1. BSc (Hons) Operating Department Practice Mentorship Update

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

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

4. Biennial 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.

5. Practice Assessment Team
Practice Educator
Mentor
Associate Mentor

6. 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

7. 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

8. 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

9. Qualifications/Requirements – Mentor
A minimum of 1 year post graduate experience
Level 6 mentorship qualification
PGCE
Post graduate award in healthcare education

10. 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.

11. 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.

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

13. It is important to ensure that Students:
Are supernumerary
Do not carry out tasks which do not fall within their scope of practice
Are recorded on the off duty rota
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.

14. Due Process of Assessment
Induction/Initial Meeting
Learning Contracts/Action plans
Interpersonal skills profile / core professional values
Service User Views
Formative assessment
Summative assessment

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

16. Novice practitioner Tri 1 year 1
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.

17. Advanced beginner year 1
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.

18. Competent practitioner year 2
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.

19. Proficient Practitioner year 3
Demonstrates a comprehensive range of experience, knowledge and theory relevant to practice.
Learning from experience, critical incident and reflection.
Demonstrates priorities of intervening actions; consistently reflects on skilled performance before interventions; can justify and has an evidence base to support decisions and actions.
Practice can be adapted to meet new problems/situations.
Anticipates or predicts particular outcomes in practice.
Demonstrates a skilled performance, and makes valid conclusions with minimal supervision.
Demonstrates an intuitive feel for the situation and solutions with due consideration of the emotional and practical impact on their work, self and others.
Can influence and teach others, whilst acting as a positive role model.

20. Self Assessment To be carried out by the student not the mentor!
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 them 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.

21. 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. manikins
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.

22. Formative Assessment This must will take place between weeks 6-8
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.
This must will take place between weeks 6-8

23. 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.

24. Date of last mentorship update:
Faculty of Medical Science BSc (Hons) Operating Department Practice PRACTICE ASSESSMENT RECORD MODULE: Principles & Practices of Anaesthesia MOD Name of Student………………………………………………………... SID………….…………………………………… Module Leader……………………………………… ……………………………….Tel no……..………………
From:
To:
Mentor – to confirm validity of the students’ assessment please provide the following details:
Mentor signature:
Date of last mentorship update:
Month and year of next biennial/triennial review:
Education
Champion
Name

25. Example of Assessment Record Sheet
Weeks of Assessment
Taxonomy Level to be Achieved
Student A. Smith
Week 2
Week 6
1week 12
Self Assessment
Formative 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). 1 3
Demonstrates an understanding of monitoring fluid balance 2
Demonstrates an understanding of triad of anaesthesia
Demonstrates the ability to respond to adverse reactions

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

27. Is My Student Struggling?
Identify the issue early and discuss with the student- consider contacting the link lecturer
Develop an action plan with realistic goals to best support the student and set a review date.
At review, if student meets goals then document this, if not, inform the link lecturer to discuss further action planning

28. Cause for Concern Process
The University should be informed as soon as there is evidence of a student concern or lack of progress
A student should only be removed from practice if there are serious patient safety concerns

29. Examples of action plans for achieving and under-achieving students can be found on the mentor portal
Thank you for your continuing support of our students in practice.

30. What’s New?
Following the successful validation of the BSc, students will now study for three years
There will be an enhanced skills module included within the third year
Whilst students are still expected to complete 24 practice hours per week, breaks are now inclusive

31. Any Questions?
For further information please contact: Lisa Wakeman- Course Leader/Senior Lecturer