Presentation on theme: "Knowledge and skills required of a mentor? Linda Edmond."— Presentation transcript:
Knowledge and skills required of a mentor? Linda Edmond
Knowledge and skills of assessment. Creating action plans. Undertake interviews with students. Three key knowledge and skills areas required?
Assessment is a measurement that directly relates to the quality and quantity of learning and is therefore concerned with students progress and attainment Nicklin P & Kenworthy N (2000) Teaching & Assessing in Nursing Practice: An Experiential Approach (3 rd ed) London, Balliere Tindall What is assessment?
“ Assessment is related to collecting information as evidence of the student/learners ability to perform particular clinical skills or competences” (Gopee N 2008 Mentoring and Supervision in Health care p130 London, Sage) Assessment
What is the purpose of assessment? To assess performance in practice against the relevant NMC standards Outcomes for entry to branch Standards of Proficiency for entry to the register To establish competence and fitness for practice
Framework to support learning and assessment in practice Establishing effective working relationships Facilitation of learning Assessment and accountability Evaluation of learning Creating an environment for learning Context of practice Evidence-based practice Leadership (NMC Standards 2008)
Types of assessment Episodic Assessment at a single point in time Continuous On-going assessment Formative Developmental Summative Formal judgement of performance
What makes a good assessment? Being prepared Fair (equality and diversity) Objective Honest Timely Feedback
Cardinal Criteria for Assessment Validity Measures what it supposed to Reliability Consistency Inter/intra-mentor reliability Discrimination Differentiate between levels of competence Practicality (usability)
What are the 3 Learning Domains you assess in practice? Psychomotor – dexterity Cognitive – knowledge and understanding Affective - attitudes Bloom Taxonomy (1956)
Steinekar & Bell’s Taxonomy (1979) Exposure - Some knowledge of methods used, willingness to participate Participation- Interact well with patients, carries out activities under supervision Identification- Shows initiative, applies theory to practice Internalisation - Problem solve by analysis and evaluation, willing to share experiences Dissemination - Teach patients/clients/families, write and verbalise info about management issues Steinekar N & Bell M (1979) The Experiential Learning: A New Approach to Teaching and Learning New York, Academic Press
Writing Action Plans Action plans should be: S - Specific M - Measurable A - Achievable R - Realistic T - Timed
Action Plans Are defined as ‘a must-achieve device that identifies competencies that need to be achieved by an identified date during the practice placement, non-achievement of which would lead to a fail mark being awarded.’ (Gopee, 2008)
The interview process Inital interview Interim Final interview Following the process.
Refereces and suggested further reading Goope N (2008) Mentoring and Supervison in Health Care London Sage NMC (2008) A standard to support learning and assessment in practice London NMC NMC (2008) Code of Professional Conduct:standards for conduct, performance and ethics. London NMC Nicklin P Kenworthy N (2000) Teaching & Aseesssing in Nursing Practice: An experientail approach (3rd ed) London Ballieiere