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Teachins a Client-Patient
Emplover Competenci* (Skills Areas)
Clinical CorEpetency Area
Competency exemplar: Teaching a clienUpatient.
Demonstration of: The ability to effectively teach a client/patient.
lmplementationn evaluation and benchmarking of the pre-registration nursing competencies
assessment schedule (NCAS) for use across Australian rrniversirie. ,..._..-.,""*,^.. )i
Pertormance Criteria
(RN - Please place your initials in the appropriate column)
The coding below
indicates the ANMC
National
Competency
Standards for the
Registered Nurse
(ANMC 2006)
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1. ldentifies specific indications for teaching the
clienUpatient (i.e. what initial information is available, if
any? Examples may be relaxation techniques, self
administration, etc).
1.1,1.2,2.5,
4.2, 5.1,9.5
AP
Verifies the validity of any written information concerning
this cl ient/patient; (e. g. com munication andlor learn i ng
and/or skill specific in terms of abilities):
1.1, 1.2, 1.3,
2.2,2.5,3.2,
9.5, 10.2
4,.,
3. Reviews the patient documentation/history/information/
medication charilcomm unication(s) from mem bers of
the multidisciplinary team and others (including
familylfriends/carers etc).
1.1, 1.2, 1.3,
2.5,8.2,9.5
frNl
1. Considers a range of factors that affecUinfluence
learning and develop strategies to minimise/optimise
these factors;
1.2,2.3,7.1 ,
7.2,7.4,9.5 w
5. Effectively plans the activities to work through with the
cllenUpatient (and carer) to optimise their learning;
2.3
5.3
8.1
3.1, 3.3,5.2,
6.3,7,1,7.3,
9.5
&N,
3. Gathers the necessary equipment for the teaching
activity (if appropriate):
1.1,1.2,2.1,
3.2,5.1 ld{
7. Locates & greets the clienUpatient & "fakes rh'Tassesses
a range of cues (visual, auditory and olfactory) at the
point of contact;
1.2,2.3,2.5,
5.2, 5.3,7.2,
7.3,7.4.9.1
AN
3. Ensures that the setting/environment is conducive to the
activity in order to minimise distractions and maximise
concentration;
1.2,7.1,7.3
kFJ
l. Makes the clienUpatlent'feel at ease', and identifies the
clienUpatient's ability to engage
visually/verbally/cognitively and physicalty (i.e. their
motor response) whilst explaininq the activitv:
2.1, 2.3, 5.1,
5.2, 9.1.9.2
4nl
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CD
E ..
oEq6
e8
50,
O=
E),
.F
G
o
l0.Carries out a comprehensive and systematic
assessment withiof the clienUpatient concerning their
understanding of the intended teaching event;-
i. Notes impressions of their understanding;
ii. Gathers a range of evidence from patient and
'family';
iii. Utilises appropriate strategies and
iv. Appropriate teaching tools;
v. Acts appropriately & supportively should this be
evident during the activity;
vi. Other: Please specifv:
1.1, 1.2,
2.1,2.2,
2.3,2.4,
2.5,3.1,
5.1,5.2,
5.3, 6.1,
8.1,9.2,
9.1, 9.3, 9.5
May not be
,,ecessaly
t-
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il.
i^l
llt.
A^J
IV.
kNl
A',.J
vt.
&^l
11. Clear evidence of a developing rapport and a therapeutic
relationship in the teaching interaction with the
clienUpatient:
1.2, 2.3,9.1,
9.2, 9.3, 9.4
A^J
12.Uses a range of questioning styles and demonstratei
appropriate listeni n g skills duri n g exploration/
explanation of the activitv;
2.1,2.3,2.4,
9.1,9.2 ArJ
Performance Criteria
(RN - Please place your initials ir the appropriate column)
coding below
indicates the ANMC
National
Competency
Standards for the
Registered Nurse
(ANMC 2006)
l3.Demonstrates the skill at an appropriate pace, exhibits a
professional demeanor which illustrates a sense of
1.2,2.1,2.2,
2.3,2.4,9.1, 9.2
l4.Explores & verifies, through the use of an appropriate
educative framework, that the clienVpatient is
understanding what is happening,
i. Knowledge;
ii. Skilland
2.3,2.4,
4.2,9.1,9.2
lS.Acknowledges and values data from observing the
teaching event;
2.2,2.3,2.4,
2.6, 4.1,4.2
l6.Demonstrates the ability to give helpful and constructive
feedback about all aspects of the teaching activity/skill;
1.3, 2.3,7 .1,7.7
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=ooE
ED
.F
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lT.Documents the outcome of the teaching event in the
nursing plan of care in agreement with the clienUpatient
1.2, 2.1, 2.3,
2.5,6.1,6.2,
6.3, 8.1, 8.2, 9.5
l8.Maintains a therapeutic relationship with the
clienUpatient whilst encouraging and supporti ng practice
l9.Maintains dignity at al[times, provides privacy and
comfort measures - displays problem solving abilities
particularly related to;
i. the maintenance of appropriate personal space;
ii. the management of boundary issues and
iii. any other; Specifically: Shr'^rr^< Reseert
1.2,2.3,
9,1, 9.2,
9.3, 9.5
May not be
,tecessary
20.If necessary uses the 'rights' to assist in the safe
administration of any medication (i.e. self administration)
to the clienUpatient durinq the
1.1, 1.2, 1.3,2.1
2.5,3.2,4.2,5.1
21. lmplements appropriate beginning discharge planning &
to clienUpatient and
o
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oq.
o
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+r >r
E.>
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9(!
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22.Concludes the teaching activity with the clienUpatient by
consideratelv concl udi nq the therapeutic relationshi o:
1.2, 9.1,9.3, 9.5
rtF.t
23. Facilitates clienVpatient repositioning to maintain privacy
dignity, ensures comfort as far as possible at that point;
1.2,2.3,2.5,7.1
t^l
24.Cleans/tidies area; explains the disposal of any waste
appropriately and as soon as is practicable, removes
qloves & other PPE (as necessarv):
1.1, 1.2, 1.3,
9.5, 10.1
/.^l
25. Explores with the clienUpatient if appropriate how to
replace, clean and/or dispose of equipment:
1.1,1.2,9.5,
10.1 ftr,
06tr
coOE'E(!(E(J
-trC
o=
EE
=trt=
td
Reporting and Recording of relevant information:
i. Outcome of the clienUpatients attempt to undertake
the skill;
ii. Share the observations about their clienUpatients';
a. knowledge;
b. skill and
c. attitude/behaviour
iii, other if appropriate (e.9. particular assessment
chart)
Specify i.e. plan
1.1,1.2,
1.3,2.6,
9.2.1A.2
May not be
necessary
I.
A-$J
I.a
enJ
ii.b
e^J
ii.c
&N,
ilt.
lmplementation, eval uation and benchmarking of th e pre-reg istration
assessment schedule (NCAS) for use across Australian universities.
nursing competencies
21
Pertormance Cribrta
(RN - Please place your initials in the appropriate column)
The coding below
indicates the ANMC
National
Competency
Standards for the
Registered Nurse
(ANMC 2006)
o
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27. Demonstrates ability to reflect on the activity and to
link theory to practice
i. Relates to teaching strategies used & decisions
made,
ii. Evidence utilised and
iii. tmplications for assessing & planning of
clienUpatient education in the future.
1.2,2.1 ,
2.3, 3.1 ,
3.2,4.1,
4.2,5.?,
5.3,7.1,
8.1
i
AaJ
ii
Ar.I
iii
&n
Bondy, K, M, 1983, 'Criterion-referenced definitions for rating scales in clinical evaluation', Journal of
Nursing Education, vol 22(9), pp. 376-381
Rorden, J, W, 1987 Nurses as Health Teachers: A Practical Guide, Saunders, San Jose, California, USA
Tollefson, J 2010 Clinical Motor Skilts: Assessment Taots for Student Nurses, ath Edition, Thomson,
Australia
lmplementation, evaluation and bench markin g of the pre-reg istration
assessment schedule (NcAs) for use across Austratian universities.
lndependentl
(t)
Refers to being safe & knowledgeable; proficient & coordinatea anO appropriatety contiOent
and timety. Does not require supportinq cues
Supervised:
(s)
Refers to being safe & knowledgeable; efficient & coordinated; displays sonre confidence
and undertakes activities within a reasonably timely manner. Requires occasional
supporting cues.
Assisted: (A)
Refers to being safe and knowledgeable most of the time; skilful in parts howeverls
inefficient with some skill areas; takes longer than would be expected to complete the task.
Requires frequent verbal and some phvsical cues
Marginal: (M) Refers to being safe when closely supervised and supported; unskilled and inefficienl uses
e:xcgss energy and takes a prolonged time period. Continuous verbal and phvsicat cues.
Dependent:
tD)
Refers to concems about being unsafe and being unable to demonstrate behaviour or
articulate intention; lacking in confidence, coordination and efficiency. Continuous verbal
and physical cueslinterventions necessary.
COmpulsory Reflection by StUdent: lPlease refer to Levett-Jones and Burgeois tex rhe Clinica! ptacemenf ppg;
102 - model for reflection)
1 r^"lo.r ',rej"{ .l^cf pt 4 cx-u"daJ-er-f },,- g,yir^q -l.(g-{-t..iy ta a
cl,e "f ud{"-o -r-^
^L..;tt-QP fo," A.a.;.T ; r..Jace&
f
s
U
U.ea,< aloa.U-
1c-*- o-iou,ta & ,*+ ell*-rk ot al-ursit-a!. ,-^nn*-a-L & se<io,.0" tork
f ^,e+nt- {+-**"01," }t"x. , o^}.-A;a& olf fu***uq.,-
l<silrtt^q trx'il-t'tr9 *1,,,p <keyk .k" speal< eho-ct*- 1.t". expe,*tac
f, c^orrdrrdxd, }t"e se-rairrc ,--ltt^- ai^,t,e..t-r-q-0{a-r,y..a/tF 4 prcrrsr^q J.lr^^
1^, trvtPrWtn4 Arqr4 & &'& &*c^u,,^*-r^Jr:a*rtw- lr^ oywr-azt ,..o-{-e
Continue on a sheet if necessary
How would you rate your overall performance whilst undertaking this clinical activity? (ptease initial)
Unsatisfactory n Satisfaqtory f] Gooo l-l Exceuent 16I
nursing competencies
22
Student Name: (pteasepint) Rorn-io Sh'qtftaS isn, W ,rr"' ZVfog/rS
Clinical facititator (RN): lprease prinl k&e Nzara Sign: fAlz.ara Date: 2+lglrS
lmplementation, evaluation and benchmarking of the pre-registration nursing competencies
assessment schedule (NCAS) for use across Australian universities.

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Appendix 14

  • 1. Teachins a Client-Patient Emplover Competenci* (Skills Areas) Clinical CorEpetency Area Competency exemplar: Teaching a clienUpatient. Demonstration of: The ability to effectively teach a client/patient. lmplementationn evaluation and benchmarking of the pre-registration nursing competencies assessment schedule (NCAS) for use across Australian rrniversirie. ,..._..-.,""*,^.. )i Pertormance Criteria (RN - Please place your initials in the appropriate column) The coding below indicates the ANMC National Competency Standards for the Registered Nurse (ANMC 2006) o t o ootE, o iio .9 e o o. tt €o a o o = c, tr E'' fi, = cl g o !, c(u co o tr o (6 o. .g E o C" (, G o o o (! G CL o o- 1. ldentifies specific indications for teaching the clienUpatient (i.e. what initial information is available, if any? Examples may be relaxation techniques, self administration, etc). 1.1,1.2,2.5, 4.2, 5.1,9.5 AP Verifies the validity of any written information concerning this cl ient/patient; (e. g. com munication andlor learn i ng and/or skill specific in terms of abilities): 1.1, 1.2, 1.3, 2.2,2.5,3.2, 9.5, 10.2 4,., 3. Reviews the patient documentation/history/information/ medication charilcomm unication(s) from mem bers of the multidisciplinary team and others (including familylfriends/carers etc). 1.1, 1.2, 1.3, 2.5,8.2,9.5 frNl 1. Considers a range of factors that affecUinfluence learning and develop strategies to minimise/optimise these factors; 1.2,2.3,7.1 , 7.2,7.4,9.5 w 5. Effectively plans the activities to work through with the cllenUpatient (and carer) to optimise their learning; 2.3 5.3 8.1 3.1, 3.3,5.2, 6.3,7,1,7.3, 9.5 &N, 3. Gathers the necessary equipment for the teaching activity (if appropriate): 1.1,1.2,2.1, 3.2,5.1 ld{ 7. Locates & greets the clienUpatient & "fakes rh'Tassesses a range of cues (visual, auditory and olfactory) at the point of contact; 1.2,2.3,2.5, 5.2, 5.3,7.2, 7.3,7.4.9.1 AN 3. Ensures that the setting/environment is conducive to the activity in order to minimise distractions and maximise concentration; 1.2,7.1,7.3 kFJ l. Makes the clienUpatlent'feel at ease', and identifies the clienUpatient's ability to engage visually/verbally/cognitively and physicalty (i.e. their motor response) whilst explaininq the activitv: 2.1, 2.3, 5.1, 5.2, 9.1.9.2 4nl .E o CD E .. oEq6 e8 50, O= E), .F G o l0.Carries out a comprehensive and systematic assessment withiof the clienUpatient concerning their understanding of the intended teaching event;- i. Notes impressions of their understanding; ii. Gathers a range of evidence from patient and 'family'; iii. Utilises appropriate strategies and iv. Appropriate teaching tools; v. Acts appropriately & supportively should this be evident during the activity; vi. Other: Please specifv: 1.1, 1.2, 2.1,2.2, 2.3,2.4, 2.5,3.1, 5.1,5.2, 5.3, 6.1, 8.1,9.2, 9.1, 9.3, 9.5 May not be ,,ecessaly t- Anl il. i^l llt. A^J IV. kNl A',.J vt. &^l 11. Clear evidence of a developing rapport and a therapeutic relationship in the teaching interaction with the clienUpatient: 1.2, 2.3,9.1, 9.2, 9.3, 9.4 A^J 12.Uses a range of questioning styles and demonstratei appropriate listeni n g skills duri n g exploration/ explanation of the activitv; 2.1,2.3,2.4, 9.1,9.2 ArJ
  • 2. Performance Criteria (RN - Please place your initials ir the appropriate column) coding below indicates the ANMC National Competency Standards for the Registered Nurse (ANMC 2006) l3.Demonstrates the skill at an appropriate pace, exhibits a professional demeanor which illustrates a sense of 1.2,2.1,2.2, 2.3,2.4,9.1, 9.2 l4.Explores & verifies, through the use of an appropriate educative framework, that the clienVpatient is understanding what is happening, i. Knowledge; ii. Skilland 2.3,2.4, 4.2,9.1,9.2 lS.Acknowledges and values data from observing the teaching event; 2.2,2.3,2.4, 2.6, 4.1,4.2 l6.Demonstrates the ability to give helpful and constructive feedback about all aspects of the teaching activity/skill; 1.3, 2.3,7 .1,7.7 G o E' E: s,E oI =ooE ED .F (E o lT.Documents the outcome of the teaching event in the nursing plan of care in agreement with the clienUpatient 1.2, 2.1, 2.3, 2.5,6.1,6.2, 6.3, 8.1, 8.2, 9.5 l8.Maintains a therapeutic relationship with the clienUpatient whilst encouraging and supporti ng practice l9.Maintains dignity at al[times, provides privacy and comfort measures - displays problem solving abilities particularly related to; i. the maintenance of appropriate personal space; ii. the management of boundary issues and iii. any other; Specifically: Shr'^rr^< Reseert 1.2,2.3, 9,1, 9.2, 9.3, 9.5 May not be ,tecessary 20.If necessary uses the 'rights' to assist in the safe administration of any medication (i.e. self administration) to the clienUpatient durinq the 1.1, 1.2, 1.3,2.1 2.5,3.2,4.2,5.1 21. lmplements appropriate beginning discharge planning & to clienUpatient and o o It oq. o 6 o +r >r E.> oo 9(! o 22.Concludes the teaching activity with the clienUpatient by consideratelv concl udi nq the therapeutic relationshi o: 1.2, 9.1,9.3, 9.5 rtF.t 23. Facilitates clienVpatient repositioning to maintain privacy dignity, ensures comfort as far as possible at that point; 1.2,2.3,2.5,7.1 t^l 24.Cleans/tidies area; explains the disposal of any waste appropriately and as soon as is practicable, removes qloves & other PPE (as necessarv): 1.1, 1.2, 1.3, 9.5, 10.1 /.^l 25. Explores with the clienUpatient if appropriate how to replace, clean and/or dispose of equipment: 1.1,1.2,9.5, 10.1 ftr, 06tr coOE'E(!(E(J -trC o= EE =trt= td Reporting and Recording of relevant information: i. Outcome of the clienUpatients attempt to undertake the skill; ii. Share the observations about their clienUpatients'; a. knowledge; b. skill and c. attitude/behaviour iii, other if appropriate (e.9. particular assessment chart) Specify i.e. plan 1.1,1.2, 1.3,2.6, 9.2.1A.2 May not be necessary I. A-$J I.a enJ ii.b e^J ii.c &N, ilt. lmplementation, eval uation and benchmarking of th e pre-reg istration assessment schedule (NCAS) for use across Australian universities. nursing competencies 21
  • 3. Pertormance Cribrta (RN - Please place your initials in the appropriate column) The coding below indicates the ANMC National Competency Standards for the Registered Nurse (ANMC 2006) o tl o CL o It o o .12 o CL o !l o o o o = !! c art a! = o o ? o IL o o 6b o= (Eli oo =lL!E' 0. uo 27. Demonstrates ability to reflect on the activity and to link theory to practice i. Relates to teaching strategies used & decisions made, ii. Evidence utilised and iii. tmplications for assessing & planning of clienUpatient education in the future. 1.2,2.1 , 2.3, 3.1 , 3.2,4.1, 4.2,5.?, 5.3,7.1, 8.1 i AaJ ii Ar.I iii &n Bondy, K, M, 1983, 'Criterion-referenced definitions for rating scales in clinical evaluation', Journal of Nursing Education, vol 22(9), pp. 376-381 Rorden, J, W, 1987 Nurses as Health Teachers: A Practical Guide, Saunders, San Jose, California, USA Tollefson, J 2010 Clinical Motor Skilts: Assessment Taots for Student Nurses, ath Edition, Thomson, Australia lmplementation, evaluation and bench markin g of the pre-reg istration assessment schedule (NcAs) for use across Austratian universities. lndependentl (t) Refers to being safe & knowledgeable; proficient & coordinatea anO appropriatety contiOent and timety. Does not require supportinq cues Supervised: (s) Refers to being safe & knowledgeable; efficient & coordinated; displays sonre confidence and undertakes activities within a reasonably timely manner. Requires occasional supporting cues. Assisted: (A) Refers to being safe and knowledgeable most of the time; skilful in parts howeverls inefficient with some skill areas; takes longer than would be expected to complete the task. Requires frequent verbal and some phvsical cues Marginal: (M) Refers to being safe when closely supervised and supported; unskilled and inefficienl uses e:xcgss energy and takes a prolonged time period. Continuous verbal and phvsicat cues. Dependent: tD) Refers to concems about being unsafe and being unable to demonstrate behaviour or articulate intention; lacking in confidence, coordination and efficiency. Continuous verbal and physical cueslinterventions necessary. COmpulsory Reflection by StUdent: lPlease refer to Levett-Jones and Burgeois tex rhe Clinica! ptacemenf ppg; 102 - model for reflection) 1 r^"lo.r ',rej"{ .l^cf pt 4 cx-u"daJ-er-f },,- g,yir^q -l.(g-{-t..iy ta a cl,e "f ud{"-o -r-^ ^L..;tt-QP fo," A.a.;.T ; r..Jace& f s U U.ea,< aloa.U- 1c-*- o-iou,ta & ,*+ ell*-rk ot al-ursit-a!. ,-^nn*-a-L & se<io,.0" tork f ^,e+nt- {+-**"01," }t"x. , o^}.-A;a& olf fu***uq.,- l<silrtt^q trx'il-t'tr9 *1,,,p <keyk .k" speal< eho-ct*- 1.t". expe,*tac f, c^orrdrrdxd, }t"e se-rairrc ,--ltt^- ai^,t,e..t-r-q-0{a-r,y..a/tF 4 prcrrsr^q J.lr^^ 1^, trvtPrWtn4 Arqr4 & &'& &*c^u,,^*-r^Jr:a*rtw- lr^ oywr-azt ,..o-{-e Continue on a sheet if necessary How would you rate your overall performance whilst undertaking this clinical activity? (ptease initial) Unsatisfactory n Satisfaqtory f] Gooo l-l Exceuent 16I nursing competencies 22
  • 4. Student Name: (pteasepint) Rorn-io Sh'qtftaS isn, W ,rr"' ZVfog/rS Clinical facititator (RN): lprease prinl k&e Nzara Sign: fAlz.ara Date: 2+lglrS lmplementation, evaluation and benchmarking of the pre-registration nursing competencies assessment schedule (NCAS) for use across Australian universities.