Transcript Mentorship Preparation - Ulster University Faculty of Life

Mentorship Preparation
Programme
Week 6
Clinical Assessment processes
Queen’s University Belfast
Open University
University of Ulster
Structure for the Morning
•
9.30 - 9.45
Introduction and Recap
•
9.45 -10.30
Presentation: Principles of assessment
• 10.30 -11.00
Coffee
• 11.00 -12.45
Workshop : Developing Learning Contracts,
Action Plans and Teaching Plans
• 12.45 -13.00
Questions and Close
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Queens University , Open University
University of Ulster
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Aims
• Discuss issues raised in Week 1
• Outline General Principles of Assessment
• Outline practice elements (NMC Essential skills clusters
ESC’s) of all Programmes
• Discuss Assessment including:
Responsibility and Accountability
Fitness for Practice
Managing the Failing Students
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Queens University , Open University,
University of Ulster
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Current Pre registration Nursing
Programme Structure
Year 1
50% Theory
50% Practice
Year 2
50% Theory
50% Practice
Year 3
50% Theory
50% Practice
Year 1
“Common Foundation Programme”
NMC (2004) 20 Learning Outcomes to be achieved
Year 2 and 3
“ Branch Programme”
NMC (2004) 17 Proficiency Standards to be achieved for entry to
the register
Pre registration programmes will change in structure, in line with new NMC standards for
Pre registration nursing programmes approved from September 2011 (NMC 2010)
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, University of Ulster
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NMC (2004) Outcomes and Standards
•
•
Learning Outcomes based around 4 key areas
Enhanced now also with the Essential Skills Clusters
Care
Delivery
Skills
Care
Management
Skills
Professional
and Ethical
Practice
Personal and
Professional
Development
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University of Ulster
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Types of Clinical Assessment
Two key principles:
• Formative - diagnostic in nature, highlights strengths and
limitations concerned with student development and provides
feedback on progress
• Summative – end of clinical module assessment, has pass and fail
criteria which assesses student achievement against NMC
outcomes (CFP) or proficiency standards in branch programmes
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Queens University , Open University,
University of Ulster
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Key Stages of Assessment
• Complete a Development plan having reviewed Students
Ongoing Achievement Record, Learning Contracts and
Action Plans
• Orientation interview pack on placement
• Midway review of progress (use student portfolio
documentation) Provide feedback
• Progress Report and Action Plan if required
• Personal and Professional Development Statement
• Sickness and absence record
18/07/2015
Queens University , Open University ,
University of Ulster
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Required and
Additional
Practice
Outcomes
What do I
have to
achieve?
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Action Plan
How will I achieve this?
Resources
What do I need to
achieve this outcome?
Target Date
When do I need
to achieve this
by?
Queens University , Open University ,
University of Ulster
Evidence of achievement
How do I know that I have
achieved this outcome?
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University of Ulster
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Progress Reports
• Normally completed at end of placement (final week):
• Refer to:
Ongoing Achievement record
 Clinical NMC essential skills achieved
Personal and Professional Development Statement
Action Plan for future learning
Sickness and Absence Record
• Core Clinical Skills achieved (Branch)
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University of Ulster
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Mentors’ Judgement
Evidence based on:
• Observation of the student demonstrating skills in
clinical practice, following demonstration and teaching
• Feedback from colleagues
• Answers given by the student to questions about
theory and evidence that underpins clinical skills
(theory practice links)
• Personal Professional Development Statement and
Action Plan for future learning recorded by the
student (Ongoing Achievement Record)
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University of Ulster
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Progress Reports and Clinical Practice
Assessment
• Requires a partnership approach “Practice and
the University”
• Is dependent on ‘professional judgment’ of the
mentor which contributes to the sign-off mentor’s
decision making, in relation to achievement of the
17 standards of proficiency for safe and effective
practice” (NMC, 2008, p21).
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University of Ulster
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What are Essential Skills Clusters?
These are UK – wide generic skills statements that support achievement of standards
proficiency
Care and
Compassion
Medicines
Management
Communication
Organisational
Aspects of
Care
Nutrition and
Fluid
Management
Infection
Prevention
and Control
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University of Ulster
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Core Clinical Skills
Patient
Assessment on
Admission
Administration
Medicines
Year2 and
Year3
Planning Care
Transfer and
Discharge
Planning
Wound
Management
Intravenous
Fluid
Management
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Patient
Teaching
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University of Ulster
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Causes for Concern
• Professional behaviour
• Clinical skills deficit identified
• Knowledge Development - lack of application of theory to
practice
• Elements that impact on a students ability to perform or
achieve
• Other
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University of Ulster
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Managing Failing Students
Duffy (2004) suggests that the main problems found after a
“settling in” period were:
• Poor communication and interpersonal skills
• Lack of interest and failure to participate in practice
learning
• Persistent lateness
• Lack of personal insight
• Lack of insight into professional boundaries
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University of Ulster
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Managing Failing Students
Mentors must remember to access support from
Link Lecturer and Practice Education Facilitator
• Early exploration and intervention … ask why?
• Be fair, avoid making assumptions or jumping to
conclusions
• Clearly articulate expectations – (use documentation)
• Prompt removal of any obstacles to allow facilitation of
progress
• Negotiate learning opportunities
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University of Ulster
(Marsh et al. 2004)
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Managing Failing Students
• Give formal, written feedback at an early stage
• Arrange tripartite meeting with Student, Link Lecturer
and Mentor.
• Develop an Action Plan agreed by all parties
• Regular formal progress feedback meetings
• Give student every opportunity and support to progress
• Recognise that some students need to fail
(Marsh et al. 2004)
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University of Ulster
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Fitness for Practice, Purpose and Award
NMC
Learning Outcomes
&
Proficiency Standards
Theory Outcomes
Practice Outcomes
ASSESSMENT:
Knowledge / Skills / Attitudes
Tripartite Partnership
Student / Mentor / Lecturer
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University of Ulster
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NMC SLAIP STANDARDS (2008)
• Make use of the standards
• Make use of supportive networks - Link Lecturers,
Programme Tutors (OU), Practice Education Facilitators,
Managers and Mentors
• Document students meetings, progress and
achievements
• Discuss concerns early with Link Lecturer or Practice
Education Facilitator
• Discuss assessment principles with other mentors
• Become familiar with student documentation
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University of Ulster
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Recommended Reading
•
Nursing Midwifery Council (2008) Standards to Support Learning and
Assessment in Practice, London: NMC
•
Turnock C and Mulholland J (2007) Learning in the Workplace: A Toolkit for
Placement Tutors, Supervisors, Mentors and Facilitators, Chichester:
Kingsham Press
•
Nursing Midwifery Council (2008) Good health and good character:
guidance for educational institutions, London:NMC
•
Duffy K (2004) Failing students: a qualitative study of factors that influence
the decisions regarding assessment of students’ competence in practice:
Glasgow,Caledonian University
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University of Ulster
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