Mentorship Module Nursing Day 1.1 The Student/Mentor Journey DEPARTMENT OF Nursing and Midwifery

Module Guidelines and expectations Introductions and background information Guidelines for undertaking the module: –Attendance requirements –Supervisor mentor role Ground Rules and Expectations

Role of Mentor Work with others to protect and promote the health and wellbeing of those in your care, their families and carers, and the wider community. oShare information with your colleagues 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 The Code 2008, p 5)

NMC Standards to support learning & assessment in practice. (2006) Five principles A B C D E Stage 2: Mentor Stage 1: Registrant Stage 3: Practice Teacher Stage 4: Teacher 23 67

Requirements of the Standard هNMC Standards to Support learning and assessment in practice; NMC standards for mentors, practice teachers and teachers ( ) “An NMC Mentor is a registrant who, following successful completion of an NMC approved mentor preparation programme- or comparable preparation that has been accredited by an AEI as meeting the NMC Mentor requirements-has achieved the knowledge, skills and competence required to meet the defined outcomes.”

Module content Domains to be achieved according to the standard: oEstablishing effective working partnerships oFacilitation of learning oAssessment and accountability oEvaluation of learning oCreating an environment for learning oContext of practice oEvidence based practice oLeadership (NMC, 2006)

Organisation of the Module 3 days face to face 2 days protected time with work based activities 5 days unprotected time with work based activities Accredited or non-accredited routes Accredited route = 11 credits – level 9

Portfolio of evidence Documentation required; oLearning contract / Action Plan oRecord of Interim and Final Reviews oMinimum of 23 Record of Completion of Module component Forms oLog of Practice Hours- containing a minimum of 37 and a half hours on specific practice mentor activity oMapping of Portfolio of Evidence against Domains/ Outcomes oVerification of Achievement of Mentor Outcomes

The Accredited Version of the Module Also requires oFrom the 23 “ Record of Completion “ forms, 2 specific components will be chosen for expansion with 1250 word essays. The 2 components will vary for each module oAn assignment cover sheet should completed for submission with the expanded portfolio

Mapping to Standard This Mentorship Module maps to: - NMC Mentor Outcomes - NES Framework Learning outcomes - NES Framework Unit Learning Outcomes - Knowledge and Skills Framework Core Dimensions

Achieving the Appropriate Academic level Mentor module is developed at Academic Level 9 Explain SCQF levels Define and give examples of learning at level 9

Critical thinking: - A model to achieve level 9 “ Critical thinking ability is commonly cited as a desirable educational outcome, particularly in relation to professional and higher education” (Frederickson & Meyer 1977, et al).

Critical thinking: - A model to achieve level 9 Fisher and Scriven (1997: 21) give a definition of critical thinking: - “Critical thinking is: skilled and active interpretation and evaluation of observations and communications information and argumentation”

Critical Thinking Academic Level 9 Taking the quotes on the handout and consider how you as a mentor can achieve this level and also support a learner to achieve the levels they require. oEvidence based practice- sharing and searching oDiscussion/reflection oSimulation

Record of Completion Form 1 Discussion of content covered, how this links to literature used. Guide to compiling Record of Completion (1) Guide for how to map to the NMC standard as evidence for portfolio at level 9

Record of Completion of Module Component Record Number:R1 Module Component: D1.1, Date: 14/9/08 Type of Evidence: Reflective Account Description: (Any supplementary material?) Overview of information on course content and structure. Review of learning levels required for pre-reg. nursing students and for completion of mentor prep. module Analysis: Use of reflective model to develop an account of critical thinking. Insert reflective account (stating model used) with reference to quotes utilised

Record of Completion of Module Component List the Outcomes being claimed and briefly state for each how this evidence relates to the claim: 1.1-expectation explored and ground rules developed in small groups of student mentors therefore developing working relationships for the rest of the programme 3.1- Overview of the aims/goals of the module and increased ability to analyse achievement of learners and self 5.4- Programme content and literature informs accountability/responsibility in delivering the mentoring role Any other evidence which this links to?

Day 1.2 Student/ Learner Characteristics Overview of Learning Theories: Pedagogy Andragogy (Knowles 1990)

Student/ Learner Characteristics Overview of Learning Theories; (Virginia Tech 2006)

Student/ Learner Characteristics Overview of Learning Theories: Divide into small groups Review literature on learning theories: Feedback on the broad aims of a theory and state the relevance to your practice

Learning Styles Review different ways that students learn: Deep and Surface Learners: (Entwhistle N 1981) Experiential learning styles: Reflector/imaginative Theorist/Logical Pragmatist/practical Activist/enthusiastic (Honey and Munford 1982 )

Activity -student learner characteristics Learning Opportunities Matrix- review content and try to establish your learning style. Feedback discussion on the different types of learners on the module Discuss the implications of this for being a mentor

Record of Completion Form 2 Discussion of content covered, how this links to literature used. Guide to compiling Record of Completion (2) Guide for how to map to the NMC standard as evidence for portfolio at level 9

Day1:3 Learning and Teaching Characteristics of a mentor Role and characteristics of a mentor In groups discuss these and identify the above. Issue questionnaire – self assess own capabilities Feedback – identify strengths and areas requiring further development

Preparing for students/learners Jean a module 2 student is coming to your placement area in 6 weeks time. Discuss in small groups what information you would like to have for this student coming. What preparation is required for the arrival of the student and what you would discuss on her first day.

Preparing for students/learners What you would like to know? Previous experience Skills already achieved Theoretical knowledge

Levels of Learners Identify the different types of learners you encounter in your placement area –Pre-registration nursing students - Years 1, 2 & 3 –NHS HNC Healthcare students/HNC Healthcare students –Midwifery Students - Pre & Post-registration –SVQ students –Flying Start practitioners –Multi professional students –Colleagues – professional development Discussion of different expectations at different levels Discuss different types of learners- eg previous experience

Planning Review length of time student is allocated Check off-day if any A/L how do you ensure continuity for the student Review learning opportunities available What would you expect the student to do at which point of their allocation

Orientation Have you considered an educational day for students on their first day of placement? Induction- what areas do you cover? University induction process. Some areas will have their own generic induction for any new learner Confidentiality Health and Safety Local polices and procedures Uniform code

Interviewing students - initial meeting Preparation- do you have accommodation, privacy, allocated time Materials- student documentation, personal development plan and learning opportunities for students at the appropriate level for their training Communication and developing mentor/student relationship Refer to Practice Based Learning – pg aterials/docs/Brookes%20Final.pdf

Learning Contract Personal learning plan (university student learning contract- discuss link to LO’s/SOP’s) What are the facilitation skills required by the mentor to assist the student to achieve this Review facilitation section – Making Practice Based Learning Work Pg 18-22

Record of Completion Form 3 Discussion of content covered, how this links to literature used. Guide to compiling Record of Completion (3) Guide for how to map to the NMC standard as evidence for portfolio at level 9

The Learning Environment Inclusive ه Supportive ه Planned ه Students objectives to fit into designated area

The Learning Environment Identify 2 learning opportunities from your area Consider the 4 Domains (NMC) and discuss how they will link to particular Domains.

Strengths, Weaknesses Opportunities, Threats (SWOT) analysis Evaluating your learning environment Consider your work environment considering the following practical experience practice resources learning support Approach to education Further guidance is available Price B 2004 Mentoring learners in practice; Evaluating your learning environment Nursing Standard, Oct. 13 Vol.19 No.5

Swot Analysis Within the evaluation of your placement include consideration of Interprofessional and Professional issues (End of Day 1) Complete Record of Completion Form 4 which relates to the final session Day 1 Identify self study day activities pg 29 and SWOT Analysis Activity 1 pg 31 Remember to a Complete Record of Completion Forms for these activities