2 Overview NMC standards Criteria for mentorship Role of the ‘sign off’ mentorTriennial reviewSupporting students who have a disability or a weak studentAssessment of competence/ professional attitudeNew curriculum – ‘Nursing 2012’
3 NMC Standards for mentorship 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
4 Framework to support learning and assessment in practice – 8 domains Establishing effective working relationshipsFacilitation of learningAssessment and accountabilityEvaluation of learningCreating an environment for learningContext of practiceEvidence based practiceLeadership
5 Local Register of mentors and practice teachers NMC Placement providers responsible for:Holding and maintaining up to date local register of current mentors and teachersRegular review of register to ensure currencyE roster – registerEducational providers should use register to:Ensure sufficient mentors and PT to support students
6 Criteria to remain a mentor Mentor at least two students within a three year periodAttended an annual updateDemonstrated maintenance and development of knowledge skills and competence as a mentor as part of triennial review
7 Criteria for becoming Sign Off Mentor Same part of register and same field of practiceMeet NMC requirements to remain on mentor registerBeen 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 requirementsUnderstanding of NMC registration requirements and contribution madeUnderstanding of their accountability to NMC for decisions made to pass or fail a student
8 Sign off mentors Must be identified on local registers Accountable for decision that student:Is fit for practice with necessaryKnowledgeSkillsCompetenciesAttitudes(1 hr per week in addition to 40% of time with student)Registration provides licence to practicePrime means of protecting of public
9 To remain a ‘Sign off’ mentor for Pre registration nursing students Mentor and assess 2 final placement students in a three year periodAttended an annual updateDemonstrated maintenance and development of knowledge skills and competence as a mentor as part of triennial review
10 TRIENNIAL REVIEWA 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.
11 The Triennial review can be undertaken by the following people: Review of mentorsThe ward/department Sister or Charge NurseThe deputy ward/department Sister/Charge NurseA 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 reviewReview of sign off mentorsThe reviewer can be the ward/department Sister or Charge Nurse or deputy with a minimum of two years mentoring experience.
12 Examples of ‘evidence’ to show competence Copies of (anonymous) student/mentor learning contractEvidence of placement audit report inc student feedbackReflective accounts of learning situationsRecord of meeting/ liaison with HEI staffStudent placement info / induction packIndividual student feedbackDocumentation re action plans/ extra learning contracts if drawn up
13 How do we identify a weak student? Lack of practical skills commensurate with the student’s level of trainingInconsistent clinical performanceExhibits poor preparation and organisational skillsPoor communication / interpersonal skillsLack of interestAbsence of professional boundaries(Duffy, 2004)
14 Attitudes and professional behaviour The NMC have reprinted their guidance on professional conductfor nursing and midwifery students(NMC 2011)
15 How do we know our assessments are valid? Opinions of others/ colleaguesReview portfolioReflective discussions with studentsTriangulation of evidence - attitude scales/ learning outcomes/ learning contractAvoid making snap judgments/ stereotypingMake individualised judgments, not comparisons to other studentsStudents with learning differences - support
17 Generic and FieldMore generic elements in year 1 which reduce as course progressesFewer field elements in year 1 which increase as course progressesYear 3FIELD SPECIFICYear 2GENERICYear 1
18 Overview of year 1 19 weeks theory Holidays and reading weeks Wk day/week in practiceHolidays and reading weeksinterspersed throughout the year10 week placement with 7 study days11 week placement with 8 study days50% of Modular Credits - Clinical/Practice
19 Overview of year 2 16 weeks theory Holidays and reading weeks interspersed throughout the year1) 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 HEI2) 12 week placement as for placement1 but with 8 set study days
20 Overview of year 3 Holidays and reading weeks 16 weeks theory interspersed throughout the year1) 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 HEI13 week placement with NO Spoke placementPlus 5 set study days
21 Assessment of competencies in HUB placement Students summatively assessed as previouslyResponsibility of hub mentor to assess and sign competenciesDecision informed through documentation by SPOKE supervisorNB: In placement 2 – yrs 1& 2 achieved practice outcomes must be completed by set submission date to enable student progression into following year.
22 SPOKE placementsNo formal summative assessment required but the learning must contribute to students ability to achieve NMC competenciesAppropriate learning opportunities must be identified to ensure learning needs are achieved in SPOKEStaff in SPOKE to liaise with mentor in HUB if there are areas of concern or excellencePractice Learning Experience Record must be completed by the qualified supervisor
23 Meeting NMC standards in Wales Course 360 credits – 120 at level 4, 5 & 6Opportunity to select English medium or bi-lingual moduleExit Awards:120 credits level 4 - Certificate120 credits both level 4 and level 5 - DiplomaBN (Hons) for achievement of all credits
24 Accessing information on BCUHB intranet Accessing information on BCUHB intranet. (This can only be accessed on site within BCUHB)How to access mentor information & student documentation on the BCUHB intranetGo to home page then:Click on ‘Nursing and Midwifery’ link on left hand side columnClick on the picture below ‘Local learning and Development’Click on ‘Nursing and Midwifery education’ on top right hand side of page in the LINKS sectionClick on ‘Mentor Newsletter’ on top right hand side of page in the LINKS sectionIn addition to the mentor newsletter this link includes other useful mentorship information, and all current mentor training/ update dates.
25 References / useful websites Gopee, N; (2010), Mentoring and Supervision in Healthcare, 2nd edition London: SAGE Publications LtdKinnell, D; Hughes, P; (2010) Mentoring, Nursing and Healthcare students. SAGE Publications LtdLearning 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, 2nd edition. London: NMCRCN Toolkit (2007)Rhodes, C ;Stokes M Hampton G (2004) A practical Guide to Mentoring, Coaching and Peer-networking London: Routledge FalmerScholes, 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, 2nd edition. Oxford: Churchill LivingstoneVeeramah, V., (2012), What are the barriers to good mentoring? Nursing Times,108, 39, pp12-15Walsh, D (2010) The Nurse Mentor’s Handbook: Supporting Students in Clinical Practice. Berkshire: Open University Press