cardiff school of nursing and midwifery studies ysgol astudiaethau nyrsio a bydwreigiaeth caerdydd 1...

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Cardiff School of Nursing and Midwifery Studies

Ysgol Astudiaethau Nyrsio a Bydwreigiaeth Caerdydd

achieving the NMCachieving the NMCstage 2 standardsstage 2 standards

for mentorsfor mentors

Supporting Supporting Learning and Learning and Assessment Assessment in Practicein Practice

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InformationInformation• fire alarm and fire escapesfire alarm and fire escapes• toiletstoilets• coffee and teacoffee and tea• group workgroup work• respect and confidentialityrespect and confidentiality

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Underpinning Underpinning PrinciplesPrinciplesA.A. same part / sub part of the same part / sub part of the

registerregister

B.B. knowledge, skills and knowledge, skills and competencecompetence

C.C. professional qualificationsprofessional qualifications

D.D. preparation programmespreparation programmes

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Group DiscussionGroup Discussionthe best thing the best thing about having about having students is…students is…

the worst the worst thing about thing about

having having students is…students is…

the best thing the best thing about being a about being a student is…student is…

the worst the worst thing about thing about

being a being a student is…student is…

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2 days 2 days theorytheory

3 days3 days distance distance learninglearning

5 days5 days supervised supervised

practisepractise

mandatorymandatory

APELAPEL: : previous previous mentorship mentorship training & training & experienceexperience

APELAPEL: : evaluation evaluation of learningof learning

++

++

oror

oror

10 Day Programme10 Day Programme

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10 Credit Module10 Credit Module(Bsc pathway)(Bsc pathway)

10 day programme10 day programme

reflective assignmentreflective assignment

++

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Day 1 ObjectivesDay 1 Objectives• understand the student understand the student

experienceexperience• describe the effective mentordescribe the effective mentor• structure a student placementstructure a student placement• complete clinical practice complete clinical practice

assessment documentsassessment documents

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Day 2 ObjectivesDay 2 Objectives• ‘‘sign off’ clinical competencesign off’ clinical competence• provide constructive provide constructive

feedbackfeedback• address the failing studentaddress the failing student• create an environment for create an environment for

learninglearning• teach a clinical skillteach a clinical skill

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Mentor PortfolioMentor Portfolio• useful informationuseful information• learning in practicelearning in practice• peer reviewpeer review• mentor assessmentmentor assessment• professional portfolioprofessional portfolio

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A Brief A Brief History of History of

Nurse Nurse Training & Training & EducationEducation

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‘‘Traditional’ Traditional’ TrainingTraining• apprenticeship modelapprenticeship model

• direct observation and direct observation and practice in clinical settingspractice in clinical settings

• competence assessed competence assessed through ward based through ward based examinations, written papers examinations, written papers and a national examand a national exam RCN 2007RCN 2007

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1970s1970s

• devolution of trainingdevolution of training

• assessment in each country assessment in each country overseen by their board of overseen by their board of nursingnursing

RCN 2007RCN 2007

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Project 2000 Project 2000 (1992)(1992)• transferred nurse training to HEIstransferred nurse training to HEIs• diploma leveldiploma level• critical research based professioncritical research based profession• students supernumerarystudents supernumerary• health rather than illness modelhealth rather than illness model• CFP and branch programmes CFP and branch programmes • primarily academic assessmentprimarily academic assessment

RCN 2007RCN 2007

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Fitness for PracticeFitness for Practice

(2002)(2002)• education in partnershipeducation in partnership• all-graduate preparationall-graduate preparation• clinical skills (rebuilt skills lab)clinical skills (rebuilt skills lab)• 50% theory / 50% practice…50% theory / 50% practice…• ……reflected in assessment reflected in assessment

scheduleschedule• practice education facilitators practice education facilitators • CFP reduced to 12 monthsCFP reduced to 12 months

UKCC 1999UKCC 1999

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The Future…The Future…Develop a competent and Develop a competent and

flexible workforceflexible workforce• reconciling demand and reconciling demand and

need with safety and qualityneed with safety and quality• enable nurses to lead and enable nurses to lead and

coordinate carecoordinate care

DoH 2006DoH 2006

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The Future…The Future…Update career pathways and Update career pathways and

career choicescareer choices• standardise advanced and standardise advanced and

specialist rolesspecialist roles• develop a fast track scheme for develop a fast track scheme for

nurse leadersnurse leaders• develop a careers framework develop a careers framework

with post graduate career with post graduate career pathwayspathways

• continuity of care within and continuity of care within and between clinical settingsbetween clinical settings

DoH 2006DoH 2006

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• growing trend of chronic and complex growing trend of chronic and complex illnessillness

• an aging populationan aging population• focus on prevention and health focus on prevention and health

promotionpromotion• managing disease in primary care managing disease in primary care

settingssettings• tackling determinants of health status tackling determinants of health status

such as poverty andsuch as poverty and social exclusionsocial exclusion• holistic practice that links health and holistic practice that links health and

social caresocial care

DoH 2006DoH 2006

NHS NHS ModernisationModernisation

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• increased public expectations increased public expectations and demandsand demands

• review the level and content review the level and content of pre- registration educationof pre- registration education

• engaging the public and engaging the public and greater public responsibilitygreater public responsibility

Modernising Nursing Modernising Nursing CareersCareers

DoH 2006DoH 2006

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Fitness for Fitness for PracticePractice

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Year 1 (CFP)Year 1 (CFP)Block 1Block 1

40 CATS40 CATSLevel 1Level 1

6 weeks 6 weeks theorytheory

7 weeks 7 weeks practicepractice

Total: 120 Total: 120 CATS at CATS at Level 1Level 1

‘‘certificate certificate in in

healthcare’ healthcare’ (unqualified)(unqualified)

Block 2Block 240 CATS40 CATSLevel 1Level 1



Block 3Block 340 CATS40 CATSLevel 1Level 1



42 weeks + 10 weeks holiday (3 42 weeks + 10 weeks holiday (3 terms)terms)

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Year 1 (CFP)Year 1 (CFP)

PlacemePlacementntAA

Developing Personal Developing Personal and Professional and Professional

Practice in a Nursing Practice in a Nursing ContextContext

branch branch specificspecific

PlacemePlacementntBB

Health, Individuals Health, Individuals and Societyand Society

primary primary carecare

PlacemePlacementntCC

The Principles of The Principles of Nursing PracticeNursing Practice

adult adult generalgeneral

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Health, Individuals and Health, Individuals and SocietySociety

MonMon TuesTues WedWed ThursThurs FriFri

Wk 1Wk 1 in practice (primary care)in practice (primary care)

Wk 2Wk 2 in practicein practice learning dis. learning dis. workshopsworkshops

Wk 3Wk 3 in practicein practice mental health mental health workshopsworkshops

Wk 4Wk 4 2 days a week in practice; 3 days for 2 days a week in practice; 3 days for facilitated visits; 6 days for facilitated visits; 6 days for

completion of maternity & children & completion of maternity & children & young peoples’ workbooksyoung peoples’ workbooks

Wk 5Wk 5

Wk 6Wk 6

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Monday Tuesday Wednesday

Thursday Friday

MORNING

LUNCH LUNCH LUNCH LUNCH LUNCH AFTERNOON

CARDIFF UNIVERSITYSchool of Nursing and Midwifery Studies

Health, Individuals & Society ModuleStudent Placement Planner

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Name of Student: Cohort: Name of Mentor:

…………………………………………………………………………….…… …………………………………………………………………………….…… …………………………………………………………………………….……

Date of Meeting: Time of Meeting: Total Hours Spent on Visit:

…………………………………………………………………………….…… …………………………………………………………………………….…… …………………………………………………………………………….……

Specific Learning Outcomes for the Visit (Minimum of 3): Supervisor signature………………………………………………………… Student Reflective Account of Learning Experience: Mentors signature……………………………………………………………

‘‘specific specific learning learning

outcomes for outcomes for the visit the visit

(minimum 3)’(minimum 3)’

‘‘student student reflective reflective account of account of learning learning

experience’experience’

practitioner

mentor

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Assessments CFPAssessments CFPModule 1Module 1 Module 2Module 2 Module 3Module 3

Communication Communication Applied toApplied toNursing - Nursing - Reflective Reflective

Assignment Assignment Week 14Week 14

&&Nursing Theory Nursing Theory

applied to applied to Practice Practice Week 28Week 28

3000 word 3000 word essayessay

‘‘Social Policy & Social Policy & Multi-Multi-

professional professional Approach’Approach’Week 30Week 30

4 ECDL Modules4 ECDL Modules

Hr Numeracy Hr Numeracy Exam Exam (70% (70%

pass)pass)

Hr Clinical Hr Clinical Science MCQScience MCQ

1.5 Hr unseen 1.5 Hr unseen exam on exam on Nursing Nursing PracticePracticeWeek 35Week 35

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Year 2 (Branch)Year 2 (Branch)Module 4Module 4




Total: 120 Total: 120 CATS at CATS at Level 2Level 2

‘‘diploma in diploma in healthcare’ healthcare’ (unqualified)(unqualified)

Module 5Module 540 CATS40 CATSLevel 2Level 2







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Year 2 (Branch)Year 2 (Branch)adultadult childchild

mental mental healthhealth

Module 4Module 4long long term term carecare

communitcommunityy acuteacute

Module 5Module 5 surgicalsurgicalin-in-

patient patient acuteacute

older older adultadult

Module 6Module 6 medicalmedicalambulatoambulato

ryry& special & special educationeducation

CAMHSCAMHS

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Assessments Year 2Assessments Year 2

44Retrospective Retrospective

care studycare study(4000 words)(4000 words)

Child health Child health surveillance,surveillance,

Health Health promotion promotion

(4000 words)(4000 words)

Critique of Critique of engagement engagement and needs and needs

assessment assessment (4000 words)(4000 words)

55Numeracy test & Numeracy test &

research research critique critique (3000 (3000

words)words)

Numeracy test &Numeracy test &Integrated careIntegrated care

Study Study (3000 (3000 words)words)

Numeracy test & Numeracy test & case studycase study


66Group healthGroup health

Promotion Promotion posterposter

Research Research critiquecritique

& Analysis& Analysis(4000 words)(4000 words)

Mental health Mental health nursing nursing research research critiquecritique


AdultAdult ChildChild Mental Mental HealthHealth

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Year 3 (Branch)Year 3 (Branch)Module 7Module 7


8 weeks theory8 weeks theory


Total: 120 Total: 120 CATS at Level CATS at Level

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Attains Attains Registration Registration

(Failure to (Failure to complete complete clinical clinical

assessment - assessment - BSc without BSc without registration)registration)


8 weeks theory8 weeks theory



2 weeks theory 2 weeks theory



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Year 3 (Branch)Year 3 (Branch)adultadult childchild

mental mental healthhealth

Module 7Module 7 primary primary carecare

in-in-patientpatient CMHTCMHT

Module 8Module 8 specialitspecialityy

specialitspecialityy

specialitspecialityy

Module 9Module 9 elective placementelective placement

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Assessments Year 3Assessments Year 3

771 Hour clinical 1 Hour clinical science applied science applied to nursing to nursing examexam

Reflection on a Reflection on a clinical skills clinical skills

scenarioscenario(2000 words)(2000 words)

Problem-BasedProblem-BasedLearning Learning

assessmentassessment(3000 words)(3000 words)

88 8000 word 8000 word DissertationDissertation

99

PresentationPresentationreflecting on a reflecting on a critical incident critical incident

&&accountabilityaccountability

PresentationPresentationreflecting onreflecting on

accountability accountability and and

managementmanagement

PresentationPresentationreflecting on reflecting on accountability accountability

and and managementmanagement

AdultAdult ChildChild Mental Mental HealthHealth

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Principles Principles of Effective of Effective

Mentor Mentor PracticePractice

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‘‘A nurse, midwife or specialist A nurse, midwife or specialist community public health community public health

nurse who facilitates learning nurse who facilitates learning and supervises and assesses and supervises and assesses

students in a practice setting’students in a practice setting’

NMC 2005NMC 2005

What is a Mentor?What is a Mentor?

facilitatesfacilitatessupervisessupervises assessesassesses

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Mentor Mentor ResponsibilitiesResponsibilities• organising practice learningorganising practice learning• supervision and feedbacksupervision and feedback• working with learning objectivesworking with learning objectives• assessing performanceassessing performance• providing evidence of achievementproviding evidence of achievement• liaison with othersliaison with others• sign off mentoringsign off mentoring

NMC 2008NMC 2008

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‘‘You must facilitate students You must facilitate students and others to develop their and others to develop their

competence’competence’

‘‘You must be willing to share You must be willing to share your skills and experience for your skills and experience for

the benefit of your the benefit of your colleagues’colleagues’ NMC Code 2008NMC Code 2008

Why Become a Why Become a Mentor?Mentor?

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Benefits of MentorshipBenefits of Mentorship

gains for the gains for the mentor:mentor:

job satisfactionjob satisfaction

increased increased recognitionrecognition

life long learninglife long learning

accredited learningaccredited learning

networking networking opportunityopportunity

increased increased recognitionrecognition

gains for the gains for the student:student:

self-confidenceself-confidence

improved improved motivationmotivation

achieving outcomesachieving outcomes

fuller use of fuller use of resourcesresources

personal personal developmentdevelopment

career developmentcareer development

gains for the gains for the organisation:organisation:

better better communicationcommunication

motivated staffmotivated staff

staff skills staff skills recognisedrecognised

attract hi calibre attract hi calibre staffstaff

staff developmentstaff development

body of mentorsbody of mentors

Neary Neary 20002000

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What Makes a Good What Makes a Good Mentor?Mentor?

committedcommittedtoto

mentoringmentoring

experiencedexperienced&&

enthusiasticenthusiastic

goodgoodlistener &listener &

trustworthytrustworthypatientpatient

&&friendlyfriendly

demonstratesdemonstratesinterest ininterest instudentsstudents

motivatedmotivatedto teachto teach

knowledgeableknowledgeable

supportingsupporting

approachableapproachable

goodgoodmentormentor

Quinn & Quinn & Hughes 2007Hughes 2007

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What Makes a Poor What Makes a Poor Mentor?Mentor?

intimidatingintimidating

lacking inlacking inknowledge andknowledge and

expertiseexpertise

lacking in timelacking in timeFor studentsFor students

poorpoorcommunicatorcommunicator

promisepromisebreakerbreaker

unapproachableunapproachable

poorpoormentormentor

Quinn & Quinn & Hughes 2007Hughes 2007

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Principles Principles of of

AssessmentAssessment

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AssessmentAssessment‘‘Mentors must ensure that Mentors must ensure that assessment of clinical skills assessment of clinical skills

does occur as required. does occur as required. Passing students who Passing students who

should have failed in the should have failed in the hope that they will improve hope that they will improve

puts patients at risk’puts patients at risk’Duffy Duffy

20042004

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Group QuestionsGroup Questions

what should what should we be we be

assessing?assessing?

what is the what is the purpose of purpose of

assessment?assessment?

what are the what are the features of features of

good good assessments?assessments?

what are the what are the methods of methods of

assessment?assessment?

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Holistic Assessment of Holistic Assessment of CompetenceCompetence

ethicsethics

attitudesattitudes

professionalprofessionalcodecode

technicaltechnicalskillsskills

problemproblemsolvingsolving && decisiondecision

makingmaking

reflectivereflectivepracticepractice

evidenceevidencebased practicebased practice

understandingunderstanding

knowledgeknowledge

holisticholisticassessmentassessment

Stuart Stuart 20072007

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Purpose of Purpose of AssessmentAssessment• to monitor the student’s to monitor the student’s

progressprogress• to motivate the studentto motivate the student• to measure the effectiveness of to measure the effectiveness of

teachingteaching• to assess competenceto assess competence• to ensure patient safetyto ensure patient safety

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ValidityValidity

• appropriate methods need to be appropriate methods need to be used depending on what is being used depending on what is being assessedassessed


ensures that a test ensures that a test measures what it was measures what it was designed to measuredesigned to measure

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ReliabilityReliabilityassessment should give similar assessment should give similar results when used on separate results when used on separate

occasions & with different occasions & with different assessorsassessors


• consistency of student consistency of student performanceperformance

• consistency of interpretationconsistency of interpretation• consistency between assessorsconsistency between assessors

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DiscriminatoryDiscriminatory

• language must be fair to all language must be fair to all studentsstudents

• assessments should be unbiasedassessments should be unbiased

assessment must be able to assessment must be able to discriminate between those discriminate between those who perform well and those who perform well and those

who do notwho do not

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Methods of AssessmentMethods of Assessment

• observationobservation• questioningquestioning• discussiondiscussion• reflectionreflection• testimony of testimony of

othersothers

• simulationsimulation• patient patient

documentatiodocumentationn

• self self assessmentassessment

• assignmentsassignments• examinationsexaminations

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Recording Recording AssessmentAssessments of Clinical s of Clinical

PracticePractice

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Self AssessmentSelf Assessment• what makes you a good what makes you a good

mentor?mentor?• how could you develop your how could you develop your

mentorship practice?mentorship practice?• what opportunities does the what opportunities does the

role offer you?role offer you?• what could be threatening what could be threatening

about being a mentor?about being a mentor?Action Action PlanPlan

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Student Mentor Clinical Learning Contract (To be completed by Mentor)

Student Name:

Intake:

Clinical Area:

Term/Semester:

Date: From: To:

Personal Tutor: Mentor:

Statement of Intent Mentor Signature: …………….…………………………….. Date: ………………………………. Student Signature:……………………………………………. Date: ……………………………….

Progress Statement Mentor Signature: …………………………………………. Date: …………………………………. Student Signature: …………………………………………. Date: ………………………………….

Statement of Progress/Achievement Mentor Signature: ……………………………………….. Date: ……………………………………. Student Signature: ………………………………………. Date: …………………………………….

Clinical Clinical Learning Learning ContractContractfirst weekfirst week

middle middle weeksweeks

final weekfinal week

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Sally is a second year student. She Sally is a second year student. She is keen to learn about risk is keen to learn about risk

assessment and drug assessment and drug administration. She is quiet and administration. She is quiet and

doesn’t generally ask many doesn’t generally ask many questions or approach other questions or approach other

healthcare professionals. However, healthcare professionals. However, she is generally interested and she is generally interested and

always offers to helpalways offers to help

52



Write down a learning Write down a learning objective:objective:

• based on Sally's SWOT based on Sally's SWOT • based on an opportunity based on an opportunity

offered within you clinical offered within you clinical areaarea

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• Professional Attitude Rating Professional Attitude Rating ScaleScale

• Practical Skills Sheet Practical Skills Sheet

• Reflective AccountsReflective Accounts

Portfolio Portfolio AssessmentsAssessments

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• Professional & Ethical PracticeProfessional & Ethical Practice

• Care DeliveryCare Delivery

• Care ManagementCare Management

• Personal & Professional Personal & Professional DevelopmentDevelopment

Practice AssessmentPractice Assessment

NMC 2002NMC 2002

55



BRANCH PROGRAMME CLINICAL PRACTICE OUTCOMES YEAR 2 Domain: Professional and Ethical Practice Standard Statement 5: Demonstrate professional judgement and ethical awareness in own practice in accordance with the NMC Code of Professional Conduct Learning Outcome A2: Demonstrate an understanding of the NMC Code of Professional Conduct by exhibiting an appropriate level of professional responsibility

Designated mentor to sign whichever of the following applies Designated mentor signature/date

Student signature/date

Designated mentor signature/date

Direct observation and questioning

Patient/Client documentation

Section 2 of Student Portfolio

Feedback from others Progress towards but not achieved

Practice Outcome achieved


Practice Outcome i) Contributes to decisions about care and seeks advice whenever necessary

Progression Statement(s) Signature Date

Practice Outcome ii) Accepts responsibility and tasks within limitations of proficiency


Practice Outcome iii) Actively enquires about care decisions to understand the underlying rationale

Progression Statement(s) Signature Date Shaded Boxes indicate essential criteria for achievement of outcome

Direct Obs & Q - Direct observation of the student in the clinical practice setting including questioning of the student’s knowledge, understanding, values, opinions and level of application of knowledge required to practice confidently under appropriate supervision for year of programme

Patient/Client Doc - Scrutiny of patient/client documentation relevant to the achievement of the practice outcome, which has been completed by the student Section 2 of Portfolio- Scrutiny of Self Assessment, Action Plans and Reflective accounts relevant to the achievement of the practice outcome which has been completed

by the student Feedback from others. Relevant written or oral feedback from other members of the multidisciplinary team

Clinical Practice Assessment Clinical Practice Assessment DocumentDocument

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‘‘Signing Off’ Practice OutcomesSigning Off’ Practice Outcomes

A.MentA.Mentoror

A.MentA.Mentoror

A.MentA.Mentoror

StudentStudent

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Recording Progress Towards Recording Progress Towards CompetenceCompetence

Gordon has reviewed care well when we have worked Gordon has reviewed care well when we have worked together, but needs more experience of working with the together, but needs more experience of working with the rest of the multi-disciplinary teamrest of the multi-disciplinary team

A.MentA.Mentoror

A.MentA.Mentoror 21/1/0821/1/08

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Assessing PracticeAssessing Practice• Who signs the overall clinical Who signs the overall clinical

record?record? P.19-21 P.19-21

• What is the difference between What is the difference between the level required of a first year the level required of a first year and that of a second year?and that of a second year? P.23 & P.23 & 4848

• What more would you expect What more would you expect from a second year student from a second year student taking a BP than you would from taking a BP than you would from a first year?a first year?

59



• A student successfully completes A student successfully completes several blood pressures under several blood pressures under your supervision. In order to your supervision. In order to complete the practice outcomes complete the practice outcomes on on p.49-50p.49-50 what else do they what else do they need to do?need to do?

• Look at Look at p.95-96p.95-96. What would you . What would you expect from a third year student expect from a third year student to sign them off as competent?to sign them off as competent?

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• What elements of a student’s What elements of a student’s portfolio would need to be portfolio would need to be completed to achieve the outcomes completed to achieve the outcomes on on p.115 p.115 ??

• Students must reflect on their visits Students must reflect on their visits for the health, individuals & society for the health, individuals & society module. Which outcomes could then module. Which outcomes could then be assessed as completed? be assessed as completed? P.45P.45

• A number of outcomes relate to risk A number of outcomes relate to risk assessments. Think of two types of assessments. Think of two types of risk assessments which may be risk assessments which may be undertaken in your clinical areaundertaken in your clinical area

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62






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achieving NMC achieving NMC stage 2 standards stage 2 standards

for mentorsfor mentors

Supporting Supporting Learning and Learning and Assessment Assessment in Practicein Practice

64



InformationInformation• fire alarm and fire escapesfire alarm and fire escapes• toiletstoilets• coffee and teacoffee and tea• group workgroup work• respect and confidentialityrespect and confidentiality

65






66






67



Using the Using the Clinical Clinical

Practice Practice Assessment Assessment

DocumentDocument

68



• Professional & Ethical PracticeProfessional & Ethical Practice

• Care DeliveryCare Delivery

• Care ManagementCare Management

• Personal & Professional Personal & Professional DevelopmentDevelopment

Practice AssessmentPractice Assessment

NMC 2002NMC 2002

69






















Clinical Practice Assessment Clinical Practice Assessment DocumentDocument

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‘‘Signing Off’ Practice OutcomesSigning Off’ Practice Outcomes

A.MentA.Mentoror

A.MentA.Mentoror

A.MentA.Mentoror

StudentStudent

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Recording Progress Towards Recording Progress Towards CompetenceCompetence

Gordon has reviewed care well when we have worked Gordon has reviewed care well when we have worked together, but needs more experience of working with the together, but needs more experience of working with the rest of the multi-disciplinary teamrest of the multi-disciplinary team

A.MentA.Mentoror

A.MentA.Mentoror 21/1/0821/1/08

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The Final The Final AssessmentAssessmentof Practiceof Practice

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Group QuestionsGroup Questions•manage caremanage care

•appropriate appropriate attitudesattitudes

•manage manage teamteam

•ethical ethical dilemmasdilemmas•drug drug

administratiadministrationon

•peer supportpeer support

•communicaticommunication on

•supervision supervision and teachingand teaching

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Sign-Off MentorsSign-Off Mentors a mentor who:a mentor who:•meets NMC registration meets NMC registration requirementsrequirements•has been supervised on 3 occasionshas been supervised on 3 occasions

has an in-depth understanding of has an in-depth understanding of their accountability when making their accountability when making

the final assessment of proficiencythe final assessment of proficiency

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The Trust Position:The Trust Position:

• APEL of all practicing mentorsAPEL of all practicing mentors• ‘‘exceptional circumstances’exceptional circumstances’• status monitored through status monitored through

annual IPRannual IPR

Sign-Off MentorsSign-Off Mentors

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Provision of Provision of Effective Effective

FeedbackFeedback

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Effective FeedbackEffective Feedback• as soon as possible as soon as possible • prepare for the sessionprepare for the session• oral, written or bothoral, written or both• ensure privacyensure privacy• give full attention give full attention

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Feedback ProcessFeedback Process

don’t tackle too many things at don’t tackle too many things at once – try to foster a sense of once – try to foster a sense of

progressprogress

always try to make the session a always try to make the session a learning situation for the studentlearning situation for the student

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• listen to the studentlisten to the student• student self assessmentstudent self assessment• do not be confrontationaldo not be confrontational• focus on behaviour & facts and not on focus on behaviour & facts and not on

opinions, personalities & generalitiesopinions, personalities & generalities• negative feedback must not be avoidednegative feedback must not be avoided• use open-ended questionsuse open-ended questions• give rationale for questions and give rationale for questions and

commentscomments• encourage frankness and share worries & encourage frankness and share worries &

uncertaintiesuncertainties

Learning from Learning from FeedbackFeedback

80



Feedback OutcomesFeedback Outcomes • ask the student how performance can ask the student how performance can

be improvedbe improved• show how performance can be improvedshow how performance can be improved• be specific: offer alternativesbe specific: offer alternatives• ensure that the student knows what is ensure that the student knows what is

expectedexpected• make a written agreement with the make a written agreement with the

student in the form of an action planstudent in the form of an action plan• try to end the session on a positive notetry to end the session on a positive note

81



ManagemeManagement of the nt of the

Failing Failing StudentStudent

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Group ActivityGroup Activity

think of a student or a think of a student or a member of staff who you felt member of staff who you felt

was unsuitable for clinical was unsuitable for clinical practice (no names!)practice (no names!)

discuss in your groups your discuss in your groups your rationale and experiencesrationale and experiences

83



Common Indicators Of Common Indicators Of Student Student UnderachievementUnderachievement• unsafe practiceunsafe practice

• inconsistent clinical inconsistent clinical performanceperformance

• lack of insight into lack of insight into weaknessesweaknesses

• unable to respond to feedbackunable to respond to feedback

84



• lack of interest or motivationlack of interest or motivation

• limited interpersonal skillslimited interpersonal skills

• absence of professional absence of professional boundariesboundaries

• unreliable or poor attitudeunreliable or poor attitude

• lack of theoretical knowledgelack of theoretical knowledge

Common Indicators Of Common Indicators Of Student Student UnderachievementUnderachievement

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Failing StudentsFailing Students‘‘As a professional, you are As a professional, you are personally accountable for personally accountable for

actions and omissions in your actions and omissions in your practice and must be able to practice and must be able to

justify your decisions’justify your decisions’NMC NMC 20082008

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Failing StudentsFailing Studentsfailing students is essential in failing students is essential in order to safeguard the public order to safeguard the public

and uphold the professionand uphold the profession

Ask Yourself:Ask Yourself:

would I be happy for this would I be happy for this person to care for me or one of person to care for me or one of

my relatives?my relatives?

Duffy Duffy 20042004

87



Supporting Mentors Supporting Mentors in Practicein Practice• clinical teachersclinical teachers

• link lecturerlink lecturer

• personal tutorpersonal tutor

88



ScenarioScenarioyou are mentoring a module 9 student who you are mentoring a module 9 student who still has many learning outcomes to achievestill has many learning outcomes to achieve

it quickly becomes apparent that the it quickly becomes apparent that the student is not of the standard expected of a student is not of the standard expected of a

33rdrd year and requires close supervision year and requires close supervision

the student feels the placement is going the student feels the placement is going wellwell

discuss the management of this student in discuss the management of this student in practicepractice

89



Clinical Clinical Learning Learning

EnvironmenEnvironmentsts

90



Student Welcome Student Welcome PackPackWhat should be included?What should be included?• welcome letterwelcome letter• ward philosophyward philosophy• general introduction to the areageneral introduction to the area• information on relevant clinical information on relevant clinical

conditions conditions • glossary of terms glossary of terms

used/abbreviationsused/abbreviations• clinical area layoutclinical area layout• ward teamward team

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What should be included?What should be included? • student link nursesstudent link nurses• clinical teacher contact detailsclinical teacher contact details• shift patternsshift patterns• sickness policy/ phone numberssickness policy/ phone numbers• learning opportunitieslearning opportunities• induction check list / safety checksinduction check list / safety checks

Student Welcome Student Welcome PackPack

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Welcoming StudentsWelcoming Students• mentor and co-mentor allocated mentor and co-mentor allocated

prior to placementprior to placement• provide student welcome packprovide student welcome pack• organize orientation to the organize orientation to the

placementplacement• introduce to the clinical teamintroduce to the clinical team• plan a meeting with the student plan a meeting with the student

during the first weekduring the first week

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• agree a timetable for working agree a timetable for working together and assessment together and assessment meetingsmeetings

• establish roles & responsibilities in establish roles & responsibilities in terms of standards and attitudesterms of standards and attitudes

• be aware of the programme & the be aware of the programme & the student’s level of trainingstudent’s level of training

• ensure that the student knows ensure that the student knows who will be supervising them in who will be supervising them in the absence of the mentorthe absence of the mentor

Welcoming StudentsWelcoming Students

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Supporting Dyslexia Supporting Dyslexia in Clinical Practicein Clinical Practice

‘‘difficulty with words’difficulty with words’

specific learning difficultyspecific learning difficultyneurological in originneurological in origin

persists across the lifespanpersists across the lifespan

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• problems processing problems processing informationinformation

• memory problemsmemory problems• sequencing problemssequencing problems• difficulties with motor skillsdifficulties with motor skills• perceptual difficultiesperceptual difficulties• problems concentratingproblems concentrating• difficulties with orientationdifficulties with orientation

Presentation Presentation

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ApproachesApproaches• respond positivelyrespond positively• ask how you can help and what ask how you can help and what

they may needthey may need• don’t share information unless don’t share information unless

they grant permissionthey grant permission• be clear about your expectationsbe clear about your expectations• consider reasonable consider reasonable

adjustmentsadjustments

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Reasonable Reasonable adjustmentsadjustments• communicate in more than one communicate in more than one formatformat

• allow the student to repeat allow the student to repeat information to check information to check understandingunderstanding

• use a phonetic dictionaryuse a phonetic dictionary• regular breaksregular breaks• develop & explain schedule / develop & explain schedule /

routineroutine• agree priorities / order of workagree priorities / order of work

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Teaching Teaching Clinical Clinical

SkillsSkills

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Teaching Clinical SkillsTeaching Clinical Skills

assesassesss

100



Assessment GuidelinesAssessment Guidelines

knowledgknowledgee

appropriatappropriatee

observedobserved

confidenceconfidence

informedinformedconsentconsent

assessmeassessmentcompletntcomplet

eded

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Learning StylesLearning StylesHoney & Mumford Honey & Mumford 19891989

activistsactivists

pragmatispragmatiststs

theoriststheorists

reflectorsreflectors

hands-on; throw themselves hands-on; throw themselves in; ‘here and now’; willing in; ‘here and now’; willing to tryto trypractical; experimenter; practical; experimenter; meet challenges; make meet challenges; make decisionsdecisionscautious; meticulous; cautious; meticulous; analytical; observeranalytical; observer

perfectionist; rational; perfectionist; rational; methodical; objective methodical; objective

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Adult LearningAdult Learningandragogyandragogypedagogypedagogy

• teacher-teacher-centredcentred

• dependencydependency• dominated by dominated by

curriculumcurriculum• external external

motivationmotivation

• learner-learner-centredcentred

• self directedself directed• problem problem

solving solving orientationorientation

• internal internal motivationmotivation

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Teaching Clinical SkillsTeaching Clinical Skillsassessassess

planplan

assesassesss

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planplan

undertakundertakee

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evaluatevaluatee

planplan

undertakundertakee

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Teaching Clinical SkillsTeaching Clinical Skills

what do I what do I need to need to

assessassess for? for?how will I how will I evaluateevaluate

performance?performance?

what should I what should I consider to consider to undertakeundertake

this?this?

what should what should be in my be in my

planplan??

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evaluatevaluatee

planplan

undertakundertakee

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ProfessionaProfessional Issues and l Issues and

Practice Practice PlacementsPlacements

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Professional Professional BehaviourBehaviour• sickness & absence policysickness & absence policy• uniform policyuniform policy• time keepingtime keeping• study timestudy time• bank holidaysbank holidays• shadow the mentor’s shifts shadow the mentor’s shifts

for at least 40% of placementfor at least 40% of placement

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Student TimesheetStudent Timesheet

Name: ID No: Cohort: Module:

Date W/C: Sun Mon Tues Wed Thur Fri Sat

Total Hours

Missed Hours

Mentor Initials


Total Hours

Missed Hours

Mentor Initials


Total Hours

Mentor Initials

This form must be submitted to your personal tutor to verify completed and retrieved clinical hours.

Students work 37.5 hours per week, excluding breaks. Hours must not exceed the European Working Hours Directive of 48 hours. (Any additional over this will not be credited)

Long days (12 hour shifts) are not recommended. If a student chooses to work a long day the hours must be recorded on this time sheet.

Date: ……………..

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

S = Sick A = Absent AA = Authorised Absence

Designation: ………………………. Signature: ……………………………

Clinical Placement

Clinical Staff Member

Personal TutorName: ……………………………….

Cardiff School Of Nursing & Midwifery StudiesRecord of Clinical Attendance - BN (Hons) Branch

Retrieved Sickness/Absence Hours

Day Shifts WorkedClinical Placement

Night Shifts WorkedClinical Placement

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Student Name: Personal Tutor: COHORT: Module: Ward: Placement Dates: Please enter below the TOTAL number of practical outcomes that have been achieved during this placement. Number: Name of Mentor / s: (please print) Signature / s: Date:

Practice outcome Record Form (To be completed by Mentor at the end of placement) This form is not to be given to students ‘‘Please enter Please enter

below the TOTAL below the TOTAL number of number of practical practical

outcomes that outcomes that have been have been

achieved during achieved during this placement’this placement’

mentor’s mentor’s signaturesignature

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PreceptorshPreceptorship and the ip and the

Nurse Nurse Foundation Foundation ProgrammeProgramme

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PreceptorshipPreceptorship

‘‘Preceptorship is about providing Preceptorship is about providing support and guidance enabling support and guidance enabling

new registrants to make the new registrants to make the transition from student to transition from student to accountable practitioner’accountable practitioner’

NMC 2006NMC 2006

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PreceptorshipPreceptorship

• Peach Report recommendationsPeach Report recommendations

• Nurse Foundation ProgrammeNurse Foundation Programme

• NMC standardsNMC standards

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Trust PolicyTrust PolicyRole Profile:Role Profile:

• band 5 / 6band 5 / 6• same part of registersame part of register• 2 years’ post-reg experience2 years’ post-reg experience• 1 year in clinical area1 year in clinical area• mentorship training and mentorship training and

practicepractice

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Trust PolicyTrust PolicyProcess:Process:

• 12 monthly meetings12 monthly meetings

• working togetherworking together

• learning contractlearning contract

• preceptor toolkitpreceptor toolkit

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Frequently Frequently Asked Asked

QuestionsQuestions

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FAQs FAQs Must the student ‘work’ with me the Must the student ‘work’ with me the

whole time?whole time?No. Students can spend time with No. Students can spend time with

others, depending upon their others, depending upon their learning needs and the learning needs and the opportunities available. However, opportunities available. However, in order to effectively teach and in order to effectively teach and assess the student, they should assess the student, they should work with you at least 40% of their work with you at least 40% of their timetime

RCN 2007RCN 2007

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What do I do if the student What do I do if the student doesn’t cooperate with me?doesn’t cooperate with me?

Make the student aware of Make the student aware of your thoughts. Document the your thoughts. Document the incident / issues. Contact incident / issues. Contact senior staff / personal tutor / senior staff / personal tutor / clinical teacher.clinical teacher.

FAQs FAQs RCN 2007RCN 2007

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What can I do if the student is What can I do if the student is unsafe in practice?unsafe in practice?

They should be removed from They should be removed from the clinical area. Inform the the clinical area. Inform the university and senior staff university and senior staff and record rationale in their and record rationale in their documentation. documentation.


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What can I do to reward the What can I do to reward the student who is exceptional?student who is exceptional?

Overt praise and recognition Overt praise and recognition are the best rewards. Be are the best rewards. Be sure to record it in the sure to record it in the students documentation.students documentation.


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10 10 QuestionsQuestions

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Clinical Teaching Clinical Teaching TeamTeam• Tricia Brown 0797457918Tricia Brown 0797457918• Dawn Casey 07966 440657Dawn Casey 07966 440657• Jane Gray 07966412664Jane Gray 07966412664• Janet Keggie 07974579716Janet Keggie 07974579716• Alex Nute 07968697788Alex Nute 07968697788

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