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Mentor Update The Pre-registration Nursing Assessment Documentation June 2006 Universities of Leeds Practice Partners.

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Presentation on theme: "Mentor Update The Pre-registration Nursing Assessment Documentation June 2006 Universities of Leeds Practice Partners."— Presentation transcript:

1 Mentor Update The Pre-registration Nursing Assessment Documentation June 2006 Universities of Leeds Practice Partners

2 Background Need for flexibility of placements Recognition that students from the West Yorkshire region access services from around the region Need for single assessment tool to facilitate this movement and ease mentor work created by differing documentation Recognition that the UoL & LMU document is bulky and not easy to use (Major Review 2006)

3 A Single Assessment Tool Needs to be user friendly Meet NMC regulations Enable student to demonstrate Fit for Practice, Fit for Purpose and Fit for Award Meet individual University curriculum needs

4 Background the four Universities - University of Bradford (UoB), University of Huddersfield (UoH), Leeds Metropolitan University (LMU) and University of Leeds (UoL) agreed the process for assessing students in practice

5 Single Assessment Document Assessment of Practice Stage 1 (CFP) novice Stage 2 care of single client & family/carer – non- complex cases Stage 3 – care of groups of clients & families/carers and for complex cases Stages may coincide with academic years depending on the programme. Linked to NMC Outcomes & Proficiency statements Guidance notes for mentor/student for each outcome/proficiency Skills Workbook Stage 1 – Generic skills required for all branches Stage 2 & 3 Branch specific skills The 2 documents are intrinsically linked i.e. a student can not demonstrate proficiency within the Assessment of Practice document without demonstrating proficiency at the skills required to complete that proficiency

6 The re-approval event for LMU (May 06) & UoL (March & May 06) agreed to use this process within the new curriculum commencing September 2006 (CFP) and for students commencing the branch programmes (Stage 2) in September 2006.

7 Single Assessment Tool – Mentor Contribution Within the curriculum development groups prior to the re-approval events – students also involved at this stage. 7th June event – comments & feedback on work to date

8 Further Developments Four Sub groups formed – Adult, Child, Mental Health & Learning Disabilities with representation from each of the Universities offering that branch Address mentor comments & feedback from 7 th June event Agreement from the Universities on the guidance notes & skills within the workbook To be completed by March 2007 UoB & UoH to incorporate new Single Assessment Tool at next re-approval event

9 Single Assessment Tool Assessment of Practice Based on the NMC Outcomes for Branch Entry (end of CFP) & Proficiencies for Entry to the Register (2004) Divided into Four Domains Professional and ethical practice Care delivery Care management Personal and professional development ‘The standards of proficiency define the overarching principles of being able to practice as a nurse; the context in which they are achieved defines the scope of professional practice.’ (p4)

10 Competency and Proficiency Benner (1984) development of a variety of traits that enable [progression from novice to expert 5 levels of proficiency through which nurses progress – novice, advanced beginner, competent practitioner, proficient nurse and expert. UKCC (1999) Fitness for Practice – skills and ability to practice safely and effectively without the need for direct supervision

11 Competency and Proficiency A Competence or proficiency driven curriculum is Dynamic A continuum – movement back as well as forward Must be maintained or it will deteriorate Develop and adapt as contexts change, new knowledge or skills evolve Therefore competence must be REDEFINED on a regular basis to ensure patient and organisational needs are met = PREP

12 Assessment Process Student will be directed by the relevant University as to which part, or complete domain(s) must be achieved by the end of the defined placement (this differs from programme to programme) but this will be clearly defined in the development plan. Student & mentor will identify which skills can be taught/practiced and assessed within the placement Discussion and agreement of these take place in the Preliminary interview

13 Assessment Process For placements over 4 weeks in length, an intermediate interview will review progress to date and develop on-going learning plan Final interview to assess whether student has completed successfully, placement learning outcomes, - Assessment of Practice and Skills Workbook signed off. On-going areas for development/areas requiring further practice identified in the action plan to take forward to the next placement Clinical Liaison Tutor/Link Lecturer must be involved where students may be at risk of failing or have significant learning needs to take forward, to provide on-going support and monitoring

14 Assessment Process – Placement Area’s Responsibility Allocation of mentor to student Map through learning opportunities within the placement and linked experiences (i.e follow the client through service provision/links with other disciplines or professional groups who enable client needs to be meet) areas to the Assessment of Practice & Skills Workbook (you may want to list these within your placement induction pack).

15 Assessment Process – Mentor ‘s Responsibility To negotiate a learning contract with the student. To facilitate the learning opportunities for the student to achieve the appropriate Domains/Skills To contribute to the learning action plan including any progressional issues (including absences and to contact Link Lecturer) To monitor student attendance & report absences to the sick- line To record student progress and completion of the agreed Domains and Skills and to award Pass/Fail NB for failing students it is essential to contact the clinical liaison lecturer/link lecturer to ensure there is a tripartite meeting to formulate an action plan. The university process means that this should be identified around the intermediate interview but it can occur at any time.

16 Assessment Process – Mentor ‘s Responsibility To contribute to a learning action plan including any progressional issues. Through discussion & reflection, facilitate the student to integrate learning from related learning experiences i.e. follow through of individual clients experiences Meet with other mentors/associate mentors to identify learning opportunities Attend mentor updates

17 Assessment Process – Student’s Responsibility To attend & to record their attendance on the Attendance Sheets – recording the hours spent in the placement area ( i,e one ay = 7.5 hours therefore 3 days/week = 22.5 hours, 4 days/week = 30 hours etc To report their absences to the placement area & to the absence line. To meet with mentor & agree domains & skills to complete within the placement area to be achieved must reflect development plan.The student will be able to clearly identify the skills and outcomes/proficiencies they must achieve

18 Assessment Process – Student’s Responsibility To keep contemporaneous, legible records of evidence towards domain. Ensure verification of evidence is signed off in a timely manner (it is recommended you meet with your mentor weekly to verify evidence) To evaluate the learning outcomes/module/placement experience To agree time & date for intermediate and final interview.

19 Assessment Process- Clinical Liaison Tutor/Link Lecturers Responsibility To provide theoretical underpinnings for practice To set, supervise and mark the theoretical assignment for the module. To build and then maintain links with the placement assessors. To participate in the tripartite meeting with the mentor and the failing student to formulate a clear action plan. To provide support to the mentors and students to ensure that the students meet their full potential. This may be of a pastoral nature. Finally, to work together to ensure quality placements interface with the theoretical underpinnings, to ensure the students have the skills and the proficiencies required to practice within the Health Care Services of the 21st Century.


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