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Knowledge and skills required of a mentor? Linda Edmond.

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Presentation on theme: "Knowledge and skills required of a mentor? Linda Edmond."— Presentation transcript:

1 Knowledge and skills required of a mentor? Linda Edmond

2  Knowledge and skills of assessment.  Creating action plans.  Undertake interviews with students. Three key knowledge and skills areas required?

3  Assessment is a measurement that directly relates to the quality and quantity of learning and is therefore concerned with students progress and attainment Nicklin P & Kenworthy N (2000) Teaching & Assessing in Nursing Practice: An Experiential Approach (3 rd ed) London, Balliere Tindall What is assessment?

4  “ Assessment is related to collecting information as evidence of the student/learners ability to perform particular clinical skills or competences” (Gopee N 2008 Mentoring and Supervision in Health care p130 London, Sage) Assessment

5 What is the purpose of assessment?  To assess performance in practice against the relevant NMC standards  Outcomes for entry to branch  Standards of Proficiency for entry to the register  To establish competence and fitness for practice

6 Framework to support learning and assessment in practice Establishing effective working relationships Facilitation of learning Assessment and accountability Evaluation of learning Creating an environment for learning Context of practice Evidence-based practice Leadership (NMC Standards 2008)

7 Types of assessment Episodic Assessment at a single point in time Continuous On-going assessment Formative Developmental Summative Formal judgement of performance

8 What makes a good assessment?  Being prepared  Fair (equality and diversity)  Objective  Honest  Timely  Feedback

9 Cardinal Criteria for Assessment Validity Measures what it supposed to Reliability Consistency Inter/intra-mentor reliability Discrimination Differentiate between levels of competence Practicality (usability)

10 What are the 3 Learning Domains you assess in practice?  Psychomotor – dexterity  Cognitive – knowledge and understanding  Affective - attitudes  Bloom Taxonomy (1956)

11 Steinekar & Bell’s Taxonomy (1979)  Exposure - Some knowledge of methods used, willingness to participate  Participation- Interact well with patients, carries out activities under supervision  Identification- Shows initiative, applies theory to practice  Internalisation - Problem solve by analysis and evaluation, willing to share experiences  Dissemination - Teach patients/clients/families, write and verbalise info about management issues Steinekar N & Bell M (1979) The Experiential Learning: A New Approach to Teaching and Learning New York, Academic Press

12 Writing Action Plans Action plans should be: S - Specific M - Measurable A - Achievable R - Realistic T - Timed

13 Action Plans  Are defined as ‘a must-achieve device that identifies competencies that need to be achieved by an identified date during the practice placement, non-achievement of which would lead to a fail mark being awarded.’ (Gopee, 2008)

14 The interview process  Inital interview  Interim  Final interview  Following the process.

15 Refereces and suggested further reading  Goope N (2008) Mentoring and Supervison in Health Care London Sage  NMC (2008) A standard to support learning and assessment in practice London NMC  NMC (2008) Code of Professional Conduct:standards for conduct, performance and ethics. London NMC  Nicklin P Kenworthy N (2000) Teaching & Aseesssing in Nursing Practice: An experientail approach (3rd ed) London Ballieiere

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