邢唷��;� A��@ !"#$%&'()*+,-./0123456789:;<�=>?��B��Root Entry�� !"#$%&'��)*+,-��/01234�� FMicrosoft Word-Dokument MSWordDocWord.Document.8�9瞦 [p�pDefault &Fdd1$��A$*$/B*OJQJCJPJ^JaJsH sH nH _HtH<��<�Default Paragraph Font>��>Footer CharOJQJCJPJ^JaJ&��&page number*��!*ListLabel 1^JF�BFHeading ゐ$OJ QJ CJPJ ^J aJ.BB. Text body �/ARList<��b<�Caption $CJ6aJ]"�r"Index$6 �6Footer &F �9r $b��bList Paragraph# &Fd^勑]�`��とOJQJCJaJ�"l��<�琈'() �V�")x,�5J9\<�夿琈*+,-./012345��_GoBack%�"%�"�"�"PG�Times New Roman5�Symbol3&�ArialG�€Times New Roman7�€Calibri3�€Arial3�€ArialG�€Times New Roman?�€Courier New3&�€ArialI�€Arial Unicode MSB��hV+槆V+槆�;"V儛V�;"VV' 0 0€�鄥燆鵒h珣+'迟0 X`�� 辇4Podiatry Clinical Practice 2 Marking Guidance tableMcArdle, CarlaNormalMcIntyre, Joseph2@€枠@@�0唿壸@�0唿壸�胀諟.摋+,D胀諟.摋+,\辇D P��欹M �0琈Caolan80 5l�"��'��*��4Pld��b��C2161 - Podiatry Clinical Practice 2 Marking Guidance The following table describe the student behaviours that may be observed in relation to each learning outcome. These descriptions are intended to assist the practice educators in evaluating the students performance. In order for the student to pass the end of placement they must achieve a minimum of the satisfactory standards highlighted in yellow. Excellent/ Exceptional performance. (PASS)Very good. Above average performance. (PASS)Sound/Good. Average student performance. (PASS)Satisfactory. Performance lower than average. (PASS)Unsatisfactory performance. (FAIL) Learning outcome 1: Demonstrate appropriate knowledge and understanding in gathering a comprehensive and relevant case history.Demonstrated effective communication in all situations. Able to recognise complex situations by integrating a patient s presenting symptoms and medical history. Required minimal guidance to address complex issues. With minimal prompting, can select from a range of communication styles in order to be effective. Proactive in seeking help when required. Demonstrated effective communication in routine situations. Able to recognise complex situations but required occasional guidance in integrating the patients presenting symptoms and medical history in order to address complex issues. With some prompting, can select from a range of communication styles in order to be effective. Able to seek help when required. With some prompting, demonstrated effective communication in routine situations. Able to recognise complex situations but required some guidance to address complex issues. With prompting, can select from a range of communication styles in order to be effective. May need some prompting to seek help.With prompting, demonstrated effective communication in routine situations. Able to recognise complex situations but required significant guidance to address complex issues. With prompting, can select from a range of communication styles in order to be effective. May need prompting to seek help. Demonstrated a limited ability to communicate appropriately in what are considered routine situations. Demonstrated a consistent lack of awareness of inappropriateness of communications despite clear and repeated feedback on this matter. Communications inadequate and ineffective.Learning outcome 2: Examine and evaluate relevant function in the lower limb, consider reliability, validity, and implications of assessment findings to practice.With very minimal guidance is able to select and perform the appropriate assessments for any presenting condition. With minimal prompting be able to analyse the findings from any assessment performed which help inform any diagnosis. Is able to analyse findings in the context of the validity and reliability of the assessments performed.With minimal guidance is able to select and perform the appropriate assessment for routine clinical conditions. With minimal prompting is able to analyse the findings from any assessments performed which help inform diagnosis Is able with minimal prompting to analyse findings in the context of the validity and reliability of the assessment performed. With some guidance, is able to select and perform the appropriate assessment for routine conditions. With some guidance is able to analyse the findings from any assessments performed which helps inform diagnosis. Additional support and guidance is required to analyse the findings in the context of the validity and reliability of the assessments performed. Under guidance, is able to select and perform the appropriate assessment for routine conditions. With guidance is able to analyse the findings from a range of routine assessment tools. Additional support and guidance is required to analyse the findings in the context of the validity and reliability of the assessments performed. Requires near continual support to select and perform the appropriate assessment for routine conditions. Needs guidance to analyse the findings from a range of routine assessment tools. Rarely analyses the findings in the context of validity and reliability of any test performed.Learning outcome 3: Based on the diagnosis formulated and in consultation with the patient develops short- and long-term management plans.With very minimal guidance is able to construct an appropriate, and effective short- and long-term management plan. The plan is feasible within the resources and is patient centred. Requires very minimal support and guidance to provide a rationale for the management plans developed. With minimal guidance is able to construct an appropriate, effective short- and long-term management plan for routine cases. The programme is feasible within the resources and shows an awareness of being patient centred. Requires minimal support and guidance to provide a rationale for the management plans developed. With some guidance is able to construct an appropriate, effective short- and long-term management plan for routine cases. The programme is feasible within the resources and shows some awareness of being patient centred. Requires some support and guidance to support rationale for the management plan developed. Under guidance is able to construct an appropriate, effective management programme in routine cases. The programme is feasible within the resources and shows some awareness of being patient centred. Requires support and guidance to support rationale for the management plan developed. Despite guidance, is consistently unable to construct an appropriate plan for routine cases. Despite guidance, does not consider the needs of the patient nor the resources available. Despite guidance, cannot provide a rationale for the management plan developed.Learning outcome 4: Demonstrate safe, appropriate and effective psychomotor skills to reduce and debride all soft tissue lesions, and nail pathologies with which patients may present. Required very minimal guidance or assistance to carry our safe and effective callus reduction, wound debridement and nail care. Required minimal guidance or assistance to carry out safe and effective callus reduction, wound debridement and nail care. Required moderate guidance or assistance to carry out safe and effective callus reduction, wound debridement and nail care. Required constant guidance and assistance to carry our safe and effective callus reduction, wound debridement and nail care. Despite constant guidance and assistance is unable to carry out safe and effective callus reduction wound debridement and nail care. Learning outcome 5: Professionalism and infection Control - Conduct risk assessment appropriate to clinical practice, relating this to relevant Infection Control Policy and Health and Safety Policy. Required no prompting throughout the placement to adhere to key Health Board/ Organisational policies and regulations. There was a consistent demonstration of awareness and ability to adhere to all professional and regulatory body standards throughout the placement. Demonstrated knowledge throughout the placement of the rationale behind the policies and regulations and took opportunities to discuss these in relation to the workplace, environment or patient care.Required no prompting at the start of placement to adhere to key Health Board/ Organisational policies and regulations. By the placement end there was a consistent demonstration of awareness and ability to adhere to all professional and regulatory body standards Was aware throughout the placement of the rationale behind the policies and regulations and took opportunities to discuss these in relation to the workplace, environment or patient care.Required minimal prompting at the start of placement to adhere to key Health Board/ Organisational policies and regulations. By the placement end there was a consistent demonstration of awareness and ability to adhere to all professional and regulatory body standards.Required some prompting at the start of placement to adhere to key Health Board/ Organisational policies and regulations. Minimal prompting required by around the mid-point of the placement and by the placement end there was a consistent demonstration of awareness and ability to adhere to all professional and regulatory body standards.Did not consistently demonstrate ability to adhere to key Health Board/ Organisational policies and regulations. Did not demonstrate awareness from around the mid-point in the placement, issues relating to moving and handling, confidentiality, infection control, record keeping, professional conduct and appearance. A fail will occur where despite clear and repeated prompting, a student does not adhere to professional and regulatory body standards relating to these aspects. 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