1. Mentor Update 2013 Faculty of Medicine and Health Sciences School of Nursing Sciences Von Johnson and Jane Fraser Mentor’s name: Date of Mentor Updates : 1. 2. 3. Date of passing Mentor Preparation Programme: ___/___/___ Revised version - June 13

2. Session Outcomes To meet the NMC Standards to support learning and assessment in practice (NMC SLAiP, 2008) for annual updating and triennial review, by facilitating group discussion which reflects the mentors experiences of supporting students in practice.

3. “The purpose of annual updating is to ensure that mentors:- Have current knowledge of NMC approved programmes. Are able to discuss the implications of changes to NMC requirements. Have the opportunity to discuss issues related to mentoring, assessment of competence and fitness for safe and effective practice. NMC SLAiP (2008 pg.30)

4. C Generic Field Specific Common (generic) September 2007 Curriculum September 2011 Curriculum Field Specific Implications of Changes to NMC Programmes BUT the 2007 curriculum is still running until January 2014

5. Current Knowledge of NMC Approved Programmes The September 2011 curriculum All degree programmes Fields (not branches) of nursing 2 semesters per year (longer placements, 1 module per semester) 1 comprehensive formative assessment followed by 1 summative attempt in practice Graded component – nursing attributes Hub and spoke placements

6. Placement Plan SEMESTER 1SEMESTER 2 YR 1AdultNursing homes/ surgery/ MH ChildLDChild acute LDChild acute + 2wk HVLD MHAdult acute/nursing homes/ MHMH community YR 2AdultLong term/ community + 2 wk HV Child HV + 2 wk acute/ Specialist community + 2 wk acute LDAdult acute/ LD MH LD/ MH acute or TADS or outreach All fields – Maternity experience in YR2. To follow a pregnant woman’s journey over a year involves attending 2 midwifery clinic+1 HV clinic (3 half days over a year) YR3AdultAdult critical + emergencyAdult management ChildNICU/ theatres or A&E or CAU LDLD secure/ LD community MHSecure MHMH Management

7. Hub and Spoke Placement Example Occupational Therapist HUB i.e. ward or department Physiotherapist Day surgery Outpatients Specialist nurse Assessment unit

8. Hub and Spoke Placements The “Hub” forms a primary placement learning opportunity where the student will spend the majority of their clinical time during a Module placement allocation. The “Spoke” is any additional placement learning opportunities the student needs in order to experience relevant patient journeys and achieve the placement learning outcomes. Have you identified Hub & Spoke Placements? Speak to your manager on how you can support hub and spoke placements. What opportunities can your area offer?

9. Spoke Placement: SUMMATIVE LEARNING RECORD This is for use by Students and Mentors/Supervisors in a ‘Spoke’ area. It should be used where a student wishes to provide evidence for Summative Assessment of a learning outcome(s) whilst in a Spoke area and should be presented to the named Hub Mentor as part of the formative or summative assessment interview. This document should then be retained in the student’s portfolio alongside other written evidence of learning and achievement and the main Assessment of Practice document.

10. SemesterAssessment 1 – Year 1 Foundations of Nursing Year (Sept – Feb) 2 week taster in weeks 5 & 6 7 week placement weeks 13-19 Communication assignment Practice assessment 1 Portfolio 2 – Year 1 Essential nursing practice (Feb – Aug) 11 week placement weeks 10-20 Group Presentation (EBL) Practice assessment 2 OSCE 3 - Year 2 Health and wellbeing (Sept-Feb) 12 week placement weeks 10-21 Empowerment assignment Practice assessment 3 Clinical Report 4 – Year 2 Long term conditions (Feb-Aug) 12 week placement weeks 9-20 Examination Practice assessment 4 Portfolio 5 - Year 3 Meeting complex needs (Sept-Feb) 12 week placement weeks 10-21 6 – Year 3 Preparation for future practice (Feb- Aug) 12 week placement weeks 11-21 Practice assessment 5 Dissertation Practice assessment 6 Portfolio Service improvement proposal

11. Comment below on your understanding of the 2011 curriculum

12. During the first 2 years of the programme all students, whatever their nursing field, will experience 2 generic (non-field) practice learning opportunities where the skills, attributes and technical abilities required by all student nurses can be acquired and demonstrated. In the last year of the programme all practice learning opportunities will be within the student’s chosen field, facilitating the acquisition of knowledge, skills and attributes that students must acquire in order to practise safely and effectively in their chosen field of nursing.

13. Comment below on your understanding of the implications of these changes in NMC requirements

14. Triennial Review of Mentors “To be maintained on the local trusts or private sector register the individual must have evidence of having:- Mentored at least two students with due regard within the three year period. Participate in annual updating - to include an opportunity to meet and explore assessment and supervision issues with other mentors. Explored as a group activity the validity and reliability of judgements made when assessing practice in challenging circumstances. Mapped ongoing development in their role against the current NMC mentor standards. Been deemed to have met all the requirements needed to be maintained on the providers local register as a mentor/sign off mentor.” NMC SLAiP (2008 pg.12)

15. DOMAIN Establishing Effective Working Relationships NOTES How did you make your students feel welcome in your placement area? How and why have you reviewed the assessment of practice document(s) with your students?

16. DOMAIN Facilitation of Learning NOTES What learning opportunities have you offered to students in your placement area? How have you ensured that the learning opportunities available are suitable for your student’s stage of training? How have you helped the students to relate theory to practice?

17. DOMAIN Assessment and Accountability NOTES How and why have you given formative feedback to students and why is it important? How and why have you given summative feedback to students? As a mentor what have you been accountable for?

18. Example - Assessment of Practice 2011 Learning Outcome 1 – Recognise major risks and act quickly in an emergency to secure expert help. FORMATIVE ASSESSMENTSUMMATIVE ASSESSMENT The student should indicate here the evidence (observed, discussed, or documented) of achievement that has been made available to the mentor: The student should indicate here any further evidence (observed, discussed, or documented) of achievement that has been made available to the mentor: Result of formative assessment:Result of summative assessment: On target to achieve outcome?YES /NO Outcome achieved?YES /NO Please complete below only if the student is NOT deemed to be on target, or has NOT met the Learning Outcome at the summative stage then evidence should be collated below by the Mentor. FORMATIVESUMMATIVE The mentor should comment here on the insufficiency of evidence of achievement and identify what further evidence is required to meet the outcome: The mentor should evidence why the student has not met the Learning Outcome

19. Example ASSESSMENT OF NURSING ATTRIBUTES Please Note: the student must score a mark of 2 or above in each element of the assessment of nursing attributes in order for an overall pass to be awarded. Where a mark of 1 ‘unsatisfactory’ or 5 ‘exceptional’ is awarded for an attribute evidence MUST be provided within the “comment” box to illustrate the student’s behaviour and level of performance. 1 = Unsatisfactory performance 2 = Satisfactory performance (but some aspects in clear need of improvement) 3 = Good performance (consistent with most other students, taking into account the stage in the programme) 4 = Excellent performance 5 = Exceptional performance Nursing Attribute Formative assessment Insert mark (between 1 and 5) Summative assessment Insert mark (between 1 and 5) Behaves in a professional manner (e.g. time-keeping; adherence to placement dress code) Comment: Has a personable and approachable manner Comment: Demonstrates positive effort Comment:

20. DOMAIN Evaluation of Learning NOTES How have you found learning contracts useful? How have you known that the feedback you have given to students is useful to them? How have you reflected on the feedback students have given to you about your mentoring?

21. Example Learning Contract LEARNING OUTCOMES HOW IT WILL BE ACHIEVED ACTION PLAN (WITH DATES) LEARNING RESOURCES ASSESSMENT METHODS EVALUATION OF LEARNING (WITH DATES)

22. DOMAIN Creating an Environment for Learning NOTES Think back to the first Domain and consider what else you might do to enable students to learn? How has placement culture affected your students learning?

23. DOMAIN Context of Practice NOTES How have you considered the role of other professionals when enabling student learning? How have you ensured that your students do not adversely affect your patients? Whose responsibility is it to support student nurse learning in practice?

24. DOMAIN Evidence Based Practice NOTES How have you shown your students how evidence influences the care you deliver to your patients?

25. DOMAIN Leadership NOTES What strategies have you used to manage your workload to accommodate your students learning needs? In what way have you been an advocate for your students? How and why have you communicated with your sign off mentor?

26. What to include in Assessment Documentation? Written comments should offer constructive feedback and reflect the mark awarded. Complete the front section overall result of assessment and ensure all dates are accurate. Written feedback should be included in the end summative section of the document as well as a signature to indicate the student has passed. Include sufficient evidence in the assessment document to show how the outcomes were achieved. Ensure you clearly circle the practice assessment pass. Completing the mentor evaluation at the end of the assessment document would be helpful.

27. Report on National Student Survey 2012 Overall satisfaction with Practice Placements 85% (up from 84% previous year) Sufficient information prior to Placements 78% (-13 from previous year). I was allocated placements suitable for my course 90% (up 2% from previous year). I received appropriate supervision on placements 82% (down 8% from previous year). I was given opportunities to meet my practice learning outcomes 84% (down 7% from previous year). My contribution to placement as part of the clinical team was valued 92% (up 5% from previous year). My practice supervisor understood how my placements related to the broader requirements of my course 84% (no data this question was not asked in the previous year).

28. So… You should show this completed booklet to your Line Manager and also ensure they have evidence of your successful completion of the mentor preparation programme and that you have met the requirements to maintain live mentor status. In order to remain on the live mentor register you must undertake an annual mentor update and participate in triennial review. Your Line Manager should confirm to the person responsible for the live mentor register within your organisation that you are compliant with triennial review requirements.

29. Where to get help? Sign-off mentors Link Lecturers should be contacted as early as possible if you have concerns about a student. Practice Education Facilitators can also offer support to mentors – use them! There is lots of useful information on: http://www.uea.ac.uk/foh/mpe