Guidelines for Mentors and
The Ongoing Achievement
What is the Ongoing Achievement Record (OAR)?
• The Ongoing Achievement Record (OAR) is a record of the student’s learning experience that provides evidence to
support achievement of NMC outcomes and competencies and where further support and supervision is required (NMC 2006).
• An OAR is the final interview in each Record of Practice Assessment (RoPA) document (see Appendix A).
• The student’s OAR, including comments from mentors of
strengths and areas for improvement, will be passed from one placement to the next for discussion with their named mentor.
• The purpose of the OAR is to assist the named mentor at the beginning of the placement to judge the students’ progress.
• The OAR will form part of the portfolio of evidence for the sign-off mentor to be able to confirm the student’s proficiency in practice at the end of the programme.
•The OAR can identify a student who is not achieving in practice. Support from the Link Lecturer or the Practice Education Facilitator can be obtained and they may be
involved in guiding the student’s learning and in the Ongoing Achievement Record interview.
Student Responsibilities: The student -
• Must attend a practice placement with the appropriate RoPA document.
• Must attend with all completed OARs from previous placements in their portfolio wallet.
• Should agree with the mentor at the intermediate interview the proposed date when the OAR interview will be conducted. The date should be stated in the RoPA document.
• Should enter their name, name of the placement area, dates when placement started/finished, the Trust/Organisation
name and the name of their mentor before the OAR interview is conducted..
• Should consider before the OAR interview what they have learnt in the placement, what personal and professional
strengths they have demonstrated, what clinical development needs they believe have been highlighted during their
placement and any areas of practice that they are concerned about. These will be discussed at the OAR interview.
• Must complete the ‘Student’s comments’ section on the second page of the OAR.
• Must also tick in the appropriate section if any additional
needs have been identified and appropriately supported if this is applicable, or tick as not applicable.
• Should indicate with a tick if the on-line Placement Evaluation Questionnaire has been completed or not completed.
• Must tick the ‘Consent given to sharing of confidential data in assessing ‘fitness to nurse’ if any additional needs have been identified and appropriately supported if this is applicable, or tick as not applicable.
• Is required to sign and dated the OAR on completion of the interview with the mentor.
• Should make a copy of the completed OAR before
submission of the RoPA document to the Undergraduate office.
• Must place the copy of the completed OAR in their OAR portfolio wallet, which forms part of their Personal
Mentor Responsibilities: The Mentor -
• Will require dedicated/uninterrupted time to complete the
OAR interview and document with the student
• Is required to handwrite, using black ink, the first page of the
OAR at the interview.
• Must write their comments in each section of the OAR. What the student has learnt/achieved in the placement, strengths demonstrated and areas that require development or
improvement must be completed.
• Will provide constructive feedback to assist the student in future placements and facilitate their continuous professional development.
• Must not write in any section of the OAR ‘not applicable’.
• Should place a tick to indicate if the summative/formative learning outcomes have been achieved or not achieved.
OAR Completion Guidelines:
The following provides some suggestions of the type of comments that will assist the student and sign off mentor. Comment may be expressed in an objective manner or expressed as an opinion or perception where objective evidence is not available.
What the student has learnt/achieved within the placement.
• Consider the RoPA learning outcomes whilst preparing your comments. The themes may remind you of practice based examples when the student has learnt or achieved new skills or gained further knowledge during the placement.
• The practice speciality/discipline may provide experience that is specific to the area. Consider what the student has been taught or situations they have met for the first time in the placement that have enabled them to demonstrated greater knowledge and develop their practice skills.
Examples: The following are exemplars and are not intended to
be definitive statements.
• The student has learnt verbal and non-verbal communication
skills during this placement i.e. listening to service users,
using sign language, communicating with the multidisciplinary team. (If you are able to give a specific example that will
strengthen the statement).
• (Name of student) has learnt the importance of maintaining
professional standards, i.e. good time management skills, professional behaviour, commitment throughout the placement.
• The student has learnt appropriate documentation skills in
relation to care planning, report writing, charting clinical findings, care records, referral documentation.
Areas of strength
• You may consider that the student has an outstanding strength that you wish to comment on, or you may identify several.
• Consider knowledge and/or practice skills where the student has shown a particular strength.
• Inter-personal skills i.e. communication with colleagues, service users, etc.
• Consider the student’s progress through the placement.
• The strength may be an area of practice newly developed or an area where the student has demonstrated achievement at a higher level i.e. consideration of service user’s fear, hurt, upset, exclusion or inclusion.
• Having discussed at the intermediate interview learning
areas to be addressed the student has fully engaged to achieve their learning goals. (Provide an example to
demonstrate the goal has been achieved).
• (Name of student) is keen to learn and has an enquiring
mind. She has fully embraced the learning opportunities that are available in this placement. (Learning
opportunities that are universal or unique to the
placement could be mentioned i.e. student has taken opportunities to work with occupational therapist, psychologist, dietician).
• The student has been active in identifying their personal
learning needs i.e. organising a placement visit, observing/practicing clinical skills, etc.
• The student demonstrates an appropriate ability to use
their own initiative within the context of client care. (Name of student) has been able to work with indirect supervision. (Activities undertaken with indirect
supervision could be included i.e. preparation of room, records, bed area, admission of patient).
Areas to develop/Improve (areas of concern if applicable):
• Professional development is continuous therefore constructive comments are helpful to the student.
• Consider any learning outcome that has not been achieved and reasons why that may have occurred.
• Development may be related to stage of programme reached or lack of exposure to practice experience.
• The practice opportunity may not have arisen during the placement.
• These comments will be essential for the student’s future mentor.
• (Name of student) needs to develop assertiveness skills
when necessary. I recommend that Ann closely
observes communication between the multi-disciplinary team members in her next placement.
• Advocacy skills develop with experience and I think that
the student shows the foundation skills on which to build their expertise.
• The student must further develop the ability to recognise
their own limitations and professional boundaries. I
recommend they reflect on their experience with existing service users.
• (Name of student) has found taking blood pressures
difficult on this placement and requires further development of both the theoretical and practical aspects of blood pressure.
• Although the appropriate action plans and support have
been provided in relation to learning outcomes 10 and 12 the student has found it extremely difficult to attain the appropriate level required. Additional practice experience is required.
Student comments should relate directly to the specific clinical experience and the opportunities available in the placement.
Consider the type of service provided in the placement and specific client group who access the service, what was learnt, what was done well and what areas require further experience.
• Exposure to clinical situations not seen or participated in before.
• Constructive comments received from the mentor or other practitioners relating to your knowledge and skills.
• Skills learned in one area of practice that will be useful in another.
• Medical conditions that you met for the first time, or have increased your knowledge about, during the placement. • Opportunities taken during the placement to work
• Clinical skills that you have developed during the placement. • Aspects of practice that you found difficult and the reason for
• Experience gained in relation to future employability paradigm
• During my placement in elderly care I cared for
service-users with dementia. By viewing the Alzheimers’ Society website I have learnt the main causes of dementia, signs and symptoms, how the condition progresses and the prognosis.
• My mentor on the Children’s Ward identified that I have a
tendency to talk to parents while ignoring the young patients. I have re-read the UNICEF Little Book of
Children’s Rights & Responsibilities to remind myself that children have the right to have their opinion taken into account. I aim to change my behaviour.
• Learning different ways that people with learning
disabilities communicate will help me to convey information to adult patients more effectively using speech, written text, illustrations and visual cues.
• The Mental Health Mother and Baby Unit has provided an
opportunity for me to learn about the care of women with postnatal-depression and puerperal psychosis. I want to continue to develop my knowledge on these conditions during future placements.
• The opportunity to spend a day with an incontinence
advisor has increased my knowledge of why incontinence occurs, what treatments are available and how to talk to patients affected, while maintaining their privacy and dignity.
• I have practiced administering intramuscular injection
during my placement with the practice nurse. This has increased my confidence and reinforced techniques learnt in the skills lab. It would be helpful if I could continue to undertake further injections on my next placement.
• A patient on the medical ward had a cardiac arrest during
my shift. After the event I found it difficult to speak to
distressed patients who had witnessed the emergency care provided. I recognise that I need more experience in
dealing with end of life care and bereavement counselling.
The content of the OAR is important therefore if you seek further advice on the completion the link lecturer and/or practice education facilitator will be happy to assist you.
ONGOING ACHIEVEMENT RECORD
DEMONSTRATION OF COMPETENCY IN PRACTICE/PROFICIENCY
Student’s Name (Please Print): ... Cohort... ... Name of Placement : ... Date:... Trust/Organisation: ...
Name of Mentor (Please Print): ...
Ongoing Achievement Record should be completed during the final days of the practice experience. The student and mentor meet together at the end of a placement to document strengths, development needs and any areas of concern.
What the student has learnt/achieved in the placement?
Areas of strength:
All Summative Learning Outcomes
(Mentor please tick)
All Formative Learning Outcomes
(Mentor please tick)
Any additional needs have been identified/appropriate supported (if applicable)?
(Student please tick)
Needs identified/supported Not applicable
On-Line Placement Evaluation Questionnaire completed?
(Student please tick)
Completed Not completed
Consent given to the sharing of confidential data in assessing ‘fitness to nurse’?
(Student please tick)
Needs identified/supported Not applicable
Should a student NOT consent to the sharing of confidential data, then this would be incompatible with ensuring fitness for practice and therefore the student would be unable to meet the programme requirements (in this context ‘nurse’ relates to student nurse) NMC Circular 33/2007.