Transcript Slide 1

Welcome to the
REGISTRANT
AWARENESS STUDY
DAY 2008-9
(Previously known as the
Associate Mentor Study Day)
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Registrant Awareness Study Day, October 2008.
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Aims
• To develop an understanding of the role and
responsibilities of a Registrant (Associate
Mentor).
• To provide an outline of the contribution a
Registrant (Associate Mentor) can make to
teaching, assessing and the facilitation of
students.
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Registrant Awareness Study Day, October 2008.
Objectives
To identify the contribution the Registrant
(Associate Mentor) can make to:
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Teaching and the facilitation of learning.
Supporting students in practice.
Assessing students in practice.
Promoting an effective learning environment.
Outline the assessment process and the professional /
legal responsibilities of those involved.
• Identify the current programmes in Greater Manchester.
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Registrant Awareness Study Day, October 2008.
Objectives Cont’d
Link to the NHS Knowledge and Skills
Framework Core Dimensions (NHS 2004):
• Communication.
• Personal and people development.
• Service improvement.
• Quality.
• Equality and Diversity.
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Registrant Awareness Study Day, October 2008.
Why Assess?
• Assessment is a key component of every
nurse’s role.
• You have a duty to facilitate students of nursing
to develop their competence.
(NMC 2008a)
• It is the role of Mentors and Registrants
(Associate Mentors) to assess competence and
confirm that students are capable of safe and
effective practice.
(NMC 2008b)
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Registrant Awareness Study Day, October 2008.
Clinical Pathway to Mentorship
Maintain Portfolio
Participate in supervision and
assessment of pre-registration students
Preceptorship
Registrant
(Associate Mentor)
Completion of
preceptorship
6 months
Post qualified
Complete Mentor Preparation
programme at L2, L3, L4
Mentor
From September 2007
Attend 1 day
Preparation
workshop
Sign off Mentor
Prepare to make final
assessment
of fitness to enter practice
Meet additional criteria
Be on the same part or
sub–part of the register
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Registrant Awareness Study Day, October 2008.
Scenario 1
A qualified Mentor asks you to act as a
Registrant (Associate Mentor) for a
student nurse who starts her placement
in 2 weeks time. What do you need to
consider and what resources can you
access:
a) Prior to the student’s arrival?
b) On the student’s arrival?
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Registrant Awareness Study Day, October 2008.
Role of the Mentor
Work in conjunction with the Registrant (Associate
Mentor) and hold regular meetings to:
• Supervise, support and guide students in practice.
• Contribute towards a supportive learning environment and quality
learning experience for students.
• Ensure completion of required assessment documentation.
• Ensure a minimum of 40% contact between the qualified Mentor and
student.
Please refer to the Handbook for Mentors & Registrants
(Associate Mentors) for more information.
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Registrant Awareness Study Day, October 2008.
Role of the Registrant
(Associate Mentor)
Work in conjunction with the qualified Mentor to:
• Act as a role model.
• Assist and support students in learning new knowledge, skills and
attitude.
• Help the student to identify their learning needs.
• Ensure a minimum requirement of student / Registrant (Associate
Mentor) contact 2 shifts (40%).
• Arrange for others to work with and teach the student.
• Make an assessment of the student’s progress and give feedback.
• Assist with the student’s interview and help the Mentor to complete
the assessment documentation.
• Liaise with the Personal Tutor or Academic / Unit Lead where
necessary.
Registrant Awareness Study Day, October 2008.
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Professional Responsibility
These are required in order to fulfil your role
as a Registrant (Associate Mentor) and to
adhere to Trust and NMC requirements:
Registration of Registrant (Associate Mentor)
• Submit registration form and completed objectives to the
Practice Education Facilitator (as appropriate).
Maintaining competence
• Attend an update or undertake the on-line Mentor / Registrant
(Associate Mentor) update annually.
• This is an interim role: The “NMC would expect that the majority of
nurses and midwives would at least meet the outcomes of a
mentor”.
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Registrant Awareness Study Day, October 2008.
Collection of Evidence
Evidence of competency can be demonstrated through:
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Observations, Discussion.
Research articles, appropriate literature searches.
Reflective written account.
Records of training and supervised practice.
Case studies and care plans.
Knowledge of relevant guidelines / assessment tools.
Clinical practice records and log sheets.
Supervised practical skills.
In relation to the core dimensions linked to KSF:
• Communication.
• Personal and People Development.
• Health, Safety and Security.
• Service Improvement.
• Quality.
• Equality and Diversity.
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Registrant Awareness Study Day, October 2008.
Programmes Leading to
Registration
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The University of Manchester / MMU:
Diploma: multiple exit - Diploma, Diploma with 40 degree level
credits, Degree.
University of Salford:
Diploma: multiple exit - certificate, Diploma, Diploma with 60 degree
level credits (Ordinary Degree).
All Universities:
Degree: multiple exit – certificate, Diploma, Degree, Degree (RN).
Fast Track: Assistant Practitioner, Graduate Entry, AP(E)L – over
two or two and a half years.
Part Time Programmes:
University of Salford – over four and a half years.
NB: Nursing should work towards becoming an all graduate
profession (NMC, 2008).
Registrant Awareness Study Day, October 2008.
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Partner Higher Education
Institutions
• The University of Manchester
• University of Salford
• Manchester Metropolitan University
• Bolton University
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Registrant Awareness Study Day, October 2008.
Pre-Registration Student Nursing University Rules & Regulations
Criteria
Programme
Entry Requirements
Placement Regulations
University of Salford
The University of Manchester
MMU
Diploma / Ordinary Degree:
Adult, Child, Mental Health.
BSc (Hons): Adult, Child, Mental
Health.
DPSN (Diploma): Adult,
Mental Health.
BNurs (Degree): Adult, Child,
Mental Health.
DipHE / BSc: Adult.
2 A Levels @E or above.
GCSE English Language &
Maths @ C or above.
2 A Levels @ C or above.
GCSE English Language & Maths
@C or above.
5 GCSE’s @ c or above, incl
English Lang & Maths or
equivalents. Also desirable:
Science GCSE @ C or above
& 2 AS levels @ C or above or
equivalents.
CRB & health check.
3 A Levels @ C or above.
GCSE English Language &
Maths @ C or above.
5 GCSE’s @ C or above,
including English Language &
Maths.
• Varies across programmes and HEIs
• See handout and University Websites for
details
Hours Per Week
37.5
37.5
37.5 – 1 day per week in HEI
(= 7.5 hrs). As from 09/08: 28
hrs in practice & 1 day per
week in HEI.
Various – students work an 8
hour day.
37.5
Nights
Min of 4 weeks in 3 yrs.
150 hours.
Min of 4 weeks in 3 yrs
150 hours.
Up to 6 weeks in years 2 & 3.
Min of 4 nights in 3 years.
Min of 4 weeks in 3 yrs. 15o
hours.
Weekends
Max of 2 weekends in 4.
Max of 2 weekends in 4.
Max of 1 or 2 weekends in 4.
Can be asked to work 2
weekends in 4.
Max of 2 weekends in 4.
Bank Holidays
Do not work BH’s.
Do not work BH’s.
At the placements discretion,
but must still work hours as
above.
At the placements discretion,
but must still work 37.5 hrs.
Do not work BH’s.
Long Days
Not advised to work long days
but can be worked if is the
placements normal shift
pattern.
Not advised to work long days but
can be worked if is the placements
normal shift pattern.
Can be worked if is the
placements normal shift
pattern to a max of 1 per week
if it is educationally driven.
Can be worked if is the
placements normal shift
pattern.
Can be worked if is the
placements normal shift
pattern.
Sickness / Absence
Max of 27 days in 3 yrs.
Max of 27 days in 3 yrs.
100% attendance expected
with the exception of
authorised absence.
Min of 80% academic
attendance. All practice must
be made up.
Max 25 Days in 3 yrs.
Travel Expenses
Available for journeys greater
than home to university base.
Available for journeys greater than
home to university base if in
receipt of the maintenance bursary.
Available for journeys greater
than home to university base.
Available for those students
eligible for a Means Tested
Bursary.
Available for journeys greater
than home to university base if
in receipt of the maintenance
bursary.
Learning Outcome /
Proficiencies
Generic based on NMC
outcomes / proficiencies.
Generic based on NMC outcomes /
proficiencies.
Module specific outcomes
based on NMC outcomes /
proficiencies.
Module specific outcomes
based on NMC outcomes /
proficiencies.
Generic based on NMC
outcomes/proficiencies.
Evidence of
Achievement
The student may provide
evidence in portfolio in
addition to Personal
Development Plan.
The student may provide evidence
in portfolio in addition to Personal
Development Plan.
The student must provide
evidence to support each
learning outcome.
The student must provide
evidence to support each
learning outcome.
The student may provide
evidence in portfolio in
14 plans.
addition to action
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Curriculum Core Components
• 1 year Common Foundation Programme and 2
year Branch Programme.
• Equal weighting for the accreditation of theory
and practice.
• An outcomes based standards of proficiency
approach.
• Portfolio of evidence to demonstrate fitness for
practice, award and purpose.
• Use of PBL, blended learning, VLE
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Registrant Awareness Study Day, October 2008.
Curriculum Core Components
• Clinical Skills Teaching.
• Students are supernumerary
• Essential Skills Clusters (NMC 2007).
• Longer clinical placements with 12 weeks
consolidation at the end of the programme.
• Requirement to be exposed to other branches
(EU Directives).
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Registrant Awareness Study Day, October 2008.
Points to Consider for the
Facilitation of Learning
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Stage in training.
Previous experiences.
Hubs & Spokes.
Learning styles.
Students with a disability.
Maintain equality and diversity.
Practice based learning opportunities.
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Registrant Awareness Study Day, October 2008.
Rotational Placements
• HUB = base placement.
• SPOKE = holistic view of patient care.
• Spoke placements are to be negotiated between
the student and Mentor.
• Rotational placement is a programme of rotation
set up within a Hub placement (often a unit
base).
• Group Spokes.
NB: See Policy in relation to Hub and Spoke Placements
Registrant Awareness Study Day, October 2008.
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Hub and Spoke
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Registrant Awareness Study Day, October 2008.
Example of Spoke Placements
ECG
Department
Radiology
Department
Vascular
Lab
Osteoporosis
Nurse
Physiotherapist
Medical
Ward
Pharmacy/
Aseptics
Dept
Pharmacist
Microbiology
Department
Endoscopy
Department
Rheumatology
Nurse
Specialist
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Registrant Awareness Study Day, October 2008.
Two Hubs – Same Spokes
TWO HUBS
THEATRE
A&E
POSSIBLE SPOKES
Palliative Care
/ MacMillan
Registrant Awareness Study Day, October 2008.
Outreach Team
Learning Styles
• Our attitude and behaviour can determine
our preferred way of learning.
• It is well known that people learn in
different ways.
• Honey & Mumford (1982) identified 4
preferences or styles of learning:
– Activist; Reflector; Pragmatist; Theorist
• Flemming (2007) formulated VARK;
– Visual; Aural; Reading/writing; Kinaesthetic
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Registrant Awareness Study Day, October 2008.
The Activist
• Tends to act first and consider the
consequences later.
• Learns best when involved in new
activities, but can get bored with
implementation or long explanations.
• Learns less well listening to lectures or
following precise instructions.
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Registrant Awareness Study Day, October 2008.
The Reflector
• Likes to stand back and look at situations
from different perspectives.
• Learns best from observing others at work
or when given the opportunity to review
what has happened.
• Learns less well when rushed or when
they are asked to lead in a situation.
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Registrant Awareness Study Day, October 2008.
The Theorist
• Tends to be perfectionists who like to think
problems through step by step.
• Learns best in structured situations where
they have prior knowledge or can ask
questions.
• Learns less well in unstructured situations,
or situations where they have no prior
knowledge or have to deal with emotional
issues.
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Registrant Awareness Study Day, October 2008.
The Pragmatist
• Wants concepts that can be applied in
practice.
• Learns well when they can practice
techniques or can see an obvious link with
their job.
• Learns less well where learning is all
theory or when there is no apparent pay
back for them.
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Registrant Awareness Study Day, October 2008.
Learning Styles
ACTIVIST
PRAGMATIST
REFLECTOR
THEORIST
• I learn best when I am able to try new activities and can see the
benefits for my patients / students, team or myself.
• I learn less well from formal lectures and tend to get bored if learning
is repetitive or does not seem relevant.
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Registrant Awareness Study Day, October 2008.
VARK (2007)
Further methods of aiding teaching and
learning:
• Visual – use pictures, posters and equipment to explain
and demonstrate new skills.
• Aural – use discussion and explanations. Some students
may record information given in teaching sessions.
• Read / Write – use notes, definitions and flow diagrams
to remember information.
• Kinaesthetic – need to experience the skill to be able to
understand and internalise it.
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Registrant Awareness Study Day, October 2008.
Challenge for the Mentor
• Appreciate that your own learning style
may not suit your student.
• Consider how to adapt your placements
learning opportunities to meet all the
learning styles.
• Ultimately try to achieve a mix between
theory, practice, structured teaching and
experiential learning.
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Registrant Awareness Study Day, October 2008.
Action Plan for Learning
Consider how you could adapt your
teaching / mentoring style to suit each
of the following student types:
• Activist student.
• Reflective student.
• Theorist student.
• Pragmatist student.
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Registrant Awareness Study Day, October 2008.
How to Evaluate Effectiveness
of Learning
• Questions and answers.
• Observation.
• Performance to achievement of outcomes or standards
of proficiency.
• Feedback from placement team.
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Registrant Awareness Study Day, October 2008.
Scenario 2
Part 1:
The student has been in placement for
3 weeks and you will be assisting the
qualified Mentor in undertaking the
mid-point interview in 2 days time.
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Registrant Awareness Study Day, October 2008.
Supporting Students
Why should Mentor / Registrant
(Associate Mentor) support students?
Students must be supported in identifying their
learning needs and making the best of the
learning opportunities provided.
Placements must provide adequate support and
supervision for students.
(DH 2001)
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Registrant Awareness Study Day, October 2008.
What Makes a Good Placement?
What
makes a
good
placement
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Registrant Awareness Study Day, October 2008.
The Good Placement
A good placement should include the following:
• Consistent support and supervision.
• Appropriate preparation and orientation.
• Appropriately qualified Mentors / Registrants (Associate
Mentors).
• Assistance to link theory and practice.
• Help to match learning needs against learning
opportunities.
• Regular feedback on progress given to student.
• All placements meet quality standards.
NB: This list is not exclusive.
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Registrant Awareness Study Day, October 2008.
What Makes a Good Mentor /
Registrant (Associate Mentor) ?
What
makes a
good
mentor
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Registrant Awareness Study Day, October 2008.
The Good Mentor / Registrant
(Associate Mentor)
A good Mentor / Registrant (Associate Mentor)
requires the following skills:
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Coaching.
Supporting.
Instructing / developing.
Listening.
Inspiring.
Encouraging.
Managing risks.
Opening up avenues of opportunity.
Giving constructive and timely feedback.
Being a good role model of professional behaviour.
NB: This list is not exclusive.
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Registrant Awareness Study Day, October 2008.
Giving Feedback to Students
• Giving timely feedback is the backbone of good
supervision.
• In order to develop students must receive regular
feedback about their progress – positive and negative.
• A feedback sandwich consists of constructive criticism
“sandwiched” between 2 examples of praise or positive
feedback: i.e. positive / negative / positive.
• To be effective feedback must be as precise as possible
and suggest solutions for how negative practices can be
changed.
NB This list is not exclusive.
Registrant Awareness Study Day, October 2008.
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Assessment Support
Student and Mentor / Registrant (Associate
Mentor) support should come from the whole
nursing team plus:
• The Academic in Practice / Directorate Liaison Teacher.
• The Personal Tutor.
• The Unit / Module Lead.
• The Academic Tutor.
• The Programme Leader.
• The Practice Education Facilitator.
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Registrant Awareness Study Day, October 2008.
Guidelines for Dealing with Issues Relating to Clinical Placements
Issue/problem identified within a clinical placement
Joint discussion to take place between Student, Mentor and Placement
Educational Lead (PEL)
Further action
required
No
Issue
resolved
Personal Support Issue
Student/Mentor to contact Personal Tutor (Programme
Support Team if sickness/absence issue)
Placement Issue
Student or Mentor to liaise with Academic in Practice from
relevant University and inform the Placement Education
Facilitator.
The Student must document the issue and forward to the
AiP or Personal Tutor.
Academic/Student Progression Issue
Mentor to liaise with Personal Tutor from relevant
University and inform the Placement Education Facilitator
Disciplinary/Conduct Issue
Mentor to liaise with PEL, Academic in
Practice and Personal Tutor
Yes
Lessons learnt & changes made as
required, preventing future
reoccurrence
Personal Tutor to liaise with Mentor & PEL
to support Student/resolve issue
Academic in Practice / Practice Education
Facilitator to liaise with Mentor and PEL
and support placement area to resolve issue
Personal Tutor /Practice Education Facilitator
to liaise with Mentor and PEL to support
placement and Student
AiP/Personal Tutor to inform Practice
Education Facilitator and refer the
issue to the appropriate Programme
Leader and Trust Senior Manager
Programme Leader to liaise with
the Head of
School/Department & Trust
Senior Manager for further
action
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Registrant Awareness Study Day, October 2008.
Concerns Regarding Student Progression
Mentor may wish to discuss
progression issues with
Practice Education
Facilitator, prior to
meeting with the
student.
* In placement areas where
there is no Practice Education Facilitator,
mentors would contact the Academic
Tutor directly.
Mentor discusses concerns with the student, clearly stating specific
areas of concern and relating them to the learning outcomes. An
action plan is negotiated between the mentor and student. A review
date is agreed. Discussion and plan documented in student
placement documentation.
Mentor to inform Practice Education Facilitator and Academic Tutor about
concerns and action plan.
Satisfactory progression.
Review of action plan.
Partial or no improvement.
Mentor to inform Practice
Education Facilitator and
Academic Tutor.
Student may wish to discuss the
situation with their Academic Tutor.
Mentor to have clear discussion with student about progression,
highlighting which learning outcomes may not be met by the end
of the placement. Continue with or amend action plan.
Mentor to inform Practice Education Facilitator and
Academic Tutor.
An individual action plan/learning contract will be required, tailored to the
nature of the concerns and carried over to the next placement area.
This will be developed by the Unit Team and the Academic Tutor, and
Examinations Office informed.
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Registrant Awareness Study Day, October 2008.
Scenario 2
Part 2:
At the mid-point interview the student
indicates that he / she has settled in
well to the placement area and is
meeting his / her Learning Objectives.
However, you have been approached
by several members of the team
voicing concerns regarding the
student’s ability to perform essential
nursing skills when delivering nursing
care.
Registrant Awareness Study Day, October 2008.
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The Purpose of Assessment
is to:
• Recruit to academic programmes and / or careers.
• Maintain professional standards.
• Motivate students.
• Provide feedback on performance / progress to students,
mentors and HEI’s.
• Prepare students for their professional career.
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Registrant Awareness Study Day, October 2008.
What to Assess?
These are measured against the NMC
outcomes and proficiencies:
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Knowledge and understanding.
Skills.
Attitudes and behaviour.
Direct patient care.
Indirect aspects of patient care.
Communication / interpersonal skills.
Competence.
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Registrant Awareness Study Day, October 2008.
Nursing Assessment Criteria
NMC Outcomes / Proficiencies
Professional / Ethical:
• Code of Conduct.
• Legislation.
• Equality.
Care Delivery:
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Communication.
Health promotion.
Nursing process.
Evidence Based Practice.
Clinical judgement.
Care Management:
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Maintaining safe environments.
Inter-professional working.
Management skills.
Key skills.
Personal & Professional
Development:
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Safe and effective practice.
Enhancing practice.
Nursing Process.
Evidence Based Practice.
Clinical Judgement.
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Registrant Awareness Study Day, October 2008.
Indicators of Achievement
YEAR 1
NOVICE
YEAR 2
ADVANCED
BEGINNER
YEAR 3
COMPETENT
POST-REG
EXPERT
Adapted from Benner (1984)
Registrant Awareness Study Day, October 2008.
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Indicators of Achievement
Novice / Safe Practitioner:
• Performance is guided by rules and objectives.
• Lacks a strategy for practice.
• Whole situation is not understood.
• No experience of the situation.
• Inability to discuss reasons for practice.
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Registrant Awareness Study Day, October 2008.
Indicators of Achievement
Advanced Beginner / Emerging Practitioner:
• Has prior experience of the situation.
• Can identify overall important aspects of a situation.
• Unable to sort out priorities in a situation.
• Compares, contrasts and discriminates aspects of the
situation.
• Beginning to develop a strategy for practice.
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Registrant Awareness Study Day, October 2008.
Indicators of Achievement
Competent / Effective Practitioner:
• Has a long-range view of practice.
• Develops a strategy for practice.
• Practice informed by analysis and problem solving.
• Identifies own practice goals and formulates plans for
achieving these.
• Can manage many aspects within a situation.
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Registrant Awareness Study Day, October 2008.
Methods of Assessing Students
in Practice
• Observation.
• Testimony.
• Explanation.
• Role play (tutorial sessions).
• Written evidence.
• Questioning.
• Demonstrating application of prior knowledge / skills.
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Registrant Awareness Study Day, October 2008.
What makes an Assessment
fair?
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Validity.
Reliability.
Feasibility.
Discriminating power.
An assessment is fair if the learners are given
every opportunity to demonstrate their true
potential and the mentor is provided with the
chance of making an accurate judgment about
that ability.
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Registrant Awareness Study Day, October 2008.
Barriers to Fairness
• Learning environment.
• Prejudice / stereotypes / personalities.
• Lack of knowledge or support.
• Physical.
• Personal problems.
• Differing expectations between Mentors.
• Time.
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Registrant Awareness Study Day, October 2008.
When to Assess?
• Assessment is not to be one moment in time.
• Assessment must be an ongoing process.
• Learning deficits must be identified as soon as possible
and remedial action taken.
• Students must be given the opportunity to make good
any deficits.
• Completed in normal working hours.
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Registrant Awareness Study Day, October 2008.
Plan of Assessment Interviews
The Initial Interview: Week 1 (preferably on day 1)
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Student induction.
Student self assessment.
Identify learning needs & learning opportunities.
Discuss / negotiate development plan.
Set a date for the mid-point interview.
The Mid-Point Interview: Half Way Through Assessment Process
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Joint assessment of learning outcomes.
Discuss strengths and weaknesses.
Plan remedial action – development plan.
Confirm the date and time for the final interview and ensure that the Mentor
is available.
The Final Interview: Last Week of the Assessment Process
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Assess overall performance against outcomes/proficiencies and
development plans.
Identify areas for further development.
Documentation countersigned by Mentor.
Registrant Awareness Study Day, October 2008.
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Assessment Documentation
Includes some or all of the following:
• Practice Assessment Document.
• Clinical Skills Log.
• Essential Skills Clusters.
• OSCE.
• PDP / Action Plans.
• Learning Contracts.
• Ongoing Record of Achievement (Student Passport).
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Registrant Awareness Study Day, October 2008.
Scenario 3 a
At the final interview the student
presents evidence of extra learning
activities that they have undertaken,
with your support, following the
discussion at the mid-point interview.
However, despite this you still feel that
the student has failed to achieve the
required level of competence.
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Registrant Awareness Study Day, October 2008.
Scenario 3 b
At the final interview the student presents
evidence of extra learning activities that they
have undertaken, with your support,
following the discussion at the mid-point
interview.
As the student presents some good evidence
and an improvement in the student’s ability
to perform clinical skills has been observed,
the final decision is that the student has
passed but has areas for further
development.
Registrant Awareness Study Day, October 2008.
Scenario 3 c
At the final interview the student presents
evidence of extra learning activities that they
have undertaken, with your support,
following the discussion at the mid-point
interview.
You are aware that the student has asked for
help and guidance and has worked very hard
to participate as much as possible in
performing clinical skills. She has also
attended spoke placements and teaching
sessions to enhance her knowledge and
understanding.
Registrant Awareness Study Day, October 2008.
Legal and Professional
Responsibilities
• As part of the teaching process you will delegate
some aspects of patient / client care to your
student. However you......
... Must establish that the person you
delegate to is able to carry out your
instructions, that they are supervised and
supported and that you check that the
delegated task reaches required standards.
(NMC 2008a)
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Registrant Awareness Study Day, October 2008.
Failure to Fail
(Duffy 2003)
Findings:
• Mentors do not always identify and deal with problems early enough
in students’ placements.
• Weak students are often given the benefit of the doubt, and passed,
when there were clear doubts about competence and performance.
Recommendation:
• If the Registrant (Associate Mentor) has any doubts about the
student’s proficiency they must involve the qualified Mentor, ward
manager and academic staff at the earliest opportunity.
• The Registrant (Associate Mentor) must take their responsibilities
seriously in order to protect the public.
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Registrant Awareness Study Day, October 2008.
Failure to Achieve - Process
• Timely, constructive feedback and
documentation.
• Unit Leader / Personal or Academic Tutor.
• AiP / DLT
• Learning Contract / Development Plan drawn up
to facilitate retrieval.
• Failure to meet Learning Contract /
Development Plan during the retrieval period
would mean failure at the second attempt.
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Registrant Awareness Study Day, October 2008.
What Next?
• Work with a qualified Mentor.
• Complete your Key Objectives.
• Return your Key Objectives to the Practice Education
Facilitator to be entered onto the Live Register of
Mentors and Registrants (Associate Mentors).
• Receive certificate once registered.
• Attend an Annual Update.
• Gain Experience in the Role.
• Apply for the Preparation for Mentorship Module.
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Registrant Awareness Study Day, October 2008.
Reference List
• DH (2001): Placements in Focus: London: HMSO.
• DH (2004): NHS Knowledge and Skills Framework:
London: HMSO.
• Duffy, K (2003): Failing Students: A Qualitative Study:
London: NMC.
• Fleming (2007): Teaching & Learning Styles: VARK
Strategies: New Zealand.
• Honey, & Mumford (1982): Manual of Learning Styles:
Maidenhead: Peter Honey Publications Ltd.
• NMC (2008a): The Code: London: NMC.
• NMC (2008b): Standards to Support Learning and
Assessment in Practice: London: NMC.
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Registrant Awareness Study Day, October 2008.