1. CORE MENTOR UPDATE
2019
A collaboration of 28 HEIs in the Midlands, Yorkshire and East of England region

2. Are there any queries or issues you want to discuss today at this update?
As these mentors will be expecting an update in line with SLAiP requirements, we need to give opportunity to answer any key queries at the start. Then move on to the new Standards for Student Supervision and Assessment and changes to PADs for Sept 19 information for the remainder of the presentation.

3. Highlighting what is coming

4. New NMC Standards Standards of proficiency for nursing associates
Standards of proficiency for registered nurses.
Standards Framework for nursing and midwifery education
Standards for Student Supervision and assessment
Standards for pre-registration nursing programmes
Detail of the wider framework

5. Explore the Standards for Student Supervision and Assessment (SSSA)
Aims and Outcomes
Explore the Standards for Student Supervision and Assessment (SSSA)
Consider how your role as a mentor will change
Discuss changes to current practice assessment document to reflect SSSA from Sept.2019
Give time for questions and discussion at the end
This update is intended as an introduction to the changes, understanding the new roles and the changes to the current PADs from Sept 19
The MYE PAD will form part of the transition preparation workshops being planned for later in 2019.

6. Changes and Timeframes – the partnership approach
The new standards can be implemented from September 2019 (subject to NMC Approval)
All universities nationally have to implement the new standards by September 2020
The NMC will only approve universities who can demonstrate that clinical partners are prepared for the new standards
There has been a great deal of work already completed by universities and their local practice partners

7. What do the changes mean for mentorship?
NMC SLAiP (2008) standards will cease to apply
The term ‘mentor’ will no longer be used and the traditional role of a mentor will change
The sign-off mentor role will cease to exist
Practice learning and support of students will officially be the responsibility of every registered practitioner, as stipulated in the NMC Code (2018)
The 40% mentor- student contact requirements will be removed
Triennial review will no longer be a requirement
Other registered professionals (non-nurses / midwives) will participate in the supervision of students

8. Roles for Student Supervision and Assessment
Any registered professional after preparation,
Continuity needed to measure student progress
Will document feedback on performance of proficiencies and professional values
Practice
Supervisor
NMC registered (not field specific), current, suitably prepared, supported. (Likely to be existing experienced mentors initially). Must observe student in practice. Assess and confirm achievement. Do not supervise then assess the student in same part
Practice
Assessor
Mention here also about the NMC requirement for a nominated person to be identified who acts as a person the student can go to with concerns or issues in placement –
Academic staff, NMC Registered, new for each part of programme. Current, suitably prepared, supported, not field specific. Collate and confirm achievement in practice in conjunction with PA to enable student to progress to next stage of the programme
Academic
Assessor

9. Preparing and Assessing the Future Workforce
Role of Practice supervisor (During transition period likely to be current associates or less experienced mentors). Suitability prepared for role –initially through a short workshop or online content, identifies students learning needs at start of shift with goals to achieve
Role of Practice Assessor (During transition period likely to be current and experienced mentors and Sign Off Mentors). Student assigned Practice Assessor for each core placement. Practice Assessor to conduct assessment to confirm progression. The Practice Assessor will work in partnership with Academic Assessor
Role of Academic Assessor (University staff, NMC Registered)
Nominated Academic Assessor who is suitably prepared. Work in partnership with Practice Assessor. Collates and confirms information on students achievements in practice and academic work. Academic Assessor is allocated to the student for each part (year) of the programme and can be the same for year 1 and 3, but a different AA for year 2 PS PA AA

10. Benefits of New Roles
Separates supervision and assessment roles
Everyone will have an input into assessment
Improves interprofessional working
Supporting student learning becomes everyone's responsibility
You can be both a practice supervisor and a practice assessor, but not to the same student

11. Proposed Model, based on 2 placements per year
Each Part of Programme
Placement A
Placement B
One model of how the new models sit together based on 2 placements a year with a practice assessor (PA) in each placement.
PA in each placement receives feedback from the PS and then academic assessor tracks student through each placement, receives feedback from PA in each placement and in final summative placement discusses student achievement and progression with PA there.
Documented throughout in assessment document records (MYE PAD) which may be electronic, so communication may not always be face to face.

12. Nominated person (NMC requirement)
The NMC ask that a nominated person is identified for the students placement learning to act as;
A point of contact for students
Support students and addresses their concerns
Liaise with Practice Supervisors and Practice Assessors where necessary
The Practice Learning Co-ordinater, is ideally placed to be the nominated person;
Students will ask for the name of this person and their contact details to be identified on their PADs
The NMC as for a nominated person, not involved in assessment, who can address student concerns and support students. This person can be the service manager, education lead for the organisation itself, directorate lead, team lead etc The previous slide refers to the role of a practice learning coordinator as the NMC ask that there is co-ordination of placement learning and that students are always supervised by a Practice Supervisor but to ensure they are not just randomly allocated to supervisors, that is a different one each day, but that there is co-ordination and students can identify with these supervisors and also that the practice assessor is identified and the student meets and works with the Assessor at dedicated times – the practice learning coordinator is therefore an ideal person to be identified as the nominated person in each area/team

13. The Practice learning coordinator is not a role identified by the NMC but the NMC clearly state in the Standards (2018) that practice learning must be coordinated and there should be clear evidence of planned allocation of supervisors and assessor for each student and that students should not be randomly allocated to different supervisors each day. An education lead in each clinical area/team is an ideal model, as seen on the previous slide and the term Practice Learning Co-coordinator is also an ideal term for this role.
Every student should be engaged in supervised practice

14. Nursing Associate Nursing Associate Registered Nurse
Be an accountable professional
Promoting health and preventing ill health
Provide and monitor care
Working in teams
Improving safety and quality of care
Contributing to integrated care
Assessing needs and planning care
Providing and evaluating care
Leading and managing nursing care and working in teams 
Coordinating care 
These are the new NMC standards and the pillars of the education framework. Note the differences between the NA and RN

15. When will SSSA be implemented?
From September 2019:
As each cohort of nurses, midwives and nursing associates start their core placement from September 2019 onwards they will be assigned a Practice Supervisor /Practice Assessor and Academic Assessor
Each local Placement Provider in partnership with HEI will be identifying workshops and resources preparing staff for these roles
From September 2019 current student PADs will identify changes to support the new roles of Practice Supervisor/Practice Assessor and Academic Assessor
Direct staff to copies of the current PADs reflecting the changes for Sept 19 onwards and to the placement portals where they will be able to be accessed

16. What remains the same?
Students will remain supernumerary and require the support of a registered practitioner on each shift
Induction, learning contracts, mid-point (formative) assessment, action plans and summative assessment will continue
Students will receive continuous feedback to inform their progress
The cause for concern process will continue to apply
Further information may be accessed at NMC 2018 Standards for Student Supervision and Assessment
Note it says registered practitioner rather than ‘nurse’ or ‘midwife’ – so this could include any member of the MDT – including doctors. Registered nurse associates can also be practice supervisors. Current trainee nursing associates are supernumerary in some organisations – for the new course from Sept 19 they will also be given protected time

17. Any questions …. ….about the new roles?
Opportunity for anyone to ask any burning questions or share any experiences.

18. Process of Practice Assessment – Initial to Mid-point
Prior to placement
Preparation in University
Student to contact placement area
Initial interview – Practice Supervisor(s) involved at induction
Practice Assessor identified
Placement orientation
Meeting between Practice Supervisor(s) or Practice Assessor or Nominated Person
Learning opportunities discussed & agreed
Learning contract agreed
Mid-point interview – Practice Supervisor(s) involved in IP (if so must be confirmed by Practice Assessor. Practice Assessor completes formative of cluster skills
Formative of Interpersonal and Professional skills
Formative assessment of cluster skills

19. Process of Practice Assessment – Initial to Mid-point
Prior to placement
Preparation in University
Student to contact placement area
Initial interview – Practice Supervisor(s) or nominated person involved at induction
Practice Assessor identified
Placement orientation
Learning opportunities discussed & agreed
Learning contract agreed
Mid-point interview – Practice Assessor in collaboration with supervisors and student
Review of progress towards learning contract outcomes
Review of progress in completing reflective logs
Review of progress and feedback in formative assessments undertaken
Practice Assessor may undertake some summative assessments at this point
Goal-setting for remainder of placement

20. Formative Assessment of Interpersonal and Professional skills
If completed by the Practice Supervisor must be in liaison with the Practice Assessor
The Practice Supervisor or Practice Assessor should choose one statement
Just an example of what the new assessment document consists of – more information would be in the PS, PA and AA workshops and preparation resources.

21. Student-led goal-setting and Supervised Coaching (UoE PAD)
Students complete reflections.
Practice Supervisors countersign reflections based on their observations of student’s experiential learning

22. Feedback from Practice Supervisor (s)
Practice Supervisor(s) will document written feedback to students on their performance criteria
This feedback will be considered by the Practice Assessor in their assessment of the performance criteria
Practice Supervisor (s) provides feedback about particular skills.
Record of Additional Feedback pages:
Can be completed by Practice Supervisor(s), Practice Assessor and Academic Assessor

23. Formative Assessment by Practice Supervisors (or Assessors) in UoE PAD
Practice Supervisor(s) or assessors provide feedback about particular performance
Practice Assessor completes summative assessment based on sources of evidence

24. Process of Practice Assessment – Summative
ARU Final Interview – Summative
Practice Supervisors can contribute to assessment of cluster skills (within their scope of practice) by providing written feedback to support achievement/non-achievement of performance criteria
University of Essex - Completion review
Practice Assessors use feedback from students and supervisors as well as their own observations to make a judgement about students summative achievements and professional values
Held in final week of placement
Between student and Practice Assessor
Student to complete reflections
Fine grading of practice completed by Practice Assessor
Ongoing learning needs identified
Academic Assessor to confirm in collaboration with Practice Assessor
Held towards the end of placement between student and practice assessor
Practice Assessor will have worked periodically with the student over the preceding weeks
Summative performance and professional values assessed
Outcome confirmed in collaboration with academic assessor

25. Summative Assessment of Professional Values by Practice Assessor
Practice Assessor completes summative assessment based on sources of evidence

26. Summative Assessment of Practice Competencies
Practice Assessor will complete end point and review student reflection with feedback from Practice Supervisors and service users / carers
Practice Supervisor contributes to assessment by providing feedback
Practice Assessor confirms grade based on sources of evidence
Just an example of what the new assessment document consists of – more information would be in the PS, PA and AA workshops and preparation resources.

27. What is coaching – a recap
Coaching is not a new concept – it has previously been labelled EPSF, CALM, Clip and PEBLS (amongst others)
Usefulness:
Team building
Change management
Life skills training
Career planning
Professional development
Coaches follow expected codes of behaviour:
Realistic and attainable expectations
Ensuring all parties know the rules
Earning respect
Giving praise
Being personally committed
Brief group discussion to sense check knowledge in the room and feedback as to how they are utilising their coaching skills

28. Coaching – a recap What are the barriers to coaching?
What makes a good coach?
What are the barriers to coaching?
Coaches are experts so have to get it right
Talking too much
Students not being allowed to identify their own learning needs
Coaches that dominate or control situations
Positive role modelling
Critical friend
Encouragement & supportive
Giving advice
Skilful questioning
We have been introducing coaching skills (as part of the Enhanced Practice Support Framework (EPSF) across Essex and Cambridgeshire to encourage constructive feedback and student development – this will continue with the new Standards and will be an important part of feedback as supervisors and assessors

29. Underlying processes will remain
Cause for concern process remains the same – outlined in all PADs
Further supporting information, including examples of action plans can be found on the HEI placement portals:
NMC Standards website ARU Nursing Placements website University of Essex Placements website
Student attendance in placement should continue to be monitored and any absence or sickness reported to the HEI: Student timesheets record start time and finish time only (Breaks are no longer deducted from the overall hours)
Cause for concern
Identify the issue early in the placement and raise it with the student. Discuss with the student how the issue could be addressed. Consider contacting the link lecturer/education champion./Develop an action plan in collaboration with the student and provide support to help the student achieve the agreed outcomes by a set review date. Document in student’s practice assessment document.

30. Further support and information
Final slide
Add details of key staff for further contact and support
Put local contacts on this slide

31. Further support and information
Final slide
For any further information required
Put local contacts on this slide

32. KEEP CALM WORK TOGETHER @PANMidsYorkEast AND LETS
Final slide – opportunity for questions / discussion
@PANMidsYorkEast