Transcript Briefing sessions for managers and mentors re NMC

Briefing session on the NMC Standards to Support Learning and
Assessment in Practice
10.00 – Welcome and Introductions
10.10 – The purpose of the session;
10.20 – NMC Competencies and outcomes for a mentor
10.40 – Introduction to the role of the Sign Off mentor.
10.55 – What does this mean to you?
11.30 - Reflection on current competencies, self assessment.
12.00 – How to implement these Standards in Practice
12.30 – UWE Student passport briefing
13.30 - Summary of the session and evaluations
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
NMC Competence and
Outcomes for a Mentor
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Establishing Effective Working
Relationships
Mutual trust and respect
Integrate students into practice settings
Supporting transition between learning
environments
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
FACILITATION OF LEARNING
Map students stage of learning to the
placement learning opportunities
Link theory/practice gap
Support students to critically reflect
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
ASSESSMENT AND ACCOUNTABILITY
Professional growth, personal
development and accountability
Assessment skills and managing the
Failing student
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
EVALUATION OF LEARNING
Evaluate your own practice
Develop own practice and that of others
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
CREATING AN ENVIRONMENT FOR
LEARNING
Support students with their learning needs
Review learning environment and enhance
as required
Act as a resource for others
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
CONTEXT OF PRACTICE
Contribute to an effective practice
environment
Set and maintain professional boundaries
Ensure an effective learning environment
is maintained
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
EVIDENCE-BASED PRACTICE
Identify and apply to your area of practice
Support students in applying this to their
own practice
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
LEADERSHIP
Plan to meet student needs
Be an advocate for students
Prioritise work to accommodate supporting
students
Constructive feedback
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Sign Off Mentor
An introduction to the role
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
2.1.3 Criteria for a sign-off
mentor
Only sign-off mentors and practice teachers that are on the same part of
the register and in the same field of practice may confirm to the NMC
that students have met the relevant standards of proficiency for the
particular programme leading to registration or a qualification that is
recordable on the NMC register.
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Your employer as the placement provider must ensure
that the mentor designated to sign-off proficiency for a
particular student at the end of a programme is:
Identified on the local register as a sign-off mentor or a practice teacher.
Registered on the same part of the register.
Working in the same field of practice as that in which the student
intends to qualify.
And Additionally to be a Sign Off Mentor.................
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
You must have:
 Clinical currency and capability in the students field of practice.
 Met the NMC requirements to remain on the local register.
 Been supervised on at least three occasions (by an existing sign-off
mentor or practice teacher) for signing off proficiency at the end of a
final placement.
 A working knowledge of current programme, practice assessment
and relevant changes in education and practice for the student they
are assessing.
 An understanding of the NMC registration requirements and the
contribution they make to meeting these requirements.
 An in-depth understanding of their accountability to the NMC for the
decision they make to pass or fail a student.
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Confirmation of proficiency
 The sign-off mentor, is responsible and accountable for
making the final sign-off in practice – confirming that a
student has successfully completed all practice
requirements.
 This confirmation will contribute to the portfolio of
evidence considered by the AEI’s examination or
assessment board.
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Expectations of a Mentor/Sign Off Mentor
NMC requirements
The NMC has identified
progression points where
confirmation is required that
students have met specified
outcomes and competencies.
All mentors may assess specific
competencies throughout the
programme.
PEF/Oct/2007
Advice and guidance
Student may not progress past these points
without a formal decision that they have
met the outcomes or competencies of a
previous part of the programme
A mentor may confirm achievement of
competencies, including those to be achieved at,
or by, a progression point. Only a sign-off
mentor, who has met the additional criteria, may
sign-off proficiency at the end of a final period of
practice learning.
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
NMC requirements
Advice and guidance
Mentors must keep sufficient records
to support and justify their decisions
on whether a student is, or is not,
competent/proficient.
In the final placement of a
pre-registration, mentors are required to
be either a sign-off mentor, or
supported by a sign-off mentor or a
practice teacher, in order to make
final decisions on proficiency.
PEF/Oct/2007
It is important that mentors have an audit trail to
support their decisions. Throughout a placement
the mentor should ensure that regular feedback
is given to the student and that records are kept
of guidance given.
.
Mentors are responsible and accountable for
making decisions on the student’s
achievement of outcomes and
competencies..
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
NMC requirements
Advice and guidance
Sign-off mentors must have time
allocated to reflect, give feedback
and keep records of student
achievement in their final period of
practice learning. This will be the
equivalent of an hour per student
per week. This time is in addition to
the 40% of the student’s time to be
supervised by a mentor
Sign-off mentors will require allocated time to
ensure that students have effective feedback on
their performance so that the ultimate decision
on their proficiency is not unexpected.
Only sign-off mentors, who have met
the additional criteria, must sign-off
achievement of proficiency at the
end of the programme, unless the
mentor is being supervised by a
sign-off mentor or practice teacher
who should countersign that the
proficiency has been achieved by the
student.
The final assessment of proficiency draws on
evidence of assessment over a sustained period
of time. The sign-off mentor may use the student
passport and other evidence to see if
competence has been achieved and maintained
previously, as well as demonstrated in the
current placement.
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Discussion of the Role
Why has the NMC decided to
make the changes?
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Fit for Practice
Concern over the number of new
registrants reported for fitness for practice
issues
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Research
Watson and Harris (1999) found that in
Scotland some students were being
allowed to pass clinical assessments
without having demonstrated competence
They also found that some mentors did not
feel that it was their role to fail students
46% of mentors in their survey agreed that
students were sometimes passed when
not competent
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Research
Kathleen Duffy’s research asked the
question
“Why are some student nurses being
allowed to pass clinical assessments
without having demonstrated sufficient
competence?” (K Duffy 2004)
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
K Duffy
it would appear that mentors when faced
with a ‘borderline student’ will often pass
the student giving the individual the
‘benefit of the doubt’
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
K Duffy
“What are the consequences for service
providers and user, of decisions to employ
nurses or midwives of borderline
competence?”
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
K Duffy
Lecturers say that “clinical practitioners
hold them responsible for problems with
newly qualified staff. The lecturers’ view is
that mentors who have ‘failed to fail’ are
responsible,”
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
K Duffy
The sixth recommendation (from the
research) is that the issue regarding the
passing on of information between
placements once a student has failed a
clinical assessment requires to be
debated.
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Student Passport
UWE are introducing the student passport
in line with NMC requirements
(NMC 2006)
As sign off mentors you will be able to see
how the student has progressed by
looking at previous assessments and
comments from the previous mentors
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Student Passport
How will access to this passport help in
the assessment process?
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Debate
You are happy with the student’s
competence but they have only just
scraped through all previous assessments.
How does this knowledge influence your
decision to pass or fail?
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Debate
All the previous assessments are good but
you are not happy with the student’s
competence.
How do the previous assessments
influence your decision to pass or fail?
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Debate
You are concerned about the student’s
competence and your concerns are
echoed by the previous mentors.
How does this knowledge affect your
decision?
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
Your accountability to the NMC
How will the NMC hold you accountable?
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen
References
Duffy K (2004) available at
http://www.nmc-uk.
Watson, H. E., Harris, B. (1999)
Supporting students in practice
placements in Scotland Glasgow
Caledonian University: Department of
Nursing and Community Health.
PEF/Oct/2007
Developed by W. Ainsworth, S.Davies,
D.Hassle, S.Parks, M.Wallen