Presentation on theme: "Mentorship Module Day one"— Presentation transcript:
1Mentorship Module Day one SCHOOL OFNursing, Midwifery and HealthMentorship Module Day oneWELCOME
2Outline of the Day Introductions Ground Rules and Expectations Organisation of ModuleNMC StandardsDefinition of MentorTeaching and LearningWebsite-(Supervisor Mentors)Portfolio of Evidence-(Supervisor Mentors)Guidelines/expectations of module – inform students of attendance requirementsLarge Group activity to set ground rules and expectations for the 3 study days summarised onto Flip chartAdvise students of the password to access the protected part of the website.
3Organisation of the Module 3 days face to face2 days protected time with work based activities5 days unprotected time with work based activitiesAccredited or non-accredited routesAccredited route = 11 credits – level 9Advise of the content of the 3 days face to face study daysDay 1 (Today) will consider: D1.1 definition of mentor rolegoverning standards and policiesprogramme overviewD1.2 theories and styles of learningpreparing for learnersaction plans/learning contractsD1.3 characteristics of good mentorshipteaching approaches/skillsD1.4 learning environmentsDay 2: planning for learningassessmentequality ,diversity , disabilityDay 3: failing students
4NMC Standards to support learning & assessment in practice. (2008) FiveprinciplesA B C D E1548Stage 2: MentorStage 1: RegistrantStage 3: Practice TeacherStage 4: TeacherDomains2367Give brief overview and history to the production of the standards.- Kathleen Duffy’s research paper “Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice” (2003) recommendations were fed directly into the following consultationNMC Consultation process during the review of the ‘standards for the preparation of teachers of nursing, midwifery and specialist community public health nursing in 2004-NMC Consultation of ‘fitness to practice at the point of registration’ in 2005This resulted in the publication of the ‘Standards to support learning and assessment in practice’ in August 2006 ,effective from Sept 2007.Note that the standards are written for mentors practice teachers and teachers. Identify the 4 StagesStage 1 reflects the requirements of The NMC code of professional conduct: standards for conduct,performance and ethics (NMC 2004). All registrants must meet the requirements defined in clause 6,in particular clause 6.4, which states:‘You have a duty to facilitate students of nursing and midwifery and others to develop their competence.’Stage 2 identifies the standard for mentors. Registrants can become a mentor when they havesuccessfully achieved all of the outcomes of this stage. This qualification is recorded on the localregister held by placement providers.Stage 3 identifies the standard for a practice teacher for nursing or specialist community publichealth nursing, registrants can become a practice teacher when they have successfully achieved ofall of the outcomes of this stage. This qualification is recorded on the local register held byplacement providers.Stage 4 identifies the standard for a teacher of nurses, midwives or specialist community publichealth nurses. Registrants can become a teacher when they have successfully achieved all of theoutcomes of this stage. This qualification may be recorded on the register on application to theNMC and payment of the relevant fee.
5NMC Domains Domains to be achieved according to the standard: Establishing effective working partnershipsFacilitation of learningAssessment and accountabilityEvaluation of learningCreating an environment for learningContext of practiceEvidence based practiceLeadership(NMC, 2008)Information giving of the 8 domains to the standards – as noted above.This programme aims to facilitate the achievement of the standards at stage 2, the mentor.Provide handout of Stage 2 Mentor outcomes from the developmental framework (annex 1 of NMC standards)
6Role of Mentor Share information with your colleagues You must facilitate students and others to develop their competence.You must be willing to share your skills and experience for the benefit of your colleagues.(NMC The Code 2008, p 5)Discussion with students to identify their understanding of mentor role.What are they expected to do – support? Teach? Assess?Origins – “The term mentor is derived from the Classics, as identified in Homer’s Odyssey where Mentor, the trusted son of Alimus, was appointed by Ulysses to be tutor-adviser to his son,” …….” It was common in ancient Greece……. It was expected that the youths would learn from and emulate the value of their assigned mentor.” (Morton-Cooper, Palmer, 2000)Adapted for education and nursing purposes during the 1980sSome definitions from nursing literature“an experienced professional friend, charged with the teaching, guidance and assessment of a learner in practice.” (Price 2004)“the role of the nurse……… who facilitates learning and supervises and assesses students in the practice setting.” (ENB 2001)“…..privilege and responsibility of helping students translate theory into practice,” (RCN 2005)“Mentors should be facilitators of learning, effectively enabling the development of individuals by focusing on the experience of learning through the delivery of person centred care.” (NES 2007)Relate to expectation from the NMC as noted in above quote from THE CODE and the publication of the NMC ‘Standards to support learning and assessment in practice’ – move to next slide with illustration of the standards framework
7Requirements of the Standard ه NMC Standards to Support learning and assessment in practice; NMC standards for mentors, practice teachers and teachers ( )“An NMC Mentor is a registrant who, following successful completion of an NMC approved mentor preparation programme- or comparable preparation that has been accredited by an AEI as meeting the NMC Mentor requirements-has achieved the knowledge, skills and competence required to meet the defined outcomes.”And the 5 main principlesA who make judgements about whether a student has achieved the required standards ofproficiency for safe and effective practice must be on the same part or sub-part of the registeras that which the student is intending to enterB must have developed their own knowledge, skills and competency beyond that of registrationthrough CPD – either formal or experiential learning – as appropriate to their support roleC hold professional qualifications at an appropriate level to support and assess the students theymentor/teach, i.e. professional qualifications equal to, or at a higher level than, the studentsthey are supporting and assessingD have been prepared for their role to support and assess learning and met NMC definedoutcomes. Also, that such outcomes have been achieved in practice and, where relevant, inacademic settings, including abilities to support interprofessional learningE intending to record their teaching qualification must have completed an NMC approvedteacher preparation programme or have been assessed by the NMC, through its accreditationof prior learning route, as having met the equivalent of thisQuoted above is the definition of a mentor from the standards
8Learning and Teaching Characteristics of a mentor Role and characteristics of a mentorIn groups discuss these and identify the above.Feedback – identify strengths and areas requiring further developmentRefer back to slide 3 Role of the mentor and expectations from NMC. What personal characteristics promote the mentoring role?Individual activity – list 3 attributes of a good mentor.Give out role model pictures : ask individuals to pick a picture and attribute what characteristics make that person a good mentor e.g. knowledgeable , friendly, humorous. Split into groups each group should compile (on flip chart) their ideal mentor using the previously identified role models and their attributes to assist the process.Summarise findings and give out handout. Refer to uni website, practice based learning and RCN toolkit
9Learning Theories & Styles There are 3 main theories –BehaviourismCognitivismHumanismStyles:Activists, reflectors, theorists, experimenters (Honey & Momford 1994)Visual, auditory, kinestheticAdvise students that they may access further reading regarding styles and theories on the website.
10Learning Theories & Styles Self directed study:Think of a skill/subject you wish a student to learn and note how you would teach this.What are the associated learning styles/theories that you have utilised.How do you know your learner has understood your teaching and how would you adapt it if they don’t?Consider the different types/levels of learners you may encounter.Students should be advised by completing this activity and referencing it they may use this in their portfolio of evidence. Discuss how they can map this to the mentor outcomes and domains.
11Preparing for students/learners What you would like to know about learner?Previous experienceSkills already achievedTheoretical knowledgeWhat are your responsibilities?How can this information be accessed. Refer to the university of Stirling website, use of handbooks for other learner programmes, SMILE file in some areas. Allocation of mentor at what stage? - Student visit to clinical area prior to commencement of placement to meet with mentor.Learning Opportunities from various clinical areas are available. Handout the learning opportunities form for each clinical area.
12Preparing for students/learners in The Learning Environment What makes a good learning environment?Is it…….SupportiveInclusivePlannedStudents objectives to fit into designated area
13Preparing for students/learners in The Learning Environment: Swot Analysis Using a tool to evaluate your environmentStrengthsWeaknessesOpportunitiesThreatsPrice B 2004 Mentoring learners in practice; Evaluating your learning environment Nursing Standard, Oct. 13 Vol.19 No.5Congdon G, et al Managing the Placement Learning Environment Making practice based learning work (AccessedExamplar SWOT to be done with students in class and advise to complete for own clinical area as a self directed activity,
14The Placement Experience Induction & OrientationLearner documentationContract for learningEstablishing the mentor student relationship
15Organisation of the Module 3 days face to face2 days protected time with work based activities5 days unprotected time with work based activitiesAccredited or non-accredited routesAccredited route = 11 credits – level 9Advise of the content of the 3 days face to face study daysDay 1 (Today) will consider: D1.1 definition of mentor rolegoverning standards and policiesprogramme overviewD1.2 theories and styles of learningpreparing for learnersaction plans/learning contractsD1.3 characteristics of good mentorshipteaching approaches/skillsD1.4 learning environmentsDay 2: planning for learningassessmentequality ,diversity , disabilityDay 3: failing students
16Portfolio of evidence Documentation required; Learning contract / Action PlanRecord of Interim and Final ReviewsRecord of Completion of Module Component FormsLog of Practice Hours- containing a minimum of 37 and a half hours on specific practice mentor activityMapping of Portfolio of Evidence against Domains/ OutcomesVerification of Achievement of Mentor OutcomesGo over documentation required for achievement of mentor preparation programme.Ensure student s know how to access this information from University of Stirling’s website.
17The Accredited Version of the Module Also requiresFrom the “ Record of Completion “ forms, 2 specific components will be chosen for expansion with 1250 word essays. The 2 components will vary for each moduleAn assignment cover sheet should completed for submission with the expanded portfolioThis slide may be ignored if no candidates are undertaking the accredited route.
18Achieving the Appropriate Academic level Mentor module is developed at Academic Level 9Explain SCQF levelsDefine and give examples of learning at level 9The student mentor must provide a portfolio of evidence atlevel 9.Identify how mentors are required to assess learner achievement against SCQF levels.E.g. level 7 - year 1, describelevel 8 - year 2, discusslevel 9 - year 3, evaluateDemonstrates mentors’ expectations from a pre-registration student at various stages in the 3 year pre-registration programme.The student mentor must produce a portfolio of evidence a SCQF level 9, this will evaluate their own learning on the mentoring role.Students may find the handout/resources below useful for assessing students and for their own development: -Level 7, 8 & 9 descriptors from “An Introduction to the SCQF 2nd Edition”Bloom’s educational taxonomy cognitive (knowledge-related) domain of the steps of Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.