maximising practice learning - university of plymouth...maximising practice learning march 2015...
TRANSCRIPT
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Maximising practice learning
March 2015
Francis Thompson
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Aims
Think about the process of mentorship and
some pitfalls
Consider the importance of making
space/time
Provide a framework to support the
process of mentorship
Consider skills
Develop a more reflective stance towards
mentoring
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Role of the mentor
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What makes a marmite mentor?
Stretching and challenging students
Asking challenging questions to promote
learning (50% of their learning is in
practice i.e. from you and your teams)
Supporting people while stretching and
challenging
Don’t be afraid to teach skills as well as
assessing them
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Why is this mythological dude
important to mentorship?
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Implicit bias
Views and opinions that we may not be aware
of; evaluations that are automatically triggered
when we encounter different people or
situations, commonly function without a person’s
full awareness or control (Greenwald and Banaji,
1995).
Understanding what causes it, how it impacts
decision making and what can be done to
moderate it is important.
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The challenge for mentors Leutner
et al (2008)
Intrinsic difficulty in assessing competence
in nursing
Just because a person is capable of
demonstrating a skill in an assessment,
this does not readily translate into the
ability or inclination to use these skills
appropriately in practice
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“I had a gut feeling about”
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‘How did you feel about that?’
Emotions are information.
Feelings are inevitable (unless you are not
human!)
Reflecting on why you are having these
feelings is vital (positive and negative)
Enabling you to describe and articulate
these issues to the student and promoting
good feedback and learning
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Skills vs fitting in OR Skills vs attitude
Using documentation to create and frame
conversations
Importance of clearly identifying goals and
expectations early
Difficulty in articulating concerns or why
you think the person is good, reflecting on
these is a powerful tool
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Modelling skills and role
modelling Ask student to describe what you are
doing and why you are doing it
Allows you to get some feedback and
check underpinning understanding
Check in on approach as well as process
What did you observe, why did I do it that
way, what would can you take from this,
can you now demonstrate…..
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Assessment vs teaching and
learning How far do you see yourself as an
assessor and how far as an educator?
Assessment of learning
Using assessment for learning
Assessment methods used in an
educational project have more impact on
the participant’s learning than teaching
(Miller & Parlett 1974, Brown & Glasner
1999). Tiwai et al (2005)
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How do you assess effectively?
What techniques do you use?
Observation is more than watching
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Importance of process
Meet early, make the student feel welcome
Concentrate on engagement
Use the paperwork to frame conversations
Complete the initial meeting (development plan)
early, complete the mid point review and
summative assessment
If in doubt seek help and contact the uni early
we are here to help
Major reasons for difficulty in failing is not
following proper process
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22
Normal psychological processes that can
inhibit the therapeutic relationship
– normal fears about consequences of
disclosure
– normal sensitivities about autonomy and
confidentiality
– trust in professionals is not automatic!!!
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Mentorship Functions
What functions does mentorship provide?
How close are these to clinical
supervision?
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NMC on Professional Supervision
Five main functions of supervision
Help clinicians to identify problems and their potential solutions
Increase understanding of professional issues
Improve standards of patient care
Develop skills and knowledge
Enhance the individual’s understanding of their own practice
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Engagement, what gets in the
way Attitude especially loss of belief in a person’s ability to succeed
Failure in empathy
Student’s poor experience of previous supervision
Lack of clear agreement/understanding of the purpose and role of mentor
Student feeling out of control
Student anxiety
Not prioritising- structural constraints
(adapted from Chadwick 1996)
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Supervision Skills
What skills do we need?
How are these skills different from a 1x1 with a client?
Relationship
Our general skills are extremely important
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General Skills
These are vital!!
No seriously- they really are….
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Interview skills
The ‘good’ interviewer displays: interest & attention
empathy
warmth
active listening skills
thoughtfulness
reflectiveness
an inability to be shocked
Clarifying and summarising
Conveying positive regard
a non- judgmental stance (but not collusion)
open, non-confrontative (Socratic) questioning
Role-play examples
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Encouraging reflection
What is ‘reflection’
“Reflection is a window through which the practitioner
can view and focus self within the context of her own
lived experience in ways that enable her to confront,
understand and work towards resolving the contradictions
within her practice between what is desirable and actual
practice. Through the conflict of contradiction, the
commitment to realise desirable work and understanding
why things are as they are, the practitioner is empowered
to take more appropriate action in future situations” (Johns 2000:34).
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Socratic questioning
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Socratic Questioning and Method
Westbrook, Kennerley & Kirk, 2011
“Genuine’ curiosity” and interest in the
student
Good Socratic questions:
one which your student knows the answer
to
and
the answer reveals new perspectives
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Socratic questioning 2
Assessment questions:
What did you do when that happened?
What did it mean to you when you
thought/did that?
When was the first time that this thought
occurred to you?
Did you have any other thoughts or
feelings about this?
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Socratic Method
Concrete questions: structured, information-gathering
questions
Can you tell me what you know about….
Empathic listening
careful attention both to what and how something, is
being said.
Summarising
Synthesising or analysing questions
" Although there are many circumstances in which you
might do this what approch are you most likely to use….
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Reflective Questions
What was/is the situation?
How did/do you approach the situation?
Why did/do you approach it in that way?
Was/is it effective?
Why was/is it effective/ineffective?
Does this need to be different?
How could it be approached differently?
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BUT, how did Socrates die?
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They need to be asked
effectively and carefully
The trial and execution of Socrates took place
in 399 BC. Socrates' death was the result of his
asking philosophical questions.
Socrates was ultimately sentenced to death by
drinking a hemlock based liquid.
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Rolfe et al 2001 Framework for
reflective practice
Particularly useful for difficult
conversations
What
So what
Now what
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What?
Identify the issue
“What is the most important thing you and
I should be talking about today?”
Clarify the issue
“What’s going on?”, “How long has it been
going on?”, “Am I understanding you
correctly?”
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So What?
Determine the impact
“How is this affecting you, others, the
team? How do you feel about this?
Determine future implications
“If nothing changes what are the
implications- how do you feel about this?”
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So what?
Examine personal contribution to the issue
“How have you contributed to this-
Good/bad”
What have I noticed about my behaviour in
practice from this?
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Now what?
Describe the ideal outcome
“When this is resolved what difference will
it make- how will you feel?”
Action
“What steps can you take to move towards
this goal, what help do you need, how can
I check in with you?”
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Take a broad view before final
assessment paperwork
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Evidence
Hanson, Rosenberg and Lane 2013
Educators tend to agree on broad global ratings
of performance
On more defined scale agreement between
raters scores for more defined areas of
performance tend to be much lower
This can lead to grade inflation so beware and
consider your views overall as well as
completing paperwork
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Responsibility for learning
“I have failed my assignment”
“My placement failed me”
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Things to remember
Create a sound structure for meeting up
Prioritise meetings
Concentrate on the relationship
Concentrate on the process
Use your general skills (active listening, reflection, encourage staff reflection through open questions)
Use your agenda/paperwork but don’t be too rigid
Create action plans where appropriate
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Any comments or questions