1. Mentor Update 2013

2. Overview 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’

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 relationships
Facilitation of learning
Assessment and accountability
Evaluation of learning
Creating an environment for learning
Context of practice
Evidence based practice
Leadership

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 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

6. Criteria to remain a mentor
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

7. 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

8. 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

9. To remain a ‘Sign off’ mentor for Pre registration nursing students
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

10. 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.

11. The Triennial review can be undertaken by the following people:
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.

12. Examples of ‘evidence’ to show competence
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

13. How do we identify a weak student?
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)

14. Attitudes and professional behaviour
The NMC have reprinted their guidance on professional conduct
for nursing and midwifery students
(NMC 2011)

15. How do we know our assessments are valid?
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

17. 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 3
FIELD SPECIFIC
Year 2
GENERIC
Year 1

18. Overview of year 1 19 weeks theory Holidays and reading weeks
Wk day/week in practice
Holidays and reading weeks
interspersed throughout the year
10 week placement with 7 study days
11 week placement with 8 study days
50% of Modular Credits - Clinical/Practice

19. Overview of year 2 16 weeks theory Holidays and reading weeks
interspersed throughout the year
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

20. Overview of year 3 Holidays and reading weeks 16 weeks theory
interspersed throughout the year
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

21. Assessment of competencies in HUB placement
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.

22. SPOKE placements
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

23. Meeting NMC standards in Wales
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

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 intranet
Go to home page then:
Click on ‘Nursing and Midwifery’ link on left hand side column
Click on the picture below ‘Local learning and Development’
Click on ‘Nursing and Midwifery education’ on top right hand side of page in the LINKS section
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.

25. References / useful websites
 Gopee, N; (2010), Mentoring and Supervision in Healthcare, 2nd 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, 2nd 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, 2nd 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

26. Useful contacts Karen Hughes: hss409@bangor.ac.uk 01978316318
Sandra Roberts:
Alison Owen Traynor:
Gill Truscott: