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Clinical CompetencyAssessment Tool (CCAT)An overview for Students on UCD SNMHSPost Graduate Diploma programmesDr Patricia FoxSeptember 2nd 2019

Outline DefinitionsAim of the CCATCriteria for AssessorsDomains of CompetencePreparation for (learning needs) and completionof CCAT Timelines for completion

Definitions Competence is understood as:– the attainment and application of knowledge,intellectual capacities, practice skills, integrity andprofessional and ethical values required for safe,accountable, compassionate and effective practiceas a registered nurse or registered midwife (NMBI, 2015) Domains of competence: represent a broadenabling framework to facilitate the assessment of nurse/midwife’s clinical practice (NMBI, 2015)Each domain consists of performance criteria andtheir relevant indicators

Aim of CCAT The aim of this assessment tool is to facilitate theassessment process and to enable the student todemonstrate her/his knowledge, skills andunderstanding of specialist theory and practice The student may also be required to completeprogramme specific clinical/theoretical outcomeswhich will need to be presented as evidence forthis assessment The assessment tool is used to record thestudent’s level of competence in the domainsidentified Functions as a formal assessment of the ClinicalPracticum Modules with a Pass/Fail outcome

Criteria for Assessors Assessments will be undertaken by clinical coordinators/clinical facilitators (CF)/CNMs/staff nurseswho show a willingness to accept the responsibilitiesof the role in collaboration with the programmedirector– Be registered nurses with professional qualificationsappropriate to the programme being examined and/orhave at least two years post registration experience inarea of clinical practice appropriate to the programmebeing examined– It is preferable that the same assessor undertakes all 3assessments with the student

Quality, Safety and LeadershipNeeds to be signed byAssessor & Student beforethe date of finalsubmission on completionof programme.

6 Domains of Competence, p. 111. Professional Values and Conduct of the NurseCompetences2. Nursing Practice and Clinical Decision MakingCompetences3. Knowledge and Cognitive Competences4. Communication and Inter-personalCompetences5. Management and Team Competences6. Leadership and Professional ScholarshipCompetencesNext few slides: Focus is on preparation of andcompletion of CCAT

Student Learning Needs,pages 13, 17, 21, 24, 28, 32 Prior to each meeting, Student must haveidentified learning needs appropriate to eachdomain (6) complete the relevant section for eachdomain for the upcoming meeting Review each domain, subdomain and indicatorsand consider how they apply with reference toyour current role and your patient populationsome examples are given in the following slides Discuss with Assessor – please be specificProgramme specific outcomes should beconsulted when consideringyour learning needs

Student Learning Needspages 13, 17, 21, 24, 28, 32Need to have completed prior to 1st meeting withassessor (October/November)Need to have completed prior to 2ndndmeetingNeed to have completed prior to 2 meetingwith assessor (January/February)with assessor (January/February)Need to have completed prior to 3rd rdmeeting withNeed to have completed prior to 3 meeting withassessor (April/May)assessor (April/May)

1.Professional Values & Conduct of the Nurse CompetencesSubdomains1. Practice safely, responsibly and accountably2. Demonstrate appropriate professional behaviour3. Practices within the limits of own competence4. Practise compassionatelyExamples of learning needs Need to update myself on the data protection policy,GDPR, Dignity and Respect policy new protocol forthe management of x procedure , Need to update myself on NMBI Standards andGuidance (e.g. Working with Older People), legislation.

2. Nursing Practice & Clinical Decision Making CompetencesSubdomains1. Assess nursing and health needs2. Plan and prioritise person-centred nursing care3. Demonstrates effective clinical decision-makingExamples of learning needs To further refine my assessment skills of patientsadmitted with x complication To become competent in identifying patients at highrisk of based on diagnosis, age, comorbidities To be able to effectively assess and manage patientswho have undergone x procedure/surgery

3. Knowledge & Cognitive CompetencesSubdomains1. Use critical thinking effectively to inform practice2. Practise from a competent knowledge baseExamples of learning needs I need to develop my critical thinking skills further in thecontext of caring for patients presenting with certainsymptoms i.e. consider other possibleconditions/complications needs to be evidencebased I need to reflect on and consider my own learningneeds in relation to undertaking x procedure

4. Communication & Interpersonal CompetencesSubdomains1. Demonstrates the ability to communicate effectivelyin writing2. Demonstrates the ability to communicate effectivelyverbally3. Demonstrates the ability to communicate effectivelywith the multi-disciplinary teamExamples of learning needsI need to improve communication with the MDT engagemore with consultants, observe senior staff memberdiscuss prognosis, breaking bad newsI need to develop strategies to overcome barriers tocommunication (sensory, psychosocial, language, literacy)

5. Management & Team CompetencesSubdomains1. Demonstrate an ability to plan, lead, organise & coordinate nursing care.2. Practise collaboratively3. Manage team, others and self safelyExamples of learning needsI need to become more familiar with supports for patientswithin/outside hospital On placement, I need to spendtime with the MSW, dietician, physiotherapist, psychooncologist in order to gain a better understanding ofhis/her role so that the referrals I make are appropriateI need to take charge of the unit agree dates with CNM

6. Leadership & Professional Scholarship CompetencesSubdomains1. Develop leadership potential2. Reflect on & appraise practiceExamples of learning needsI need to seek regular constructive feedback from myCNM/senior colleagues in order to enhance my skills inx area.I need to become more involved in clinical audits on myunit, for example, I will aim to contribute to the plannedaudit on xI need to focus my case presentation on x complicationas this is something we see quite often on the unit. I willshare the most recent evidence with my colleagues

Need to behere by the3rd (final)meeting

For successful completion of theprogramme Although some students may attain higher levelsof achievement, all students should be deemed atleast ‘competent’ in all indicators of all subdomains of all domains by the third assessment The level of achievement (N, AB, C, P, E) mustbe individually recorded for all indicators (i.e. notAB-C) or “ ” Must achieve the clinical learning outcomes(where required) and have them signed by theassessor

Correct

12Clinical Competence Assessment ToolLevel of Achievement AssessmentDomain ofCompetenceKnowledge reeUse critical thinkingeffectively to informpracticeUse relevant knowledge tounderpin critical thinkingDevelop analytical skills forPractise from aproblem-solving, criticalcompetent knowledge thinking, reasoning, evaluationand synthesis of information.baseDemonstrate a thoughtfulquestioning attitude to his/herpractice and that of othersDemonstrate ability to draw onpast experience & knowledge torecognise patterns & salient cuesto guide decision-making processDemonstrate an ability to seecurrent situation in a widercontextIdentify personal learning needsand the steps needed to meetthem.Assessment1Assessment 2NABThis will be handed backand will need to beresubmitted!Date:Assessment 3Date:SignedClinical Assessor:SignedClinical Assessor:SignedClinical Assessor:SignedStudent :SignedStudent :SignedStudent :Verified that all documentation is complete following Assessment 3Programme Co-ordinator (UCD):CDate:Date:

Important Points Please ensure that the learning needs youidentify are specific and meaningful i.e. ratherthan stating I will adhere to the policies identifywhich policies/protocols in particular that youneed to update yourself on and adhere to All clinical documents should be completed usingpen rather than pencil. Students need to ensure to co-sign and that allcontent including signatures are legible and clear

Supportive Action Plan At any stage in the assessment process, asupportive action plan can be formulated usingthe pro-forma provided at the end of thedocument to assist the student to attain thedesired level of competence prior to the nextassessment An Action Plan will normally be formulated withinthree weeks, in the event of the student nothaving reached the required standard ofcompetence

Assessment of progress CCAT will be taken up by programme directornormally on the last day of class in Trimester 1 First Assessment should be completed andsigned offStudents who have not attained the required level ofCompetence by Formal Assessment Three will be submittedas a fail mark in the Clinical Practicum Module to the ExamBoard Need to repeat the assessment using new copy of CCAT anda Supportive Action Plan will be initiated under the direction ofUCD programme director

Important Points Student’s responsibility to approach Assessor todiscuss the arrangements for the 3 assessmentsNormally First Assessment around October/November SecondAssessment in JanuaryThird Assessment before the end of the programme –April/MaySo please discuss withprogramme director Plan meetings earlier rather than later in anticipationof unexpected issues that may arisePlease make a copy of this completed document for yourself prior tosubmission at the end of the programme to have for your portfolio

Contact Students and/or Assessors may contact therelevant programme director in UCD at any time ifclarification is required It is better to identify and addressproblems/issues early on in the process Any Questions? Enjoy your programme over the coming year Thank you

Resources HSELand Learning Programmes– http://www.hseland.ie/tohm/default.asp Nursing and Midwifery Board of Ireland (NMBI)– http://www.nursingboard.ie– Current publications– NMBI Ezine

Acknowledgements Thank you to all assessors for undertaking therole of assessing students on the UCD GraduateDiploma in Nursing Studies programmes The CCAT document was developed by UCDcolleagues in partnership with clinicians in MMUH,SVUH, OLH, CHI, Crumlin, The NationalRehabilitation Hospital, The Children’s UniversityHospital

Bibliography Benner, P. (1984) From novice to expert: excellence and power inclinical nursing practice. Addison-Wesley, California.Carpenter, M., Bauer ,T. and Erdogan, B. (2009) Principles ofManagement. Flat World Knowledge.Higgins, A., Begley, C., Timmons F., McGonagle, I., Nevin M. (2010)Nurse and Midwife Clinical Competency Determination andCompetency Development Planning Toolkit. Dublin: National Councilfor the Professional Development of Nursing and Midwifery.Health Service Executive Standards and recommended practices forhealthcare records management (2011) Available online ntsafety/resourcesintelligence/Quality and Patient Safety Documents/abbreviations.pdfNursing and Midwifery Board of Ireland (NMBI) (2015) Scope ofNursing and Midwifery Framework. Nursing and Midwifery Board ofIreland, Dublin.NMBI (2011) Introducing Competence Assessment. Available p2/framework.asp.Accessed 20 August 2011.