Transcript TITLE OF PRESENTATION - Oxford Brookes University

Midwifery Mentor Update:
2012-13
Overview of programmes:
BSc 2013
Three year (28 students)
and
Post Experience (6
students)
MSc 2013
Three year:
Graduate Diploma at
Level 6 for first year
then Masters at Level 7
for second and third year
Post Experience –
course at Masters level.
Similarities & Differences
Similarities:
•All students learn
alongside in midwifery
modules
•Competencies are
unchanged
•All students are
admitted to the same
part of the register
Differences:
•Academic level is
different throughout
•Grading of Practice is at
higher level (higher
thinking?)
•Master’s dissertation
may focus on primary
research
The role of the mentor:
(50% of learning)
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Modelling
Access to clinical experience
Enhancing and monitoring progress
Sounding board for reflection and development
Gatekeeper to the profession
Key partner:
 to student
 to colleagues
 to OBU and link lecturers
Who’s the expert?
A mentor isn’t…
….someone who know
all the answers
A mentor is....
....someone who
continues to learn from
their students
Practice Assessment Documentation
Initial self –assessment
Check the objectives are SMART
Midway review
Be specific and detailed
Individual competencies
Only sign if sure of competence
(initial, comment and sign)
Final review
Timesheet
Grading grids
Progression forms
Strengths and areas for
development (specific)
Ensure student plans and records
shifts in advance
Student self assessment prior to
completion by you
Y1-Y2; Y2-Y3; Y3-registration
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Competencies and Grading
Once you have signed a students’
competencies, you can consider the grade
she should be awarded.
If you cannot sign one or more of the
competencies that the student presents you
with, you cannot grade her.
(She needs to achieve competence, before
you can assess HOW competent she is)
Key points
 Investing in the initial meeting and setting boundaries
pays off
 Helping students set SMART goals gives focus
 Use a variety of methods to facilitate active student
learning
 Formative grading mid-semester can focus on abilities
and ways of improving
 Set more SMART goals mid-semester for any aspect of
concern
 You are accountable for assessing competency
 Contact your link lecturer and document if you have
any concerns
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How is it for you?
Positives:
Issues:
What would you like your student to say about you
after her learning experience is over?
Competencies
What?
So what?
Now what?
What to include / leave
out...
“I don’t feel I can sign my student off”
WHY?
•Behaviour?
•Competence?
•Knowledge?
•Attitude?
•Logistics?
Importance of
EARLY IDENTIFICATION
& PARTNERSHIP:
With student
With colleagues
With link lecturer
ACCOUNTABILITY
Additional issues for consideration:
• Supporting students with a disability
• Triennial review
• Protected time
• Mentor register and annual updates
• Placement evaluations / Placement audits
Resources:
Link lecturer: (name and contact details)
NMC (via website):
PEU Website:
Code
Standards & guidance
A-Z of advice
http://www.hls.brookes
.ac.uk/peu
Sign off mentor role (SOM)
The NMC state that when a student has achieved the level of
proficiency required for progression to the next year OR
qualification (registration) that this decision is made by a
SOM.
Sign off Mentors are required for:
 All Midwifery students for all competencies (each competency
is only achieved once a year)
 All midwifery students when completing the NMC sign off
form at the end of the programme
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Your Practice Development
Midwife will help you register for
Facilitating and Assessing
Learning in the Workplace, or a
similar module that will equip
you to be a sign off mentor
What do you need to do if you
are working with a student and
are not yet a sign off mentor?
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SOM/ Mentor responsibilities
Protected Time
Sign-off mentors must have time allocated to reflect,
give feedback and keep records of student
achievements 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 supported by a mentor
In the students Practice Assessment document
(PAD) there is a SOM form to record time spent
with your student
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Mentor register:
 Kept by your manager
 Needs to be annotated (ie completed
mentor module or sign off mentor)
 Do annual update (attended or self
directed)
 Tri annual review (with appraisal)
 Keep evidence of your development
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Evidence of CPD in mentoring/
SOM role
 Record of number and
level of students mentored
over 3 year period
 Records/notes from local
team meeting/to discuss
mentoring issues
 Project work/posters/intropacks etc. for students/
facilitation of learning
 Feedback sheets/thank
you notes from students
 Personal reflection of
critical incidents
 Copies of feedback you
have written (anonymous)
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Thank you
Any comments/ questions?