Presentation on theme: "March 2015. NMC Standards to Support Learning and Assessment In Practice (2008) ‘Initiate and respond to practice development to ensure safe and effective."— Presentation transcript:
NMC Standards to Support Learning and Assessment In Practice (2008) ‘Initiate and respond to practice development to ensure safe and effective care is achieved and an effective learning environment is maintained’ Attend an annual Mentor Update Mentor a minimum of 2 students every 3 years Complete a review every 3 years with your manager, to appraise your performance as a mentor – triennial review
Discuss major changes in nurse education affecting students in practice placement. Explore complex or challenging situations involving students in practice through scenarios Demonstrate how mentors can fulfil their role set by the NMC by keeping up to date between annual updates through the website support
Information for students to prepare them for practice Dates for mentor updates and sign off mentor workshops Mentor Preparation Programme overview, dates and application pack Practice Education newsletters Explanation of the Education Audit Process E-portfolio information including PebblePad Learning and Support Team contact details Contact details for practice education support team Useful links to the NMC, RCN, RCM and Healthcare Professional Council websites.
This area on the website is for students and mentors in practice placement
‘Preparing for practice’ section gives the information to help understand the allocations process, sickness & absence reporting, travel, accommodation and the common questions students ask about their practice placement
Mentor tab has information becoming a mentor and practicing as a mentor Newsletters
Base and spoke handbook
Period of introduction to base area (at least four weeks) to include tripartite meetings in PE1,2 & 5 and identification of potential spokes Combination of attendance at base placement (at least 50%) and spoke experiences. SPOKE Period of consolidation within base area ( at least 2 weeks), consolidating learning, addressing any outcomes not achieved and identifying areas for development and growth
Entries are now open for the 2015 Student Nursing Times Awards. The awards are not only about students but also mentors and placements. For more information visit https://studentawards.nursingtimes.net/ https://studentawards.nursingtimes.net/ The closing date for entries is 9th January 2015.
Quality in Practice - Ensuring our placements are safe and suitable learning environments Link to Healthcare Placements website Link to ‘escalating concerns’ policy and flow chart
NMC quality assurance framework (2013) requires that each practice placement has an educational audit that will support an effective practice learning culture Confirms the required levels of supervision and mentorship Planned experience supports the intended learning outcomes set by the NMC
Regional Education audit tool (REAT) Every practice placement Every 2 years or earlier when adverse incidents impact on safe and effective learning Carried out in partnership with LEM, link lecturer + Practice Learning Facilitator(PLF) and Practice Placement Facilitator (PPF) Highlights areas for potential concern Improves the contact and partnership between education and practice learning
Agree on the maximum capacity for all learners for the placement Confirms that resources are available to support learners to achieve their learning outcomes Records action plans, ongoing monitoring, follow up outcomes and deadlines. Recorded on the PPQA website
Mentors must discuss and encourage the student to evaluate the practice experience at final interview Students feedback about their learning experience in practice on the Healthcare Placements website. A hyperlink is built into each Practice Experience workbook in PebblePad to make the evaluation easy to find
Students get an reminder on the VLE The LEM in each placement can view the evaluation in real time A process is in place for the Link Lecturer to feed back evaluations Mentors can use the evaluations in their triennial reviews
New PebblePad webpage, jam packed full of information and advise support Click on ‘PebblePad (e-portfolio)’ Section for mentors Section for students PebblePad training sessions PebblePad newsletters
Merge the ‘Final Interview’ and ‘Statement of Achievement’ Electronic identifier – after each entry the name, date and time of the entry will be added Changes to the electronic link between the mentor and student
PebblePad Learning and Support team Fiona Powling, Jonathan Ayto and Danielle Simpson Phone (32)1540 Visit University of York, Seebohm Rowntree building office ATB/025 on the ground floor
Practice Experience 1 and 2 in paper CAP version and Practice Experience 4 to 6 on PebblePad EU directives (Adult Field of Practice ONLY), paper version for PE1 and PE2 then in ‘mandatory training’ workbook in PebblePad for PE4 to PE6 Elective Practice Experience – some on paper and some on PebblePad (dependant on the location of Elective)
Sign off mentor must review ALL past practice experience documentation, including: EU directives (Adult field of practice students ONLY) Medicines Management calculations are complete and correct Elective Practice Experience Statement of Achievement to progress to the NMC register is completed AFTER Elective Practice Experience
Practice Education Support Team Based at the University of York, Department of Health Sciences Support for mentors and students in practice placement Allocations of students to practice placements Mentor Preparation Programme Website-www.york.ac.uk/healthsciences/practice-ed- support -
The planning for next year’s Practice Education Conference is underway. Dr Peter Carter the Chief Executive and General Secretary of the RCN is already confirmed as a speaker. Keep an eye on the website for further details.
NMC requirements are that mentors are competent in the following 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