Presentation on theme: "Mentor Update 2013. NMC standards Criteria for mentorship Role of the ‘sign off’ mentor Triennial review Supporting students who have a disability."— Presentation transcript:
Mentor Update 2013
NMC standards Criteria for mentorship Role of the ‘sign off’ mentor Triennial review Supporting students who have a disability or a weak student Assessment of competence/ professional attitude New curriculum – ‘Nursing 2012’
Standards to Support Learning and Assessment in Practice - NMC standards for mentors, practice teachers and teachers Implemented September 2007 – updated 2008 Full document available from NMC website
Framework to support learning and assessment in practice – 8 domains 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
Local Register of mentors and practice teachers NMC Placement providers responsible for: –Holding and maintaining up to date local register of current mentors and teachers –Regular review of register to ensure currency –E roster – register Educational providers should use register to: –Ensure sufficient mentors and PT to support students
Mentor at least two students within a three year period Attended an annual update Demonstrated maintenance and development of knowledge skills and competence as a mentor as part of triennial review
Criteria for becoming Sign Off Mentor Same part of register and same field of practice Meet NMC requirements to remain on mentor register Been supervised on at least 3 occasions for signing off proficiency at end of course by existing sign off mentor (first 2 can be simulated) Knowledge of programme / assessment requirements Understanding of NMC registration requirements and contribution made Understanding of their accountability to NMC for decisions made to pass or fail a student
Sign off mentors Must be identified on local registers Accountable for decision that student: –Is fit for practice with necessary Knowledge Skills Competencies Attitudes (1 hr per week in addition to 40% of time with student) Registration provides licence to practice Prime means of protecting of public
Mentor and assess 2 final placement students in a three year period Attended an annual update Demonstrated maintenance and development of knowledge skills and competence as a mentor as part of triennial review
A requirement of the NMC standards is that each mentor and practice teacher undergoes a review every three years (triennial review) to ensure they continue to meet the requirements to remain on the local mentor register. It is the responsibility of the Mentor or ‘Sign Off’ Mentor to undertake a self assessment and complete documentation prior to their Triennial Review.
Review of mentors The ward/department Sister or Charge Nurse The deputy ward/department Sister/Charge Nurse A nurse mentor with a minimum of two years experience as a mentor or sign off mentor who is able to facilitate any development and/or action plans that may arise from the review Review of sign off mentors The reviewer can be the ward/department Sister or Charge Nurse or deputy with a minimum of two years mentoring experience.
Copies of (anonymous) student/mentor learning contract Evidence of placement audit report inc student feedback Reflective accounts of learning situations Record of meeting/ liaison with HEI staff Student placement info / induction pack Individual student feedback Documentation re action plans/ extra learning contracts if drawn up
Lack of practical skills commensurate with the student’s level of training Inconsistent clinical performance Exhibits poor preparation and organisational skills Poor communication / interpersonal skills Lack of interest Absence of professional boundaries (Duffy, 2004)
The NMC have reprinted their guidance on professional conduct for nursing and midwifery students (NMC 2011)
Opinions of others/ colleagues Review portfolio Reflective discussions with students Triangulation of evidence - attitude scales/ learning outcomes/ learning contract Avoid making snap judgments/ stereotyping Make individualised judgments, not comparisons to other students Students with learning differences - support
Generic and Field More generic elements in year 1 which reduce as course progresses Fewer field elements in year 1 which increase as course progresses Year 1 Year 2 Year 3 GENERIC FIELD SPECIFIC
Overview of year 1 19 weeks theory Wk day/week in practice 50% of Modular Credits - Clinical/Practice 10 week placement with 7 study days 11 week placement with 8 study days Holidays and reading weeks interspersed throughout the year
Overview of year 2 16 weeks theory 1) 12 week HUB placement with SPOKE placements(1-3 weeks) - arranged by HEI. Short spokes negotiated between student & mentor. PLUS 7 study days set by HEI 2) 12 week placement as for placement1 but with 8 set study days Holidays and reading weeks interspersed throughout the year
Overview of year 3 16 weeks theory 1) 11 week HUB placement with SPOKE placements(1-3 weeks) - arranged by HEI. Short spokes negotiated between student & mentor. PLUS 5 study days set by HEI 13 week placement with NO Spoke placement Plus 5 set study days Holidays and reading weeks interspersed throughout the year
Students summatively assessed as previously Responsibility of hub mentor to assess and sign competencies Decision informed through documentation by SPOKE supervisor NB: In placement 2 – yrs 1& 2 achieved practice outcomes must be completed by set submission date to enable student progression into following year.
No formal summative assessment required but the learning must contribute to students ability to achieve NMC competencies Appropriate learning opportunities must be identified to ensure learning needs are achieved in SPOKE Staff in SPOKE to liaise with mentor in HUB if there are areas of concern or excellence Practice Learning Experience Record must be completed by the qualified supervisor
Course 360 credits – 120 at level 4, 5 & 6 Opportunity to select English medium or bi- lingual module Exit Awards: 120 credits level 4 - Certificate 120 credits both level 4 and level 5 - Diploma BN (Hons) for achievement of all credits Meeting NMC standards in Wales
How to access mentor information & student documentation on the BCUHB intranet Go to home page then: 1.Click on ‘Nursing and Midwifery’ link on left hand side column 2.Click on the picture below ‘Local learning and Development’ 3.Click on ‘Nursing and Midwifery education’ on top right hand side of page in the LINKS section 4.Click on ‘Mentor Newsletter’ on top right hand side of page in the LINKS section In addition to the mentor newsletter this link includes other useful mentorship information, and all current mentor training/ update dates.
Gopee, N; (2010), Mentoring and Supervision in Healthcare, 2 nd edition London: SAGE Publications Ltd Kinnell, D; Hughes, P; (2010) Mentoring, Nursing and Healthcare students. SAGE Publications Ltd Learning and Teaching Support Network (2003) Continuing professional development series. York: LTSN Generic Centre. Nash, S., Scammell, J., (2010), Skills to ensure success in mentoring and other workplace learning approaches. Nursing Times, 106, 2. Nursing & Midwifery Council (2008) Standards to Support Learning and Assessment in Practice, 2 nd edition. London: NMC RCN Toolkit (2007) Rhodes, C ;Stokes M Hampton G (2004) A practical Guide to Mentoring, Coaching and Peer- networking London: Routledge Falmer Scholes, J. Webb, C. Endacott, R. Miller, C. Jasper, M. McMullan, M. (2003) Making portfolios work in practice. Journal of Advanced Nursing. 46 (6) Stuart C.C, (2007) Assessment, Supervision and Support in Clinical Practice: A Guide for Nurses, Midwives and Other Health Professionals, 2 nd edition. Oxford: Churchill Livingstone Veeramah, V., (2012), What are the barriers to good mentoring? Nursing Times, 108, 39, pp12-15 Walsh, D (2010) The Nurse Mentor’s Handbook: Supporting Students in Clinical Practice. Berkshire: Open University Press