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Mentorship Preparation for Healthcare Professionals Session 5 1.

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Presentation on theme: "Mentorship Preparation for Healthcare Professionals Session 5 1."— Presentation transcript:

1 Mentorship Preparation for Healthcare Professionals Session 5 1

2 Introduction This theme is structured around the following key topics:  Professional and legal accountability of the mentor.  Making judgements and decision-making including how to deal with failure 2

3 Types of Assessment Formative Assessment  Monitoring progress during placement  Informs learning process  Can inform the final grade 3 Summative Assessment  Formal assessment at end of placement  Constitutes the final judgement of competence/achievement

4 Decision-making 4

5 Failing to fail Mentors although not satisfied that a student has reached a satisfactory standard by the end of the placement, gave the student a satisfactory grading on their summative assessment (Duffy, 2004) 5

6 Professional & Legal Accountability 6

7 Mentorship Debate

8  2 teams  2 topics to debate  3 speakers from each team  Each speaker will discuss one topic on behalf of their team  15mins is given to the 2 teams to plan their debate for each topic  Each speaker gets 3 minutes to discuss their point  The floor is then opened up to questioning –– only one person to speak at a time  Any member of the team can answer the question poised by the opposite team Teams

9  Introduction of yourself : your name, job title & area of work  If debating FOR = Give a definition and your interpretation  If debating AGAINST = Give a definition: agree, amend, or reject definition of affirmative - If reject then you must justify why  FOR/AGAINST - Give your arguments, reasons and evidence  FOR/AGAINST - Summary of own case  FOR/AGAINST - Conclusion FOR and AGAINST DUTIES OF SPEAKERS FOR and AGAINST

10 A nurse is being prosecuted for allegedly failing to supervise a student who accidentally killed a 91-year-old patient. Edna Alker died after she was given an injection of potassium chloride at Whiston Hospital in Merseyside. It was given by a student nurse who was training at the hospital in 2003. The student faces no charges, but Karen Edwardson, 36, who was allegedly supervising her, is being prosecuted under Health and Safety rules. Mentor prosecuted over fatal jab

11 In 2013, Emmanuel Ajala was removed from the Nursing and Midwifery Council (NMC) register after admitting he plagiarised while he was a student at Essex University. A hearing by the NMC’s conduct and competence committee heard how two essays entered by Ajala in 2008 and 2009 were 53 per cent and 59 per cent similar to one published article which were detected by the university checking system. Nurse struck off for plagiarism

12 Duty of care  A standard of behaviour endorsed by the NMC/Trust and HEI  Nurses owe a duty of care to patients i.e. must behave with skill and competence. 12 Professional & Legal Accountability cont….

13 Negligence  A breach of the legal duty resulting in damage/harm to the patient. Accountability  Answerable for your decisions  Implies an obligation to disclose what you have done, why you have done it that way and what were the results of your actions. 13 Professional & Legal Accountability cont.

14 Professional Accountability Public Patient Employer Profession How does professional & legal accountability relate to the mentor for passing an unsafe, final year student? 14

15 Final Interview Purpose of the final interview is to:  To finalise progress and performance  Identify essential skills achieved and not achieved  Provide feedback and document this in the on- going achievement record 15

16 Chris’ Final Interview You will now watch a video clip. Was evidence provided to support the achievement of the chosen Essential Skills?Was evidence provided to support the achievement of the chosen Essential Skills? Was the Ongoing Achievement Record completed?Was the Ongoing Achievement Record completed? Are there any unresolved issues?Are there any unresolved issues? What could have been done differently?What could have been done differently? 16

17 Ongoing Achievement Record 17 Complete Chris’ OAR  The student’s strengths and achievements  The student’s learning needs and areas for development  Any issues which arose and how they were resolved or remain unresolved Remember, the information you provide is useful for the next mentor and/or sign-off mentor also the student

18 Summative Assessment Brief 18

19 19 Workbook Tutorial

20 20 Level 6 - Reflective Essay Introduction Include an outline of the key points for discussion in the essay. The key points should be in the order they will be discussed. Main Body Your critical analysis on the mentorship of the virtual student (Chris) should include the following: -Your role as an effective role model and which skills you adopted throughout the mentorship of the virtual student. -Planned learning activities such initial, mid-point and final interview processes. -Factors which influenced how you helped the virtual student integrate into practice e.g. orientation. -How you developed your mentoring relationship with the virtual student. -How did you identified learning needs appropriate for the virtual student’s stage of learning with reference to learning styles e.g. Honey and Mumford, practice assessment document and ongoing achievement record. -Your role as an advocate in supporting the virtual student in accessing appropriate learning opportunities with other professionals, patients, clients and carers. -The effectiveness of the use of various coaching styles e.g. ‘Joint Experimentation (Schon’s Model). -The component and the essential principles that were used to underpin the assessment e.g. validity. -How you monitored the student’s progress and provided constructive feedback. -How you managed poor performance in practice with reference to the action plan. -Factors that may influence your decisions. -Your professional accountability and how it relates to the assessment of practice. -Support mechanisms available for you as a mentor. Conclusion: The conclusion should be used to summarise the main points of the essay. No new information should be introduced.

21  Develop an innovative learning resource for your practice setting.  The learning resource should offer students new insights into their chosen discipline.  The learning resource must cover one of the NMC (2008) eight domains Level 7 – Innovative Learning Resource 21

22 Domain 1Domain 1 Establish effective working relationships Domain 2Domain 2 Facilitation of learningFacilitation of learning Domain 3Domain 3 Assessment and accountabilityAssessment and accountability Domain 4Domain 4 Evaluation of learningEvaluation of learning A resource which helps students to integrate into your practice area. A resource which helps mentors to assess and facilitate students’ learning styles. A tool which helps students review their own performance and identify further learning needs. A tool to help students evaluate your performance as a mentor. Domain 5 Create an environment for learning Domain 6 Context of practice Domain 7 Evidence-based practice Domain 8 Leadership A resource which indicates how an aspect of the learning environment in your area of practice could be further enhanced to meet students’ needs. A resource which assists students in your area to develop appropriate professional attitudes. A resource which helps students to link evidence based theory with an aspect of practice they commonly undertake in your area of practice. A planned pathway which students can undertake with members of the inter-professional team in your area of practice to enhance students’ learning. 22 The resource must cover one of the NMC domains:

23  A 20 minute PowerPoint Presentation of your innovative learning resource to a panel Presentation must relate to learning outcomes: -The rationale for the development the resource and identification of the NMC (2008) domain covered. -A brief overview of the resource and critical analysis of your approach to its development. -A Critical analysis of how this resource addresses competing influences on your role as a mentor and enhance teaching, learning and assessment in your practice area -A Critical evaluation of the challenges implementing this resource. -Justify your rationale with reference to learning theory and current evidence base which informs mentoring and assessing. Presentation Brief

24 Presentation outline: o A brief profile of your clinical area (maintain confidentiality), your role and responsibilities. o An overview of the resource – aims and objectives. o A rationale for the identified learning resource – SWOT analysis may help to illustrate your rationale and stakeholder consultation. This should be ‘Specific, Measurement, Achievable, Realistic and Timely’ (SMART). o Critical discussion on the development of the resource. o Critical evaluation of the challenges faced on implementing the resource and how these were addressed. o Critical analysis and evaluation of a wide range of relevant and current literature on socio- political and governmental contexts with regard to the mentorship role in accordance with the NMC Standards and guidelines. o A conclusion – which highlights key issues of the mentorship role in relation to teaching, learning and assessment. Also continuous professional development through reflection. Level 7 - Presentation Brief

25  References must be included in the PowerPoint presentation. All notes documented in the notes section must be referenced.  Following the presentation: -The panel may ask questions to seek clarification and explore any areas of concern. -The panel will provide feedback following the presentation. -Presentation will be graded by an academic. 25 Level 7 - Presentation Brief

26 The annotated bibliography: -Is an organised list of resources cited adhering to Harvard’s Referencing System. -Should be followed by a brief descriptive and evaluative paragraph (the annotation). The following aspects should be included in the annotated bibliography: AUTHORITY- Who wrote it? What are their credentials? (i.e. Professor) AUDIENCE - Who are the intended audience – e.g. Students? USEFULNESS - How useful is it to your resource ? e.g. Is it a research article? COMPARISON - Is it similar to another work? CONCLUSIONS - Have the author(s) made any conclusions? What methods were used for evaluation? LIMITATIONS - Are there any limitations? 26 Level 7 – Annotated Bibliography

27 27 Turnitin

28 Frequently asked Questions:  What happens if I copy someone else work?  Why is my similarity score high (>35%)  What happens if I do not submit my work?  What happens if I am unable to submit on time?  Who can help if I am experiencing problems submitting my work? 28 Turnitin Contact your group tutor Disciplinary Hearing Ring IT on: 0300 -111 4895 - 24hour service, 7days a week Check by clicking ‘originality Fail

29  When will I receive my results?  Where can I see my results?  Where can I see my feedback?  When can I start mentoring? 29 Results 15 working days (Provisional) Turnitin / MyRegistry Turnitin Once results are ratified at assessment board

30 What next? Review online learning materials and activities in weeks 10 – 12 folder on Blackboard Complete sections F, G, in your Workbook 30

31 31 End of Course Evaluation Complete Course Evaluation Form

32  Duffy, K. (2004) Failing students: a qualitative study of factors that influence the decisions regarding assessment of students' competence in practice. NMC, London.  Stuart, Ci Ci. (2013) Mentoring, learning and assessment in clinical practice: a guide for nurses, midwives and other health professionals. Sheffield, Churchill Livingstone. 32 References

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