UWE Bristol

Mentor Update 2013/2014:

Moving Towards Grading in Practice

On-line resource

You will need to click your mouse to progress through the animated slides

Find a quiet space

Have pen and paper ready to write notes

Access a printer today if possible

PLAN TIME IN THE NEXT FEW MONTHS TO COMPLETE THE ACTIVITIES

Completing the mentor update activities will be a continuous process throughout the year allocating a maximum of 20 minutes for each

one

This slide show will take no longer than 30 minutes to view

You are expected to complete FIVE activities provided at the end of the presentation.

Prompts to think about these are made during this online resource.

REFLECT

Pen and Paper

During this mentor update YOU WILL:

Watch , think and dig deeper

Take a break of a few minutes midway-• to move from your computer!• to make a drink and reflect on what you have

read and students you have mentored

You will need:

To make notes and complete five activities provided at the end of the resource

Watch the slides for :

Reminder of the responsibilities of the

mentor

New documentation

Problem solving through reflection and sharing

Curriculum News

UWE’s Vision for Nursing:“With practice; for practice; transforming practice”

Values & Behaviours

Practice Partnerships

Research & Knowledge Exchange

Dynamic, innovative & interactive

programmes

The VisionWe thank all our mentors for supporting our students

The mentor must have:

• Mentored at least two students within a three year period

• Participated in annual updating

• Mapped ongoing development in their role against current NMC standards

• Been deemed to have met all the requirements needed to be maintained on the local register as a mentor or sign off mentor

• A triennial review organised by the placement provider

SEE NEXT SLIDE

Triennial Review If you work for the NHS or a Social Enterprise (ex-pct) ...

• This is the responsibility of your employer. Organisations can approach this differently, however the core expectations are as follows:

• Every three years you must have– Completed annual mentor updates– Mentored a minimum of two students in the

last three years– Have evidence of CPD in relation to

Mentoring / Practice Teacher standards– Practice teachers have mentored one

Specialist Practice Student in the last three years

If you work for the Private sector or an Independent provider ...

• The triennial review is the responsibility of UWE.

• If you need further information please look on the practice support net.

Activity 1-Documenting your evidenceThis link will take you to the Practice Support Net site for the following example form [pdf doc.]:

‘Recording your mentor activities’If your organisation does not provide you

with a proforma, document in this one each time you have discussed mentoring students

as evidence of continuous development.

The following slides act as prompts

Recording your mentor activities

It is good practice each year to document:• Your nurse and mentor qualifications• Update activities including meetings with

the AiP and/or education lead/key mentor• Students mentored and dates• Triennial review date• Last date educational placement audit

performed and by whom

Updating activities

This online resource can be used only twice in a three year period with attendance at a ‘face to face’ mentor update with other mentors at least once in a three year period.

This is because group discussions on experiences and best practice have been identified by the NMC as valuable in maintaining standards in practice as well as education.

Mentor updatesYou may wish to attend a face to face session every year- dates and venues can be found on the Practice Support Net.

You may wish to complete the workbook available via your education lead or use this online resource for two out of the three occasions.

It is important to reflect on your learning and mentoring by using the activities

provided

Year 1

• Realigned the Learning Outcomes to create two new modules:• - Appreciating Evidence for Practice• - Physiology and Pharmacology• - Simulation weeks/underpinned by case study approach

Year 2

• Revised all modules to create larger field specific modules• Assessment and Clinical Reasoning• Simulation weeks/case studies• Formative Grading in Practice

Year 3

• Choice Modules• Dissertation – Service Improvement• Summative Grading in Practice

Curriculum Changes

Moving towards a Case Based Curriculum

Grading of Practice: A timeline

2013 2014 2016

Steering Group (Stakeholders and Students)+ Information road shows planned

Mentor updates to include an overview of grading andinclude activities and scenarios relating to the grading of students

Include information on format of grading structure in FLAP module

Identify target pilot areas and prepare mentors Pilot study to commence in February 2014 with third year students in preparation for implementation

The first cohort of pre-registration students will use the summative Grading of Practice in Year Three

NEWS Continued

Year 1

• PASS (No Grade)• FAIL (No Grade)

Year 2

• PASS (Formative Grade)• FAIL (Zero Grade)

Year 3

• PASS (Summative Grade)• FAIL (Zero Grade)

Grading of Practice: To place equal value of students contribution in practice and theory (Francis Report, 2013

and NMC 2010a)

Look on the Practice Support Net for more information and a video of a grading of practice interview between the SoM and student.

NEWS Continued

Peer Assisted Learning

PAL is an active ‘student-centered’ learning method whereby students who have just completed a module are trained to facilitate the learning of students on the same theory or practice module in the following year.

PAL and NMC competencies – Links with OAR Assessment of Practice

NEWS Continued

You can assess the student against this criteria

Look at the available sources of evidence you can select from above including Service User/Carer Testimony (SUCT). SEE NEXT SLIDE

Patient and Carer Testimonies

“A very compassionate and dedicated nurse, she

will be a tribute to the nursing profession”

“She sets a good example of the type of young student nurse which the modern NHS would be pleased to

have on their staff”

“She will make a fine nurse, she showed care

and compassion throughout the time I

needed it most”

“Dedicated to his nursing duties long after he finished his shift”

The mentor should select two patients for the student to ask to complete the form. The student will bring these into placement. Remember to write your comments too.

These will also feed into the mentor's grading of the student’s practice

TAKE A BREAK!

• You have just read some of the exciting developments in the September 2013 curriculum

• More information on the documentation follows

• Think about how you plan for a student

e.g. local orientation and date planning for the midpoint and final summary

Activity 2- Self assessmentThis link will take you to the Practice Support Net site for the following example form [pdf doc.]:

Self assessment: how I prepare for students (best practice ideas)

Discuss with other team members and work on an action plan together if possible.

Complete and keep in your portfolio and use as evidence for your triennial review,

and annual PDP/appraisal

Planning for the student• Expect contact from the student prior to

placement start date• Identify the named mentor for them• Have off duty clearly organised• Plan first introductory meeting and

induction with mentor (or buddy in their absence)

• Agree learning contract and set dates for the midpoint and final summary

Preparing for a student

• The student experience in placement is enhanced when the mentor and team have planned the initial contact and learning opportunities available.

• Student nurses report how much they enjoy working with their mentors and how being made to feel welcomed at the start by the team makes them feel valued.

Named Mentor

• If a student does not know the name of their mentor at the start this can create anxiety and decrease their confidence in the learning environment.

• Demonstrating that the mentor and team have control over the student’s learning opportunities will often result in the student maintaining focus and responding positively to feedback.

The Midpoint Summary

• The midpoint summary meeting is viewed as a positive event in the students time in placement, focusing on improvements to be made for the remainder of the time as well as learning outcomes and skills already achieved

• However, it is good practice to raise concerns with the student’s performance early and not wait till the midpoint review. This helps them understand and be guided by the mentor on how they can demonstrate improvements in their practice and reduce the risk of failing in practice.

Activity 3-Your own experienceNot all students have a smooth journey and require the mentor to provide extra support through feedback and action planning.

Reflect on a student you may have supported in this way. Jot down some of the key aspects of the support and the challenges you faced as a mentor.

Where and how did you access your own support? SEE FOLLOWING SLIDES FOR BEST

PRACTICE

Identify reasons for non-achievement

• Discuss with student

• Agree action plan

• Set dates for review

• Document meeting and action plan

• Student has improved/achieved- continue with assessment

• Student not improved/achieved- contact UWE

• The AiP can be contacted via the Practice Support Line

SEE NEXT SLIDES FOR ADDITIONAL DETAILS

Review Action

Practice Support Net - This isavailable on the UWE website andno password is needed:

• You can use it to book onto your mentor update. You can also update online, or complete a workbook from your NHS trust.

• Copies of the Ongoing Achievement Record are available to read or download.

• There is useful information for mentors e.g. Managing student sickness, off duty, student disabilities.

• You can undertake the Self –Assessment Audit on your placement area.

This is the LINK to PSN: http://www1.uwe.ac.uk/students/practicesupportnet

You can no longer call to book mentor

updates. All mentor updates need to be booked online through the PSN

The Practice Support Line covers many practice issues including:-

• Work or Assessment related worries• Difficulties with work relationships• Personal/Health Issues• Extenuating Circumstances• Learning Outcome Concerns

Please note: Any absences due to

sickness or authorised leaveshould be reported directly to the

Professional Practice OfficeAbsence Reporting Line:

0117 3283 283 and the Placement

Concerned by the student.

The Practice Support Line - 0117 3281152

Email: hscpsl@uwe.ac.uk

Academic in Practice (AiP) Role

• Build relationships between the placement provider and the education provider in order to meet the responsibilities outlined by the NMC including audit and capacity

• To problem solve with and support mentors and students when placement issues are identified and where learning outcomes are not being met resulting in action plans

Activity 4 a review of activity 3- Support to studentsTake five minutes to think about students that have required additional support

Write down and keep in your portfolio the following:• Who have you contacted for your own

support• Was the AiP with the student• What was the outcome?

Access Plans• Some students will have access plans which support

reasonable adjustments in practice.• All access plans for practice are developed

alongside the student, AiP, student disability advisors and representation from the Trust (LEF / PEF).

• If a student has an access plan they are encouraged by the AiP to share this with the mentor so that they are aware. This demonstrates the student’s professionalism .

• The AiP will be involved if required. Where possible we will try to ensure this happens prior to students arriving on placement.

Student SupportThe mentor or academic may need to terminate/disengage the professional relationship developed and refer them on to others who can help.

The way that mentors and academic staff role model how a student is referred to others for specific support can highlight/mirror the skill that the student has to demonstrate: Terminating a therapeutic relationship;Act ethically when maintaining and disengaging from professional caring relationships.

The next slide identifies support mechanisms which can be accessed direct by the student or the mentor can contact the Practice Support Line who will refer to the AiP or appropriate person.

Support Available for the Student

The Student

Mentors and Sign Off Mentors

Educational leads and Practice

Education Facilitators

Academics in Practice

Professional Practice Office

And PracticeSupport

Line

Supervision of Learning Days

(SoLD) Facilitaotr

Clinical Staff; Registered

and Unregistered

staff

Programme Manager

Practice Module leader

Student Advisors

Wellbeing Service

Disability Services

Academic

Personal tutors

NEWSThe following slides explain the new documentation and requirements for completion by both student and mentor.

Take time to become familiar with the September 2013 Curriculum and the new OAR document. These can be found on the Practice Support Net.

The first 19 pages are full of useful information for the mentor

Assessing against the essential skills and the NMC criteria

‘An ongoing achievement record including comments from mentors, must be passed from one placement to the next to enable judgements to be made on the student progress’ (NMC 2008)

The student is responsible for the safe keeping of the ‘OAR’ and must respond to the mentor’s

request for access to read and complete.

The Academic Personal Tutor will have a 1:1 meeting with the student at least twice per year to discuss progress on the programme.This page will be completed and the yellow copy left in the OAR for the mentor to read.

The student portfolio will include written reflections, assignment feedback and marks and Patient /Carer feedback forms

Improvements have been made in the September 2013 OAR to include a full page for both mentor and student to complete individually

Skill Sheets RequirementsThe requirement for skill sheets vary from programme

to programme

Explanations are in branch specific OAR documents(page 8)

• Skill sheets can be completed (handwritten unless exceptional circumstances) once a selected and agreed skill has been observed or discussed as part of the student assessment. These should be placed in their portfolio of development

• Skill sheets are a key way of demonstrating both knowledge and understanding. Referencing the underpinning evidence base should be included.

• Where appropriate policy can also be referred to

Individual outcome as

identified by the student + mentor

Learning outcome 1: Focusing on service

users needs holistically

Learning outcome 3: Needs being met / Risk

assessment

Learning outcome 5:Legal Frameworks

Target dateReview care

plan / documentation

at midpointPresentation – towards end of

placement

Midpoint

Sections – Mid point

Safeguarding – End point

EvaluationPON

Q&ARelating skills sheets 1&2

POQ&A

Relating skills sheets 42. 43

Q&AN

Additional learning

opportunity filled in

Relating skills sheets 41

Focus on a service user and write a basic care plan around an identified need.Write the notes for this service user at least 2 shifts week.Present Service users needs to mentor at end of the placement

Complete a risk assessment for chosen service userTalk through the process of risk assessment with mentor

Student to be able to talk through the mental health act with mentor, with knowledge around sections used in this clinical area.Student to read Safeguarding policy and arrange to spend an afternoon with Unit social worker

Selecting Sources of Evidence

Action

It is rare that a learning outcome cannot be assessd by any of the above methods. Ask your education lead or AiP for

assistance.

Activity 5-Reflection

Reflection can help professionals learn from their experiences (Johns, 2004) What would you consider to be successful mentoring? What aspects of the mentor role are you most comfortable with / do you most enjoy? What aspects of mentoring do you find most challenging / difficult / do not enjoy? What have you learnt about yourself as a mentor as a result of your experiences?

Just to recap - NMC Requirements• A student must have a named qualified mentor for each period

of practice learning.• Mentors should not support more than 3 students at once.• Whilst giving direct care in the practice setting at least 40% of

the student’s time must be spent being supervised by a mentor/practice teacher.

• When in a final placement this 40% of the student’s time is in addition to the protected time (one hour per week) to be spent with a sign-off mentor

• An ongoing achievement record including comments from mentors must be passed from one placement to the next to enable judgements to be made on the student’s progress.

• Assessment of competence can be undertaken through either direct observation in practice or evidence gained from indirect observation as appropriate.

Don’t forget to complete all 5 activities as part of your mentor update and development.Print off activities:1 and 2 at the end of this sideshow by returning to the PSN and retain all your notes in your portfolio.

SEE NEXT SLIDE

And finally …………

Make sure your update is recorded…………Once you have viewed this presentation and printed off the activities it is essential to notify the

Professional Practice Office

This information is recorded on the appropriate mentor database for your organisation

click here to enter your details