Presentation is loading. Please wait.

Presentation is loading. Please wait.

Supporting Learning and Assessment in Practice

Similar presentations


Presentation on theme: "Supporting Learning and Assessment in Practice"— Presentation transcript:

1 Supporting Learning and Assessment in Practice
achieving the NMC stage 2 standards for mentors

2 Information fire alarm and fire escapes toilets coffee and tea
group work respect and confidentiality

3 Underpinning Principles
same part / sub part of the register knowledge, skills and competence professional qualifications preparation programmes

4 Group Discussion A B the best thing about having students is…
the worst thing about having students is… C D the best thing about being a student is… the worst thing about being a student is…

5 10 Day Programme + + 2 days theory mandatory or or
APEL: previous mentorship training & experience 3 days distance learning or + 5 days supervised practise APEL: evaluation of learning or

6 reflective assignment
10 Credit Module (Bsc pathway) 10 day programme reflective assignment +

7 Day 1 Objectives understand the student experience
describe the effective mentor structure a student placement complete clinical practice assessment documents

8 Day 2 Objectives ‘sign off’ clinical competence
provide constructive feedback address the failing student create an environment for learning teach a clinical skill

9 Mentor Portfolio useful information learning in practice peer review
mentor assessment professional portfolio

10 A Brief History of Nurse Training & Education

11 ‘Traditional’ Training
apprenticeship model direct observation and practice in clinical settings competence assessed through ward based examinations, written papers and a national exam RCN 2007

12 1970s devolution of training
assessment in each country overseen by their board of nursing RCN 2007

13 Project 2000 (1992) transferred nurse training to HEIs diploma level
critical research based profession students supernumerary health rather than illness model CFP and branch programmes  primarily academic assessment RCN 2007

14 Fitness for Practice (2002)
education in partnership all-graduate preparation clinical skills (rebuilt skills lab) 50% theory / 50% practice… …reflected in assessment schedule practice education facilitators CFP reduced to 12 months UKCC 1999

15 The Future… Develop a competent and flexible workforce
reconciling demand and need with safety and quality enable nurses to lead and coordinate care DoH 2006

16 The Future… Update career pathways and career choices
standardise advanced and specialist roles develop a fast track scheme for nurse leaders develop a careers framework with post graduate career pathways continuity of care within and between clinical settings DoH 2006

17 NHS Modernisation growing trend of chronic and complex illness
an aging population focus on prevention and health promotion managing disease in primary care settings tackling determinants of health status such as poverty and social exclusion holistic practice that links health and social care DoH 2006

18 Modernising Nursing Careers
increased public expectations and demands review the level and content of pre- registration education engaging the public and greater public responsibility DoH 2006

19 Fitness for Practice

20 ‘certificate in healthcare’ (unqualified)
Year 1 (CFP) Block 1 40 CATS Level 1 6 weeks theory 7 weeks practice Total: 120 CATS at Level 1 ‘certificate in healthcare’ (unqualified) Block 2 7 weeks theory Block 3 8 weeks theory 42 weeks + 10 weeks holiday (3 terms)

21 Year 1 (CFP) Placement branch specific A primary care B adult general
Developing Personal and Professional Practice in a Nursing Context branch specific B Health, Individuals and Society primary care C The Principles of Nursing Practice adult general

22 Health, Individuals and Society
Mon Tues Wed Thurs Fri Wk 1 in practice (primary care) Wk 2 in practice learning dis. workshops Wk 3 mental health workshops Wk 4 2 days a week in practice; 3 days for facilitated visits; 6 days for completion of maternity & children & young peoples’ workbooks Wk 5 Wk 6

23 Student Placement Planner
CARDIFF UNIVERSITY School of Nursing and Midwifery Studies Health, Individuals & Society Module Student Placement Planner

24 ‘specific learning outcomes for the visit (minimum 3)’
practitioner ‘student reflective account of learning experience’ mentor

25 Assessments CFP Module 1 Module 2 Module 3 Communication Applied to
Nursing - Reflective Assignment Week 14 & Nursing Theory applied to Practice Week 28 3000 word essay ‘Social Policy & Multi-professional Approach’ Week 30 4 ECDL Modules Hr Numeracy Exam (70% pass) Hr Clinical Science MCQ 1.5 Hr unseen exam on Nursing Practice Week 35

26 ‘diploma in healthcare’ (unqualified)
Year 2 (Branch) Module 4 40 CATS Level 2 8 weeks theory 6 weeks practice Total: 120 CATS at Level 2 ‘diploma in healthcare’ (unqualified) Module 5 Module 6 42 weeks + 10 weeks holiday (3 terms)

27 Year 2 (Branch) adult child mental health Module 4 long term care
community acute Module 5 surgical in-patient acute older adult Module 6 medical ambulatory & special education CAMHS

28 Assessments Year 2 4 5 6 Adult Child Mental Health
Retrospective care study (4000 words) Child health surveillance, Health promotion Critique of engagement and needs assessment (4000 words) 5 Numeracy test & research critique (3000 words) Numeracy test & Integrated care Study (3000 words) Numeracy test & case study (3000 words) 6 Group health Promotion poster Research critique & Analysis Mental health nursing research critique Adult Child Mental Health

29 Year 3 (Branch) Module 7 Module 8 Module 9
40 CATS Level 3 8 weeks theory 6 weeks practice Total: 120 CATS at Level 3 Attains Registration (Failure to complete clinical assessment - BSc without registration) Module 8 Module 9 2 weeks theory 12 weeks practice 42 weeks + 10 weeks holiday (3 terms)

30 Year 3 (Branch) adult child mental health Module 7 primary care
in-patient CMHT Module 8 speciality Module 9 elective placement

31 Assessments Year 3 7 8 9 8000 word Dissertation Adult Child
1 Hour clinical science applied to nursing exam Reflection on a clinical skills scenario (2000 words) Problem-Based Learning assessment (3000 words) 8 8000 word Dissertation 9 Presentation reflecting on a critical incident & accountability reflecting on accountability and management Adult Child Mental Health

32 Principles of Effective Mentor Practice

33 What is a Mentor? ‘A nurse, midwife or specialist community public health nurse who facilitates learning and supervises and assesses students in a practice setting’ NMC 2005 facilitates supervises assesses

34 Mentor Responsibilities
organising practice learning supervision and feedback working with learning objectives assessing performance providing evidence of achievement liaison with others sign off mentoring NMC 2008

35 ‘You must facilitate students and others to develop their competence’
Why Become a Mentor? ‘You must facilitate students and others to develop their competence’ ‘You must be willing to share your skills and experience for the benefit of your colleagues’ NMC Code 2008

36 Benefits of Mentorship
Neary 2000 gains for the mentor: job satisfaction increased recognition life long learning accredited learning networking opportunity gains for the student: self-confidence improved motivation achieving outcomes fuller use of resources personal development career development gains for the organisation: better communication motivated staff staff skills recognised attract hi calibre staff staff development body of mentors

37 What Makes a Good Mentor?
Quinn & Hughes 2007

38 What Makes a Poor Mentor?
Quinn & Hughes 2007

39 Principles of Assessment

40 Assessment ‘Mentors must ensure that assessment of clinical skills does occur as required. Passing students who should have failed in the hope that they will improve puts patients at risk’ Duffy 2004

41 Group Questions A B what is the purpose of assessment?
what should we be assessing? C D what are the features of good assessments? what are the methods of assessment?

42 Holistic Assessment of Competence
Stuart 2007

43 Purpose of Assessment to monitor the student’s progress
to motivate the student to measure the effectiveness of teaching to assess competence to ensure patient safety

44 ensures that a test measures what it was designed to measure
Validity ensures that a test measures what it was designed to measure appropriate methods need to be used depending on what is being assessed Stuart 2002

45 Reliability assessment should give similar results when used on separate occasions & with different assessors consistency of student performance consistency of interpretation consistency between assessors Stuart 2002

46 Discriminatory assessment must be able to discriminate between those who perform well and those who do not language must be fair to all students assessments should be unbiased

47 Methods of Assessment simulation observation patient documentation
self assessment assignments examinations observation questioning discussion reflection testimony of others

48 Recording Assessments of Clinical Practice

49 Self Assessment Action Plan what makes you a good mentor?
how could you develop your mentorship practice? what opportunities does the role offer you? what could be threatening about being a mentor? Action Plan

50 Clinical Learning Contract
first week middle weeks final week

51 Sally is a second year student
Sally is a second year student. She is keen to learn about risk assessment and drug administration. She is quiet and doesn’t generally ask many questions or approach other healthcare professionals. However, she is generally interested and always offers to help

52 Write down a learning objective:
based on Sally's SWOT based on an opportunity offered within you clinical area

53 Portfolio Assessments
Professional Attitude Rating Scale Practical Skills Sheet Reflective Accounts

54 Practice Assessment Professional & Ethical Practice Care Delivery
Care Management Personal & Professional Development NMC 2002

55 Clinical Practice Assessment Document

56 ‘Signing Off’ Practice Outcomes
A.Mentor A.Mentor Student A.Mentor ‘Signing Off’ Practice Outcomes

57 Recording Progress Towards Competence
A.Mentor Gordon has reviewed care well when we have worked together, but needs more experience of working with the rest of the multi-disciplinary team A.Mentor 21/1/08 Recording Progress Towards Competence

58 Assessing Practice Who signs the overall clinical record? P.19-21
What is the difference between the level required of a first year and that of a second year? P.23 & 48 What more would you expect from a second year student taking a BP than you would from a first year?

59 A student successfully completes several blood pressures under your supervision. In order to complete the practice outcomes on p what else do they need to do? Look at p What would you expect from a third year student to sign them off as competent?

60 What elements of a student’s portfolio would need to be completed to achieve the outcomes on p.115 ?
Students must reflect on their visits for the health, individuals & society module. Which outcomes could then be assessed as completed? P.45 A number of outcomes relate to risk assessments. Think of two types of risk assessments which may be undertaken in your clinical area

61 Day 1 Objectives understand the student experience
describe the effective mentor structure a student placement complete clinical practice assessment documents

62 Day 2 Objectives ‘sign off’ clinical competence
provide constructive feedback address the failing student create an environment for learning teach a clinical skill

63 Supporting Learning and Assessment in Practice
achieving NMC stage 2 standards for mentors

64 Information fire alarm and fire escapes toilets coffee and tea
group work respect and confidentiality phones

65 Day 1 Objectives understand the student experience
describe the effective mentor structure a student placement complete clinical practice assessment documents

66 Day 2 Objectives ‘sign off’ clinical competence
provide constructive feedback address the failing student create an environment for learning teach a clinical skill

67 Using the Clinical Practice Assessment Document

68 Practice Assessment Professional & Ethical Practice Care Delivery
Care Management Personal & Professional Development NMC 2002

69 Clinical Practice Assessment Document

70 ‘Signing Off’ Practice Outcomes
A.Mentor A.Mentor Student A.Mentor ‘Signing Off’ Practice Outcomes

71 Recording Progress Towards Competence
A.Mentor Gordon has reviewed care well when we have worked together, but needs more experience of working with the rest of the multi-disciplinary team A.Mentor 21/1/08 Recording Progress Towards Competence

72 The Final Assessment of Practice

73 Group Questions A B manage care appropriate attitudes manage team
ethical dilemmas C D drug administration peer support communication supervision and teaching

74 Sign-Off Mentors a mentor who: meets NMC registration requirements
has been supervised on 3 occasions has an in-depth understanding of their accountability when making the final assessment of proficiency

75 Sign-Off Mentors The Trust Position: APEL of all practicing mentors
‘exceptional circumstances’ status monitored through annual IPR

76 Provision of Effective Feedback

77 Effective Feedback as soon as possible prepare for the session
oral, written or both ensure privacy give full attention

78 always try to make the session a learning situation for the student
Feedback Process don’t tackle too many things at once – try to foster a sense of progress always try to make the session a learning situation for the student

79 Learning from Feedback
listen to the student student self assessment do not be confrontational focus on behaviour & facts and not on opinions, personalities & generalities negative feedback must not be avoided use open-ended questions give rationale for questions and comments encourage frankness and share worries & uncertainties

80 Feedback Outcomes ask the student how performance can be improved
show how performance can be improved be specific: offer alternatives ensure that the student knows what is expected make a written agreement with the student in the form of an action plan try to end the session on a positive note

81 Management of the Failing Student

82 discuss in your groups your rationale and experiences
Group Activity think of a student or a member of staff who you felt was unsuitable for clinical practice (no names!) discuss in your groups your rationale and experiences

83 Common Indicators Of Student Underachievement
unsafe practice inconsistent clinical performance lack of insight into weaknesses unable to respond to feedback

84 Common Indicators Of Student Underachievement
lack of interest or motivation limited interpersonal skills absence of professional boundaries unreliable or poor attitude lack of theoretical knowledge

85 Failing Students ‘As a professional, you are personally accountable for actions and omissions in your practice and must be able to justify your decisions’ NMC 2008

86 Failing Students failing students is essential in order to safeguard the public and uphold the profession Ask Yourself: would I be happy for this person to care for me or one of my relatives? Duffy 2004

87 Supporting Mentors in Practice
clinical teachers link lecturer personal tutor

88 Scenario you are mentoring a module 9 student who still has many learning outcomes to achieve it quickly becomes apparent that the student is not of the standard expected of a 3rd year and requires close supervision the student feels the placement is going well discuss the management of this student in practice

89 Clinical Learning Environments

90 What should be included?
Student Welcome Pack What should be included? welcome letter ward philosophy general introduction to the area information on relevant clinical conditions glossary of terms used/abbreviations clinical area layout ward team

91 What should be included?
Student Welcome Pack What should be included? student link nurses clinical teacher contact details shift patterns sickness policy/ phone numbers learning opportunities induction check list / safety checks

92 Welcoming Students mentor and co-mentor allocated prior to placement
provide student welcome pack organize orientation to the placement introduce to the clinical team plan a meeting with the student during the first week

93 Welcoming Students agree a timetable for working together and assessment meetings establish roles & responsibilities in terms of standards and attitudes be aware of the programme & the student’s level of training ensure that the student knows who will be supervising them in the absence of the mentor

94 Supporting Dyslexia in Clinical Practice
‘difficulty with words’ specific learning difficulty neurological in origin persists across the lifespan

95 Presentation problems processing information memory problems
sequencing problems difficulties with motor skills perceptual difficulties problems concentrating difficulties with orientation

96 Approaches respond positively
ask how you can help and what they may need don’t share information unless they grant permission be clear about your expectations consider reasonable adjustments

97 Reasonable adjustments
communicate in more than one format allow the student to repeat information to check understanding use a phonetic dictionary regular breaks develop & explain schedule / routine agree priorities / order of work Capability issue

98 Teaching Clinical Skills

99 Teaching Clinical Skills
assess

100 Assessment Guidelines
knowledge informed consent appropriate assessmentcompleted observed Refer to portfolio confidence

101 Learning Styles activists pragmatists reflectors theorists
Honey & Mumford 1989 hands-on; throw themselves in; ‘here and now’; willing to try activists practical; experimenter; meet challenges; make decisions pragmatists cautious; meticulous; analytical; observer reflectors perfectionist; rational; methodical; objective theorists

102 Adult Learning pedagogy andragogy teacher-centred dependency
dominated by curriculum external motivation learner-centred self directed problem solving orientation internal motivation

103 Teaching Clinical Skills
assess assess plan How to plan for learning. Aims, outcomes, standards, time frames etc

104 Teaching Clinical Skills
assess plan Motivation; supervision; undertake

105 Teaching Clinical Skills
assess evaluate plan Performance; standards; outcome criteria; recording evaluation; undertake

106 Teaching Clinical Skills
B what do I need to assess for? what should be in my plan? C D what should I consider to undertake this? how will I evaluate performance? Blood sugar monitoring of an insulin dependent patient

107 Teaching Clinical Skills
assess evaluate plan Review stages undertake

108 Professional Issues and Practice Placements

109 Professional Behaviour
sickness & absence policy uniform policy time keeping study time bank holidays shadow the mentor’s shifts for at least 40% of placement

110 Student Timesheet

111 ‘Please enter below the TOTAL number of practical outcomes that have been achieved during this placement’ mentor’s signature

112 Preceptorship and the Nurse Foundation Programme

113 Preceptorship ‘Preceptorship is about providing support and guidance enabling new registrants to make the transition from student to accountable practitioner’ NMC 2006

114 Preceptorship Peach Report recommendations Nurse Foundation Programme
NMC standards NMC – standards 2008; preceptorship circular 2006; and The Code - ‘You must facilitate students and others to develop their competence’ & ‘You must be willing to share your skills and experience for the benefit of your colleagues’ etc

115 Trust Policy Role Profile: band 5 / 6 same part of register
2 years’ post-reg experience 1 year in clinical area mentorship training and practice

116 Trust Policy Process: 12 monthly meetings working together
learning contract preceptor toolkit

117 Frequently Asked Questions

118 FAQs Must the student ‘work’ with me the whole time?
RCN 2007 Must the student ‘work’ with me the whole time? No. Students can spend time with others, depending upon their learning needs and the opportunities available. However, in order to effectively teach and assess the student, they should work with you at least 40% of their time

119 FAQs What do I do if the student doesn’t cooperate with me?
RCN 2007 What do I do if the student doesn’t cooperate with me? Make the student aware of your thoughts. Document the incident / issues. Contact senior staff / personal tutor / clinical teacher.

120 FAQs What can I do if the student is unsafe in practice?
RCN 2007 What can I do if the student is unsafe in practice? They should be removed from the clinical area. Inform the university and senior staff and record rationale in their documentation.

121 FAQs What can I do to reward the student who is exceptional?
RCN 2007 What can I do to reward the student who is exceptional? Overt praise and recognition are the best rewards. Be sure to record it in the students documentation.

122 10 Questions

123 Clinical Teaching Team
Tricia Brown Dawn Casey Jane Gray Janet Keggie Alex Nute

124 Day 2 Objectives ‘sign off’ clinical competence
provide constructive feedback address the failing student create an environment for learning teach a clinical skill


Download ppt "Supporting Learning and Assessment in Practice"

Similar presentations


Ads by Google