1. Mentor Workshop: Assessing Learners Facilitated by a Practice Education Facilitator

2. Aim of the Session: To increase the mentor’s knowledge of student assessment, raising awareness of the legal, professional and ethical responsibilities surrounding assessment

3. Outcomes for the Session Provide a clear definition of assessment, outlining the process, it’s purpose and provide clear discussion of the strategies of assessmentProvide a clear definition of assessment, outlining the process, it’s purpose and provide clear discussion of the strategies of assessment Discuss the attributes of effective assessment and feedback, highlighting the student’s and mentor’s responsibility within the processDiscuss the attributes of effective assessment and feedback, highlighting the student’s and mentor’s responsibility within the process Identify clear links with the legal, professional and ethical responsibility through the use of the NMC Code of Professional Conduct and the QAA Standards for Practice PlacementIdentify clear links with the legal, professional and ethical responsibility through the use of the NMC Code of Professional Conduct and the QAA Standards for Practice Placement

4. Assessment “Assessment can be defined as the measurement of a candidate’s level of competence in theoretical and practical nursing skills” (Brooker 2001)

5. Competent “Possessing the skills and abilities required for lawful, safe and effective professional practice without direct supervision” (NMC 2002)

6. The Purpose of Assessment Measure achievement of skills, knowledge and competencies Judge the level of achievement (NMC legal requirements) Motivate and enable student progress Measure interpersonal, communication and team integration skills Early identification / addressing of issues through effective feedback Protect the public

7. The Process of Assessment FORMATIVE Define current learning outcomes / objectives Identify prior learning achievements / deficits Continuous collection of evidence, and feedback SUMMATIVE Match evidence of learning against objectives Make judgements based on matching activity

8. Effective Assessment Planned Well timed Continuous / ongoing Honest, appropriate and objective Well documented

9. Effective Feedback Specific Well timed Constructive Open / honest Involves sharing information Descriptive Consequential- achieves a result Verifiable / accurate Focused on behavior not personality

10. The QAA / NES Standards “The purpose of the Quality Standards for practice placements is to inform Students, Mentors, HEIs and Service Providers of their roles, responsibilities and entitlements in relation to clinical placement learning” ( NES 2003)

11. Student Responsibilities Students must : Help to set own learning objectives Act in a professional manner Maintain effective communication Give and receive effective feedback

12. Mentor responsibilities Professional, legal, ethical Contribute to the ongoing evaluation of the learning environment and student learning experience Provide support, supervision and assessment activities for students Undertake relevant mentor preparation Act within the NMC Code of Professional Conduct Clause 1.4 Clause 6.4

13. Evidence of Assessment Exploration of previous knowledge Team integration Indirect support Documentation Professional experience Direct observation Questioning / listening Reflective accounts

14. Thank You ANY QUESTIONS ?