Transcript Mentor Update - University of the West of England

Mentor Update
SM Davis
Topics to be covered
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Sign off mentor
Changes to midwifery programme
Documentation
Any questions
Standards to support learning
and assessment in practice
Nursing and Midwifery Council standards
for mentors, practice teachers and
teachers.
October 2006
NMC standard- A developmental
framework
Registrant
↓
Mentor → sign-off mentor
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Practice teacher
↓
Teacher
NMC Sign off mentor
Sign off Mentors are responsible and accountable for:
 Assisting students to identify current learning
opportunities and future learning needs.
 Supporting and Supervising students in learning
situations.
 Assessing total performance - including skills,
attitudes and behaviors.
 Assess most aspects of competence through direct
observation
 Provide regular feedback and record any advice
given.
NMC Sign off mentor Standard
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Providing evidence as required by programme
providers of student achievement or lack of
achievement.
Liaising with others to provide feedback, identify any
concerns about the student’s performance and agree
action as appropriate.
Providing evidence helps you to make decisions
about achievement of proficiency at the end of a
programme.
You should not normally mentor more than three
students at one time. (They should not be allocated
at the same time)
Allocated learning time
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40% of the students time must be supervised
directly or indirectly by a mentor
In addition time for explanation, questions,
assessment and keep records. Reflection.
Proposed Final placement must have 1 hour a
week to discuss above.
Midwifery
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Students on NMC approved pre-registration midwifery
education programmes, must be supported and
assessed by sign off mentors.
Midwifery sign off mentors will have met the
additional criteria to be a sign-off mentor as part of
their preparation programme.
From September 2007 sign-off mentors must make
the final assessment of practice and confirm to the
NMC that the required proficiencies for entry to the
register have been achieved
Accountability
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Evidence of having passed a Facilitating teaching and assessing
mentor programme.
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Identified on the local register as a sign-off mentor or a
practice teacher.
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Registered on the same part of the register.
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Working in the same field of practice as that in which the
student intends to qualify.
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Confirmed capable of safe and effective practice
And have
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A working knowledge of current programme
requirements and assessment strategies
An understanding of the NMC registration
requirements
An in-depth understanding of their accountability to
the NMC for the decision they make to pass or fail a
student when assessing proficiency requirements at
the end of a programme.
Accountability
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Confirming with the NMC the final
competencies have been achieved via
the student assessment documentation.
Mentoring 2 students over 3 years.
Ensuring that final assessment of
competence draws on evidence over a
sustained period of time .
Accountability
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Evidence to support that the student has met
the criteria to sign off practice
Seeking support from another sign off mentor
or teacher when dealing with a failing student
Ongoing personal development linked to NMC
mentor standards
Willingness to be triennially reviewed
regarding your sign of status.
Managing the process 1
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In groups discuss the following
Clare your student tells you that you are asking for far more in
the way of evidence of meeting learning competency – written
reflections, discussions, observations, feedback from other
practitioners than her friend in the same cohort is being asked
for by her mentor. You feel you are justified as Clare is weak in
some of her competences
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What are the possible implications?
What is your response to this and why?
Is there anything else you should be considering?
Managing the process 2
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In groups discuss the following
Sally is the named assessor to a learner called Jo.
Jo has struggled considerably to achieve the required
standard in three of her competency
Sally set a clear learning contract and assessment
plan with Jo but today has to give her feedback that
she has still not met the standard required and in
Sally's opinion should fail.
What are the possible implications for Jo and Sally?
What is your response to this and why?
Is there anything else you should be considering?
Managing the process 3
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You are the named assessor for the student and are
undertaking the final assessment of the student’s
time on your placement. Due to sickness and annual
leave you realise that you have only spent 4 days in
total with the student.
What are the implications?
What should you do in terms of signing off their
learning outcomes?
What action should be taken in the event of a mentor
/ assessor being absent for extended periods and
whose responsibility is it?
Standards of Proficiency for Midwives
The standards of proficiency for the midwives' part of the
register were initially defined as competencies in
'Requirements for pre-registration midwifery programmes',
and were an interpretation of the outcomes contained in a
Statutory Instrument. The standards are mandatory.
Students are expected to work to the required standard.
It is essential therefore that the difficult issue of failing the
non-achieving student is addressed.
NMC (2004) Standards of proficiency for pre-registration
midwifery education. London: NMC
The process of managing a failed
clinical assessment
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Identifying the weak student – what
might the “weakness” be? Address it with
the student first.
Develop an action plan – agree a plan
with student, formalise it, ensure a
timeframe is written into the plan, all
parties to sign.
For best practice, Duffy suggests the use
of a tripartite agreement with student,
mentor and link tutor.
The process of managing a failed
clinical assessment
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The decision to fail – speak to
colleagues, PEF, link tutor if you need a
second opinion. Inform the university
After the deed is done – the student
gets the opportunity to resubmit the
clinical placement assessment
Proposed changes to programme
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Clinical competency/proficiency
document for each year with clinical
skills to be achieved in the year
Clinical practice to run through all of the
second year
Graduate development programme
being introduced for all UWE students
PALS project for September 2007.
Facilitating and Assessing in
practice module (2007)
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NMC approved has a sign off pack for
new mentors
Requirement to allow time for midwifery
mentors to be supervised as a sign-off
mentor on at least three occasions
The length of this programme will be
adjusted to take account of this
Buddy support
 The mentor should look at each
standard statement and ask the
question ‘Am I able to…’ For example:
Am I able to develop effective working
relationships based on mutual trust and
respect? (Standard statement 1.
Establishing effective working
relationships)
Buddy support
 The Mentor should then consider what evidence
she/he has to support the statement. For example:
the above standard may be supported by a copy of a
witness statement (e.g. a student evaluation or
statement from an other member of staff), appraisal
documentation, a personal statement, a piece of
written reflection or a piece of work submitted as
part of their original qualification such as the FLAP
module or product evidence (e.g. copy of student
paperwork or ward student induction document)
Summary Points
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Mentorship links in with NHS Knowledge and skills
New programme of development designed as step on
and off. Meets new standards (NMC 2006)
Failing to fail students- not easy support available.
Local registers of mentors and practice teachers to be
maintained by practice, for use by Education
providers.
Annual update to continue
Triennial review – mentored at least 2 students in 3
years. Pg 7/8
Sign off Mentors will be required to Buddy new
mentors so that they can become Sign off mentors
References
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Duffy, K. (2003). Failing students: A qualitative
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Midwifery Research Centre: Glasgow Caledonian
University
Duffy, K (2004). Failing Students’ Report.
www.nmc-uk.org
Nursing and Midwifery Council (2004) Standards
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study of factors that influence the decisions
regarding the assessment of students’
competence to practice. Caledonian Nursing and
of Proficiency for pre-registration nursing
education. London:NMC