1. The Operating Department Practice Course Team

2. Session outcomes Practice Assessment Team Current Teaching and Assessing Qualifications Assessment Taxonomy Assessment Documents Assessment process Interpersonal skills

3. Evaluation Thank you for completing the Mentor Evaluation form…

4. Standards What are the professional requirements to remain on the ‘live’ mentor register as stated by the College of Operating Department Practitioners (CODP)?

5. Bi-Annual Review Two yearly cycle of reflection of mentor practice against HCPC standards The process is a self assessment of your skills as a mentor Will need to provide evidence of professional development A checklist is available to support this process The Mentor Register is then updated.

6. NHS CONSTITUTION Working together to ensure students are supervised and assessed by mentors who support care that embraces the underpinning principles and values of the NHS Constitution and the 6 C’s: –Care –Compassion –Competence –Communication –Courage –Commitment

7. Francis Report In June 2010 Sec of State launched full public inquiry into Mid Staffordshire Foundation NHS Trust Inquiry chaired by Robert Francis QC: Terms of reference: “to examine the operation of the commissioning, supervisory and regulatory organisations and other agencies, including the culture and systems of those organisations in relation to their monitoring role at Mid Staffordshire between January 2005 and March 2009 and to examine why problems at the Trust were not identified sooner, and appropriate action taken”  290 recommendations

8. Practice Assessment Team Associate Mentor Mentor Practice Educator

9. Associate Mentor The role of the mentor is to contribute to the students learning experience by: Supporting the student in practice Teaching clinical skills Providing formative feedback on performance Support the practice supervisor Must demonstrate competence assessment area

10. Associate Mentor Registered practitioner minimum of six months post qualification experience. Attendance at a specific local HEI preparation session Completes cycle of mentor development every two years Implements evidence based practice Can provide evidence of CPD

11. Mentor The role of the mentor is to contribute to the students learning experience by: Supporting the student in practice Teaching clinical skills Providing feedback on performance Mentors two ODP students within a two year time period to remain “Live on the Register” Performs summative assessment

12. Qualifications/Requirements – MENTOR/Practice Supervisor Same as a mentor + holds or is working towards (to be completed in a two year period) Mentorship qualification at level 3 or above PGCE Post graduate award in healthcare education Holds level 2 mentorship/CertEd and has completed level 3 modules

13. Practice Educator Responsible for overseeing the teaching and learning experience of the environment to ensure quality standards are maintained at all times Orientates students to the peri-operative environment and gives relevant information on health and safety aspects, and channels of communication Discusses the learning outcomes for the experience with the students, and jointly develop strategies to enable the students to meet their educational needs Provides regular feedback to the students through formal weekly tutorials on progress and performance and facilitate personal and professional development.

14. Practice Educator Advises students on all aspects of clinical and theoretical experiences Engage students in the process of self assessment and assist them to identify individual needs Review practice documentation by week ten, or as near as possible Ensure that the practice supervisor’s uphold the quality of the assessment as agreed within the educational audit They must participate in the development and review of the practice based infrastructure to ensure quality and consistency within the programme delivery is maintained.

15. Qualifications As per mentor Minimum 3 years post registration experience Relevant first degree or working towards

16. It is important to ensure that Students: Are supernumerary Are on the duty rota for Health and safety reasons Actively engage in hands on delivery of care as appropriate Have a named mentor who is available for a minimum of 40% of the time Participate in the 24 hour cycle of care.

17. Assessment Process Student & Practice Supervisor/Mentor familiarise themselves with: TAXONOMY LEVEL Review Core Competencies Utilise Competencies Assessment Documentation student undertakes self-assessment Initial assessment – student/ practice supervisor Practice Core Competencies Practice supervisor & student undertake formative assessment Complete Core Competencies Assessment Record Identify action plan to support further development as appropriate.

18. Assessing the students Induction/Initial Meeting Learning Contracts/Action plans Interpersonal skills profile / core professional values Service user Views Cause for Concern Formative assessment Summative assessment

19. Assessment Taxonomy – (Benner) Level 1 Novice Level 2 Advanced Beginner Level 3 Competent Practitioner Level 4 Proficient Practitioner Level 5 Expert

20. Novice practitioner Performance is directed with limited autonomy by following policies/procedures/guidelines which apply in this setting. No experience to draw from Has discussed the components of the skill with an experienced member of the multi-professional team but has limited opportunity to practice it and requires supervision and guidance Acknowledges own limitations within their own scope of practice.

21. Advanced beginner Accepts constructive feedback and adapts practice accordingly. Is able to identify own limitations. Has knowledge and ability to perform skills but may lack fluency. Requires support from supervisors, mentors and colleagues. Performance and knowledge is demonstrated. Able to observe and respond to the changing needs of the patient, colleagues and situations, seeking advice when appropriate.

22. Competent practitioner Has detailed knowledge and awareness of polices/procedures/guidelines, which may be applied Discriminate and chooses which of the polices/procedures/guidelines apply within the situation Able to analyse and challenge research findings, evidence based practice Identifies priorities and key elements of problems.

23. Self Assessment: The student needs to be realistic The student needs to identify the level of taxonomy by number Initial Assessment: Once the student has completed the self-assessment they need to arrange a meeting with their Mentor this will allow the practice supervisor to have an idea of where the student’s strengths and weaknesses lie. The Mentor will implement strategies for the student to achieve the taxonomy level Future meetings should be mutually arranged to discuss the student’s progress.

24. Types of evidence Accreditation of prior achievement - Previous experience in another clinical area Reflection- Use of reflective commentaries Direct observation- Students should be observed on as many assessment criteria as possible and their knowledge can be assessed at any time Oral questions- Questioning of students whilst carrying out a skill Simulation-Scenarios, i.e. mannequins Case study/Assignment/Project - Asking students to discuss the specific care requirement of patients in different care settings Testimony/Peer report- Practice supervisor or peers provides written documentation of skill performance.

25. Formative Assessment This will involve a period of observation where the practice supervisor will be able to observe, supervise and formatively assess the students performance and ability related to a particular assessment criteria or core skill. NB: This must will take place between weeks 6-8 A formative action plan will be produced by the mentor

26. Summative Assessment Is the final assessment to confirm the taxonomy level the student has achieved. This must take place at least 2 weeks after the formative assessment Failure at summative assessment will mean the student will fail the whole module they are undertaking.

27. Faculty of Health, Social Care and Education Dip HE Operating Department Practice SEPTEMBER 2011 Cohort YEAR 2 PRACTICE ASSESSMENT RECORD MODULE: Care of the Patient Undergoing Anaesthesia MOD001684 Name of Student………………………………………………………... SID………….…………………………………… Personal Tutor………………………………………E-mail……………………………….Tel no……..………………….. Part 1 Dates of Placement From …………… To …………… Mentor Name (Please print) Confirmation of Mentor Status MENTOR – To confirm validity of the student’s assessment please provide the following details: a. Mentor Signature……………………………………………………….. b. The date of your last mentorship update……………….................... c. The month and year of next triennial review……….......................... STUDENT - Within the first week of placement you must e-mail your personal tutor the following information: 1. Name of your placement and education champion 2. Dates of placement allocation 3. Name of your mentor 4. The dates provided by your mentor in response to b and c above. Education Champion Name Part 2Mentor Name (Please print) Confirmation of Mentor StatusEducation Champion Name Dates of Placement From …………… To …………… MENTOR – To confirm validity of the student’s assessment please provide the following details: a. Mentor Signature……………………………………………………… b. The date of your last mentorship update………………................. c. The month and year of next triennial review………....................... STUDENT - Within the first week of placement you must e-mail your personal tutor the following information: 1. Name of your placement and education champion 2. Dates of placement allocation 3. Name of your mentor 4. The dates provided by your mentor in response to b and c above.

28. Example of Assessment Record Sheet – Year 2 Respiratory System Core Competencies 1.1: Perform an accurate respiratory assessment Weeks of Assessment Taxonomy Level to be Achieved 3 Student A. Smith Week 2Week 61week 12 Self AssessmentFormative Assessment Summative Assessment Assessor J. White Demonstrates the ability to perform an accurate assessment of central and peripheral: pulse rate, rhythm volume, temperature and peripheral perfusion. Cross reference with Assessment Criteria 5.1). 133 Demonstrates an understanding of monitoring fluid balance 123 Demonstrates an understanding of triad of anaesthesia 123 Demonstrates the ability to respond to adverse reactions 123

29. Interpersonal skills The interpersonal skills profile is to be completed at formative and summative stages of the assessment process. Please refer to the document

30. On line information To support this presentation please access the link below for the information and guidance included in this presentation www.anglia.ac.uk/mentors Thank you for attending today and for your continued support of students in practice.

31. Any Questions? For further information please contact: Lisa Wakeman- Course Leader lisa.wakeman@anglia.ac.uk Lauren Spurling- Lecturer lauren.spurling@anglia.ac.uk Anand Kannan- Clinical Skills Tutor anand.kannan@anglia.ac.uk Andrea Higgon- Clinical Skills Tutor andrea.higgon@anglia.ac.uk Yasmin Sesay- Link Tutor (London ) yasmin.sessay@anglia.ac.uk lisa.wakeman@anglia.ac.uk lauren.spurling@anglia.ac.uk anand.kannan@anglia.ac.uk andrea.higgon@anglia.ac.uk yasmin.sessay@anglia.ac.uk