment of a series of patients with treated hypertension and discuss the mechanisms of action of each treatment, indications, contra-indications and potential side effects.

All of these experiences should be recorded in your portfolio. Evidence required includes a range of patients including inpatients, outpatients, geriatric, medical, surgical and technically challenging patients.

115 Faculty of Health Sciences. University of Southampton. ASSESSMENT PLAN OF NON-INVASIVE RESTING BLOOD PRESSURE RECORDING AND INTERPRETATION ON A RANGE OF PATIENTS

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

116 Faculty of Health Sciences. University of Southampton. PERFORMANCE CRITERIA OF NON-INVASIVE RESTING BLOOD PRESSURE RECORDING AND INTERPRETATION ON A RANGE OF PATIENTS

PC Task Y/N Assessor’s comments

Control infection risks in accordance with 1 departmental protocols.

Minimise risks and hazards in compliance 2 with Health and Safety policies.

Obtain a suitably completed request form, 4 greet patient, check patient ID and recent clinical history.

Prepare the environment for resting BP recording, set up and calibrate equipment 5 ready for use including, if appropriate, resuscitation equipment.

Treat patient in a way which respects their 6 dignity, rights, privacy and confidentiality.

Explain the procedure to the patient and 7 gain informed consent.

8 Choose the correct cuff size for the patient.

Locate the pulse in the cubital fossa and 9 ensure the posture and position of the arm is correct.

10 Estimate systolic BP by palpation.

Inflate the cuff at least 30mmHg above the 11 estimated systolic BP and reduce the pressure smoothly.

12 Make an accurate recording of BP.

117 Faculty of Health Sciences. University of Southampton. Evaluate the technical quality of BP recordings, identify sub-optimal BP 13 recordings, and take remedial action and re- measure if necessary.

Check and interpret the results in the clinical 14 context.

Keep accurate records in accordance with 15 current guidelines and the legal framework for data security.

Undertake routine maintenance and 16 calibration procedures for BP recording.

Clean BP recording equipment in accordance 17 with departmental protocol.

Student recorded value: ______/______WBA recorded value: ______/ ______

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

118 Faculty of Health Sciences. University of Southampton. NON-INVASIVE RESTING BLOOD PRESSURE RECORDING AND INTERPRETATION ON A RANGE OF PATIENTS ASSESSMENT QUESTIONS (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

119 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF NON-INVASIVE RESTING BLOOD PRESSURE RECORDING AND INTERPRETATION ON A RANGE OF PATIENTS

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

WBA signature: ……………..……….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

120 Faculty of Health Sciences. University of Southampton. 12-LEAD RESTING ELECTROCARDIOGRAPHY RECORDING ON A RANGE OF PATIENTS INCLUDING ADULTS AND CHILDREN

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care, performing the recording of 12-lead resting electrocardiography AIM (ECG) in a range of clinical settings on a range of patients, including adults and children. During this period of work based training students will apply their learning from the academic modules undertaken throughout their two years of training. On completion of this placement the student will be able to competently perform resting 12-lead ECG recording in a range of clinical settings on a range of patients, including adults and children. He/she will be expected to build his/her professional practice and practise SCOPE safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

1. Understand his/her own level of competence, authority and knowledge base. 2. Explain his/her role and responsibilities. 3. Understand the principles of the anatomy and physiology of the cardiovascular system. 4. Record the resting ECG in a range of settings on a range of patients including adults and children. 5. Adhere to appropriate standards of professional practice as defined in Good Scientific Practice.

Clinical experiential learning

 Critically apply the scientific principles covered in the academic modules to this work-based specialist skill and specifically appraise the evidence base underpinning electrocardiography.  Prepare a portfolio of evidence containing ECG recordings (anonymised) from a series of patients that you have obtained recordings from demonstrating the normal and abnormal ECG changes and your report on each ECG.  Observe the care pathway for acute chest pain and discuss with your practice educator the role of ECG in myocardial infarction or suspected angina.

All of these experiences should be recorded in your portfolio.

121 Faculty of Health Sciences. University of Southampton. ASSESSMENT PLAN OF 12-LEAD RESTING ELECTROCARDIOGRAPHY RECORDING ON A RANGE OF PATIENTS INCLUDING ADULTS AND CHILDREN

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

122 Faculty of Health Sciences. University of Southampton. PERFORMANCE CRITERIA OF 12–LEAD RESTING ELECTROCARDIOGRAPHY RECORDING ON A RANGE OF PATIENTS INCLUDING ADULTS AND CHILDREN

PC Task Y/N Assessor’s comments

Control infection risks in accordance with 1 departmental protocols when undertaking ECG.

Minimise risks and hazards in compliance 2 with Health and Safety policies when undertaking ECG.

Obtain a suitably completed request form, 4 greet patient, check patient ID and recent clinical history.

Prepare the environment for resting ECG recording, set up and calibrate equipment 5 including, if appropriate, resuscitation equipment.

Treat patient in a way which respects their 6 dignity, rights, privacy and confidentiality.

Explain the procedure to the patient and 7 gain informed consent.

Identify electrode sites on the patient 8 according to current AHA/SCST guidelines.

Prepare the patients skin in order to ensure 9 adequate electrode contact.

Apply suitable electrodes firmly to the 10 patient to minimise artefact.

Choose machine settings appropriate to the 11 ECG recording requested/required.

Make an ECG recording on a range of patients, including adults and children, 12 ensuring that an accurate, artefact-free tracing is obtained.

123 Faculty of Health Sciences. University of Southampton.

Take steps to modify the procedure if a 13 suitable recording cannot be made and re- record if necessary.

Remove electrodes and ensure that the 14 patient and/or carer are informed of next steps.

Check the ECG recording for abnormalities 15 and inform a senior staff member if necessary.

Demonstrate that ECG recordings are accurate, complete, legible and forwarded to 16 the correct person in an appropriate timescale. Annotate all ECG recordings with the correct patient details and store safely in 17 accordance with current guidelines and the legal framework for data security.

Clean ECG equipment in accordance with 18 departmental protocol.

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

Note: Please attach an anonymised, countersigned copy of the 12-lead ECG recording including the student’s initials and basic patient information (i.e. gender, age, outpatient, inpatient).

124 Faculty of Health Sciences. University of Southampton. 12-LEAD RESTING ELECTROCARDIOGRAPHY RECORDING ON A RANGE OF PATIENTS INCLUDING ADULTS AND CHILDREN ASSESSMENT QUESTIONS (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

125 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF 12-LEAD RESTING ELECTROCARDIOGRAPHY RECORDING ON A RANGE OF PATIENTS INCLUDING ADULTS AND CHILDREN

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

WBA signature: ……………..……….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

126 Faculty of Health Sciences. University of Southampton. APPLICATION OF AMBULATORY BLOOD PRESSURE DEVICES AND PRODUCTION OF CLINICAL DATA

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care and routine non-invasive investigations, fitting and removing AIM ambulatory blood pressure (BP) monitors, and producing clinical data in an appropriate format. During this period of work based training students will apply their learning from the academic modules undertaken throughout their two years of training. On completion of this placement the student will be able to competently fit and remove ambulatory BP devices, and produce clinical data in an appropriate format. He/she will be SCOPE expected to build his/her professional practice and practise safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

1. Understand his/her own level of competence, authority and knowledge base. 2. Explain his/her role and responsibilities. 3. Understand the principles of the anatomy and physiology of the cardiovascular system. 4. Understand the principles and application of ambulatory monitoring. 5. Fit and remove ambulatory BP devices and produce clinical data in an appropriate format. 6. Adhere to appropriate standards of professional practice as defined in Good Scientific Practice.

Clinical experiential learning

 Critically apply the scientific principles covered in the academic modules to this work-based specialist skill and appraise the evidence base underpinning at least one of the routine investigations and one treatment plan.  Prepare a portfolio of evidence containing ambulatory BP recordings (anonymised) from a range of patients and your report on each BP recording.  Attend a clinic (primary or secondary care) where patients with hypertension attend and discuss with your supervisor the role of ambulatory BP recording in the diagnosis and treatment of patients with hypertension.

All of these experiences should be recorded in your portfolio of evidence. Evidence required includes a range of patients including inpatients, outpatients, geriatric, medical, surgical and technically challenging patients. Please, ensure that the report contains all appropriate traces to support the analysis.

Note: Please, attach an anonymised, countersigned copy of the referral form confirming the application of the device.

127 Faculty of Health Sciences. University of Southampton. ASSESSMENT PLAN OF APPLICATION OF AMBULATORY BLOOD PRESSURE DEVICES AND PRODUCTION OF CLINICAL DATA

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

Fitting and removal of ambulatory BP devices

Production of clinical data

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

128 Faculty of Health Sciences. University of Southampton. PERFORMANCE CRITERIA OF APPLICATION OF AMBULATORY BLOOD PRESSURE DEVICES

PC Task Y/N Assessor’s comments

Control infection risks in accordance with 1 departmental protocols.

Minimise risks and hazards in compliance with 2 Health and Safety policies.

Obtain a suitably completed request form, 4 greet patient, check patient ID and recent clinical history.

Prepare the environment for fitting of ambulatory BP devices, set up and calibrate 5 equipment ready for use including battery check.

Programme the BP recorder appropriately for 6 each patient.

Treat patient in a way which respects their 7 dignity, rights, privacy and confidentiality.

Explain the procedure to the patient and gain 8 informed consent.

Identify the site and choose and apply the 9 correct size of cuff.

Measure baseline BP manually and identify 10 potential recording difficulties.

Connect the patient to the recorder 11 minimising artefact.

Check that the monitor is recording/working 12 correctly by performing a recording.

129 Faculty of Health Sciences. University of Southampton. Review the device instructions with the patient, including safety advice and 13 completion of the diary, and arrange a follow up appointment (if necessary)

14 Remove monitor safely.

Download the patient’s BP data and keep accurate records in accordance with current 15 guidelines and the legal framework for data security.

Undertake routine maintenance and 16 calibration procedures for ambulatory BP recording.

Clean BP recording equipment in accordance 17 with departmental protocol.

Produce the results in the appropriate format, 18 based on findings and diary entries (with evidence), and in line with local policy.

Check the results and consult senior staff if 19 necessary.

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

130 Faculty of Health Sciences. University of Southampton. APPLICATION OF AMBULATORY BLOOD PRESSURE DEVICES AND PRODUCTION OF CLINICAL DATA ASSESSMENT QUESTIONS (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

131 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF APPLICATION OF AMBULATORY BLOOD PRESSURE DEVICES AND PRODUCTION OF CLINICAL DATA

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

Please note the student must pass both parts of this assessment, namely fitting and removal of ambulatory BP devices and production of clinical data, in order to achieve a pass.

WBA signature: ……………..……….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

132 Faculty of Health Sciences. University of Southampton. DESCRIPTION OF APPLICATION OF AMBULATORY ELECTROCARDIOGRAPHY DEVICES

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care, performing ambulatory electrocardiography (ECG) monitoring. AIM During this period of work based training students will apply their learning from the academic modules undertaken throughout their two years of training. On completion of this placement the student will be able to competently perform and ambulatory ECG monitoring. He/she will be expected to build his/her professional practice SCOPE and practise safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

1. Understand his/her own level of competence, authority and knowledge base. 2. Explain his/her role and responsibilities. 3. Understand the principles of the anatomy and physiology of the cardiovascular system. 4. Fit and remove ambulatory ECG devices. 5. Adhere to appropriate standards of professional practice as defined in Good Scientific Practice.

Clinical experiential learning

 Critically apply the scientific principles covered in the academic modules to this work-based specialist skill and specifically appraise the evidence base underpinning the use of ambulatory ECG monitoring.  Attend outpatient clinics where patients with suspected cardiac arrhythmias are referred and discuss with the practice educator the diagnostic pathways linked to the use of ambulatory ECG monitoring.

All of these experiences should be recorded in your portfolio. Evidence must include a variety of patients including inpatients, outpatients, geriatric, medical, surgical and technically challenging patients.

133 Faculty of Health Sciences. University of Southampton. ASSESSMENT PLAN OF APPLICATION OF AMBULATORY ELECTROCARDIOGRAPHY DEVICES

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

Type of device: ______

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

134 Faculty of Health Sciences. University of Southampton. PERFORMANCE CRITERIA OF APPLICATION OF AMBULATORY ELECTROCARDIOGRAPHY DEVICES

PC Task Y/N Assessor’s comments

Control infection risks in accordance with 1 departmental protocols.

Minimise risks and hazards in compliance 2 with Health and Safety policies.

Obtain a suitably completed request 4 form, greet patient, check patient ID and recent clinical history.

Prepare the environment, set up and 5 calibrate equipment ready for use including battery check.

Treat patient in a way which respects 6 their dignity, rights, privacy and confidentiality.

Explain the procedure to the patient giving detailed instructions and checking 7 the patient’s understanding, and gain informed consent.

Choose an ambulatory ECG device most 8 suited to the patient and his/her symptoms.

Choose the most appropriate electrodes 9 for the ambulatory ECG device.

Choose the optimal electrode position 10 and prepare the patient’s skin and apply electrodes.

Prepare the ambulatory ECG recorder for 11 connection to the patient.

Connect the leads (if appropriate) and 12 recorder in such a way that artefact is minimised and to ensure patient comfort.

135 Faculty of Health Sciences. University of Southampton.

Check that the monitor is 13 recording/working correctly.

Explain the use of the patient diary and 14 how to activate the device as necessary.

Remove the equipment from the patient, 15 clarify symptoms and explain the procedure for receiving results.

Undertake routine maintenance and 16 calibration procedures for ambulatory ECG recording.

Clean ambulatory ECG recording 17 equipment in accordance with departmental protocol.

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

136 Faculty of Health Sciences. University of Southampton. APPLICATION OF AMBULATORY ELECTROCARDIOGRAPHY DEVICES ASSESSMENT QUESTIONS (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

137 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF APPLICATION OF AMBULATORY ELECTROCARDIOGRAPHY DEVICES

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

WBA signature: ……………..……….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

138 Faculty of Health Sciences. University of Southampton. ANALYSIS AND INTERPRETATION OF ROUTINE AMBULATORY ELECTROCARDIOGRAPHY RECORDING

Learning outcomes

On successful completion of this module the student will:

1. Understand his/her own level of competence, authority and knowledge base. 2. Explain his/her role and responsibilities. 3. Understand the principles of the anatomy and physiology of the cardiovascular system. 4. Understand the principles and application of ambulatory monitoring. 5. Analyse and interpret routine ambulatory ECG recording (excluding pacing, congenital disease and paediatrics). 6. Adhere to appropriate standards of professional practice as defined in Good Scientific Practice.

Clinical experiential learning

139 Faculty of Health Sciences. University of Southampton. ASSESSMENT PLAN OF ANALYSIS AND INTERPRETATION OF ROUTINE AMBULATORY ELECTROCARDIOGRAPHY RECORDING

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

140 Faculty of Health Sciences. University of Southampton. PERFORMANCE CRITERIA OF ANALYSIS AND INTERPRETATION OF ROUTINE AMBULATORY ELECTROCARDIOGRAPHY RECORDING

PC Task Y/N Assessor’s comments

1 Operate a playback/analyser system.

Check automated evaluations for accuracy 2 and use to inform the final interpretation.

Recognise, analyse and interpret the ECG 3 features seen during playback.

Correlate patient symptoms with ECG 4 findings.

5 Review the entire recording.

Select ECG tracings sufficient to illustrate 6 and support the final evaluation.

Produce a factual report reviewing with 7 senior staff when appropriate.

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

141 Faculty of Health Sciences. University of Southampton. ANALYSIS AND INTERPRETATION OF ROUTINE AMBULATORY ELECTROCARDIOGRAPHY RECORDING ASSESSMENT QUESTIONS (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

142 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF ANALYSIS AND INTERPRETATION OF ROUTINE AMBULATORY ELECTROCARDIOGRAPHY RECORDING

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

WBA signature: ……………..……….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

143 Faculty of Health Sciences. University of Southampton.

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144 Faculty of Health Sciences. University of Southampton. PRACTICAL CARDIAC EXERCISE STRESS TESTING

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care, assisting in cardiac exercise stress testing. During this period of AIM work based training students will apply their learning from the academic modules undertaken throughout their two years of training. On completion of this placement the student will be able to assist with more complex investigations. He/she will be expected to build his/her professional practice and practise SCOPE safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

1. Understand his/her own level of competence, authority and knowledge base. 2. Explain his/her role and responsibilities. 3. Understand the principles of the anatomy and physiology of the cardiovascular system. 4. Assist (2nd person) in cardiac exercise stress testing. 5. Demonstrate intermediate life support in accordance with current Resuscitation Council (UK) guidelines. 6. Adhere to appropriate standards of professional practice as defined in Good Scientific Practice.

Clinical experiential learning

 Observe the use of cardiac ultrasound and discuss the role of this test in the diagnosis and management of patients.  Attend a heart failure or cardiac rehabilitation clinic where patients with cardiac disease are treated and discuss the role of nutrition or other non-pharmacological strategies in the management of cardiac disease.  Attend a multidisciplinary meeting and reflect on the way the multidisciplinary team contributes to the care of patients with disorders of the cardiovascular system.

All of these experiences should be recorded in your portfolio. Evidence must include ECG traces (one per stage; more if relevant to report) and report.

Note: Please attach an anonymised, countersigned copy of the report including the student’s initials and basic patient information (i.e. age, gender, outpatient, inpatient).

145 Faculty of Health Sciences. University of Southampton. ASSESSMENT PLAN OF CARDIAC EXERCISE STRESS TESTING

To be completed by the word-based assessor prior to the assessment. Student to agree and countersign.

Key points and instructions

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

146 Faculty of Health Sciences. University of Southampton. PERFORMANCE CRITERIA OF CARDIAC EXERCISE STRESS TESTING

PC Task Y/N Assessor’s comments

Control infection risks for diagnostic and 1 therapeutic invasive procedures in accordance with departmental protocols.

Minimise risks and hazards in compliance with 2 Health and Safety policies.

Check all resuscitation equipment in the room. Undertake intermediate life support in 3 accordance with current Resuscitation Council (UK) guidelines (if necessary).

Obtain a suitably completed request form, 4 greet patient, check patient ID.

Under supervision, review the clinical history 5 of the patient for suitability to perform the test.

Prepare the environment, set up and calibrate 6 equipment ready for use including battery check.

Treat patient in a way which respects their 7 dignity, rights, privacy and confidentiality.

Explain the procedure to the patient giving detailed instructions and checking the 8 patient’s understanding, and gain informed consent.

Confirm that the patient has adhered to any 9 pre-test instructions.

Ensure that the patient is suitably dressed and 10 wearing appropriate footwear.

Prepare electrode sites and apply electrodes 11 to the patient to obtain accurate and artefact- free recordings.

147 Faculty of Health Sciences. University of Southampton.

Record the patient’s resting ECG and BP and 12 compare these with the last set of patient recordings.

demonstrate walking technique to ensure that 13 he/she understands how to perform the procedure safely.

Encourage the patient to reach a level of 14 activity which would achieve his/her optimal result.

Monitor and record the ECG and BP 15 throughout the test.

Record any adverse or unexplained changes 16 and take appropriate action.

Identify when to end the test, in accordance 17 with current guidelines.

Provide a recovery period in line with local 18 and national guidelines, and support the patient throughout.

Produce ECG tracings of sufficient accuracy to 19 assist in producing a factual report.

Undertake routine maintenance and 20 calibration procedures.

Clean equipment in accordance with 21 departmental procedures.

Keep accurate records in accordance with 22 current guidelines and the legal framework for data security.

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

148 Faculty of Health Sciences. University of Southampton. CARDIAC EXERCISE STRESS TESTING ASSESSMENT QUESTIONS (Related to performance criteria)

Questions Answers

WBA signature: …………………………………………………. Student signature: ……………………………………………..

Date of assessment: …………………………………………..

149 Faculty of Health Sciences. University of Southampton. ASSESSMENT FEEDBACK ON STUDENT’S PERFORMANCE OF CARDIAC EXERCISE STRESS TESTING

Provide a description of the clinical scenario and feedback (to be completed by the WBA).

WBA signature: ……………..……….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

150 Faculty of Health Sciences. University of Southampton.

CASE BASED DISCUSSION (CBD) Placement 2

151 Faculty of Health Sciences. University of Southampton. CASE BASED DISCUSSIONS (CBD)

Description

CBD are designed to provide structured teaching and feedback in a particular area of clinical or technical practice by evaluating decision making, interpretation and application of evidence. CBD enable the discussion of the context, professional, ethical and governance framework of practice, and in all instances, they allow students to discuss why the acted as they did.

CBD are structured assessments used to evaluate the student’s clinical cognitive ability. The assessor, in consultation with the student, will select a particular case on which to base the CBD. The results of the procedure, along with accompanying data, will be interpreted in context, clinically. Accompanying data can include:

 Demographics  Social circumstances  Previous medical history  Pharmacological history  Current signs and symptoms

The outcome of the CBD is the development of the student’s clinical reasoning based on a technical procedure performed in the context of a clinical episode. In order to achieve a pass, all the performance criteria must be addressed and minimum requirements met in one spoken interaction (discussion). Should the student fail to achieve a pass, this assessment must be repeated in the recoup period. The assessment of CBD should be appropriate to the students’ level of study.

A CBD should take approximately 20-30 minutes. The CBD should be conducted away from patients and staff, ideally in a quiet room away from interruptions.

Formative CBD assessment should be undertaken at mid-point of placement; CBD summative assessment should be carried out towards the end of placement.

Assessment of CBD at level 5

Level 5 CBD will take place around a 12-lead ECG showing at least two comorbidities, which the student has previously recorded.

The student is required to demonstrate understanding and perform a differential diagnosis, justifying the morphology of the ECG in the context of the clinical presentation.

152 Faculty of Health Sciences. University of Southampton. CASE BASED DISCUSSION (formative) 12-lead resting electrocardiography interpretation

The aim of this assessment is to ensure that the student develops his/her skills with respect to patient-centred care, accurately interpreting the 12-lead resting electrocardiogram AIM (ECG). During this period of work based training students will apply their learning from the academic modules undertaken throughout their two years of training. On completion of this placement the student will be able to interpret the 12-lead resting ECG on a range of patients and common abnormalities. He/she will be expected to build SCOPE his/her professional practice and practise safely in the work place. Students will be expected to use critical reflection to review and improve their performance in the work place and develop skills to promote continuous personal development.

Learning outcomes

On successful completion of this module the student will:

1. Understand his/her own level of competence, authority and knowledge base. 2. Explain his/her role and responsibilities. 3. Understand the principles of the anatomy and physiology of the cardiovascular system. 4. Interpret the 12-lead resting ECG. 5. Adhere to appropriate standards of professional practice as defined in Good Scientific Practice.

Clinical experiential learning

153 Faculty of Health Sciences. University of Southampton.

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154 Faculty of Health Sciences. University of Southampton. CBD ASSESSMENT FORM Formative

No Performance criteria Comments

Shows knowledge and understanding of 1 clinical and/or scientific principles relevant to scenario.

Recognises and discusses relevant health and 2 safety issues.

Recognises and discusses the procedures 3 used to obtain the results.

Recognises and discusses the quality control 4 procedures to ensure the result is accurate.

Shows knowledge and understanding of 5 relevant “Best Practice” guidelines and other policies relevant to the scenario.

Demonstrates an understanding of the 5 derivation of the ECG.

Demonstrates an understanding of the 7 relationship between the ECG and the cardiac cycle.

Identifies and measures all amplitudes and 8 intervals form the ECG.

Recognises normal findings and variations 9 related to the patient age, gender, activity and ethnic origin.

155 Faculty of Health Sciences. University of Southampton. Identifies life threatening/serious changes the ECG associated with:

Recognises and discusses the significance of 11 routine patient results with reference to the reason for referral.

Shows knowledge and understanding of, and 12 begins to use, appropriate resources to aid in the interpretation of results.

Recognises and is aware of the limits of 13 responsibility and when to seek advice.

WBA signature: …………………………………………………. Student signature: ………………………………………..

Date of assessment: …………………………………………..

156 Faculty of Health Sciences. University of Southampton. Feedback and documentation of learning needs

Agreed actions

WBA signature: ……………………….………….…………….. Student signature: ……….…………………………………

Date of assessment: ….………………………………………. Please circle: Pass / Fail

157 Faculty of Health Sciences. University of Southampton.

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158 Faculty of Health Sciences. University of Southampton. CBD ASSESSMENT FORM Summative