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PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Briefing session on the NMC Standards to Support Learning and Assessment in.

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Presentation on theme: "PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Briefing session on the NMC Standards to Support Learning and Assessment in."— Presentation transcript:

1 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Briefing session on the NMC Standards to Support Learning and Assessment in Practice 10.00 – Welcome and Introductions 10.10 – The purpose of the session; 10.20 – NMC Competencies and outcomes for a mentor 10.40 – Introduction to the role of the Sign Off mentor. 10.55 – What does this mean to you? 11.30 - Reflection on current competencies, self assessment. 12.00 – How to implement these Standards in Practice 12.30 – UWE Student passport briefing 13.30 - Summary of the session and evaluations

2 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen NMC Competence and Outcomes for a Mentor

3 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Establishing Effective Working Relationships Mutual trust and respect Integrate students into practice settings Supporting transition between learning environments

4 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen FACILITATION OF LEARNING Map students stage of learning to the placement learning opportunities Link theory/practice gap Support students to critically reflect

5 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen ASSESSMENT AND ACCOUNTABILITY Professional growth, personal development and accountability Assessment skills and managing the Failing student

6 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen EVALUATION OF LEARNING Evaluate your own practice Develop own practice and that of others

7 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen CREATING AN ENVIRONMENT FOR LEARNING Support students with their learning needs Review learning environment and enhance as required Act as a resource for others

8 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen CONTEXT OF PRACTICE Contribute to an effective practice environment Set and maintain professional boundaries Ensure an effective learning environment is maintained

9 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen EVIDENCE-BASED PRACTICE Identify and apply to your area of practice Support students in applying this to their own practice

10 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen LEADERSHIP Plan to meet student needs Be an advocate for students Prioritise work to accommodate supporting students Constructive feedback

11 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Sign Off Mentor An introduction to the role

12 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen 2.1.3 Criteria for a sign-off mentor Only sign-off mentors and practice teachers that are on the same part of the register and in the same field of practice may confirm to the NMC that students have met the relevant standards of proficiency for the particular programme leading to registration or a qualification that is recordable on the NMC register.

13 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Identified on the local register as a sign-off mentor or a practice teacher. Registered on the same part of the register. Working in the same field of practice as that in which the student intends to qualify. And Additionally to be a Sign Off Mentor................. Your employer as the placement provider must ensure that the mentor designated to sign-off proficiency for a particular student at the end of a programme is:

14 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen You must have: Clinical currency and capability in the students field of practice. Met the NMC requirements to remain on the local register. Been supervised on at least three occasions (by an existing sign-off mentor or practice teacher) for signing off proficiency at the end of a final placement. A working knowledge of current programme, practice assessment and relevant changes in education and practice for the student they are assessing. An understanding of the NMC registration requirements and the contribution they make to meeting these requirements. An in-depth understanding of their accountability to the NMC for the decision they make to pass or fail a student.

15 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Confirmation of proficiency The sign-off mentor, is responsible and accountable for making the final sign-off in practice – confirming that a student has successfully completed all practice requirements. This confirmation will contribute to the portfolio of evidence considered by the AEI’s examination or assessment board.

16 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Expectations of a Mentor/Sign Off Mentor NMC requirementsAdvice and guidance The NMC has identified progression points where confirmation is required that students have met specified outcomes and competencies. Student may not progress past these points without a formal decision that they have met the outcomes or competencies of a previous part of the programme All mentors may assess specific competencies throughout the programme. A mentor may confirm achievement of competencies, including those to be achieved at, or by, a progression point. Only a sign-off mentor, who has met the additional criteria, may sign-off proficiency at the end of a final period of practice learning.

17 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen NMC requirements Advice and guidance Mentors must keep sufficient records to support and justify their decisions on whether a student is, or is not, competent/proficient.. It is important that mentors have an audit trail to support their decisions. Throughout a placement the mentor should ensure that regular feedback is given to the student and that records are kept of guidance given. In the final placement of a pre-registration, mentors are required to be either a sign-off mentor, or supported by a sign-off mentor or a practice teacher, in order to make final decisions on proficiency. Mentors are responsible and accountable for making decisions on the student’s achievement of outcomes and competencies..

18 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen NMC requirements Advice and guidance Sign-off mentors must have time allocated to reflect, give feedback and keep records of student achievement in their final period of practice learning. This will be the equivalent of an hour per student per week. This time is in addition to the 40% of the student’s time to be supervised by a mentor Sign-off mentors will require allocated time to ensure that students have effective feedback on their performance so that the ultimate decision on their proficiency is not unexpected. Only sign-off mentors, who have met the additional criteria, must sign-off achievement of proficiency at the end of the programme, unless the mentor is being supervised by a sign-off mentor or practice teacher who should countersign that the proficiency has been achieved by the student. The final assessment of proficiency draws on evidence of assessment over a sustained period of time. The sign-off mentor may use the student passport and other evidence to see if competence has been achieved and maintained previously, as well as demonstrated in the current placement.

19 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Discussion of the Role Why has the NMC decided to make the changes?

20 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Fit for Practice Concern over the number of new registrants reported for fitness for practice issues

21 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Research Watson and Harris (1999) found that in Scotland some students were being allowed to pass clinical assessments without having demonstrated competence They also found that some mentors did not feel that it was their role to fail students 46% of mentors in their survey agreed that students were sometimes passed when not competent

22 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Research Kathleen Duffy’s research asked the question “Why are some student nurses being allowed to pass clinical assessments without having demonstrated sufficient competence?” (K Duffy 2004)

23 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen K Duffy it would appear that mentors when faced with a ‘borderline student’ will often pass the student giving the individual the ‘benefit of the doubt’

24 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen K Duffy “What are the consequences for service providers and user, of decisions to employ nurses or midwives of borderline competence?”

25 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen K Duffy Lecturers say that “clinical practitioners hold them responsible for problems with newly qualified staff. The lecturers’ view is that mentors who have ‘failed to fail’ are responsible,”

26 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen K Duffy The sixth recommendation (from the research) is that the issue regarding the passing on of information between placements once a student has failed a clinical assessment requires to be debated.

27 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Student Passport UWE are introducing the student passport in line with NMC requirements (NMC 2006) As sign off mentors you will be able to see how the student has progressed by looking at previous assessments and comments from the previous mentors

28 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Student Passport How will access to this passport help in the assessment process?

29 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Debate You are happy with the student’s competence but they have only just scraped through all previous assessments. How does this knowledge influence your decision to pass or fail?

30 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Debate All the previous assessments are good but you are not happy with the student’s competence. How do the previous assessments influence your decision to pass or fail?

31 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Debate You are concerned about the student’s competence and your concerns are echoed by the previous mentors. How does this knowledge affect your decision?

32 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen Your accountability to the NMC How will the NMC hold you accountable?

33 PEF/Oct/2007Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen References Duffy K (2004) available at http://www.nmc-uk. http://www.nmc-uk Watson, H. E., Harris, B. (1999) Supporting students in practice placements in Scotland Glasgow Caledonian University: Department of Nursing and Community Health.


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