Transcript Slide 1

Mentor Update 08/09
University Campus Suffolk
Session Aim &
Objectives
This mentor update aims to give you an
opportunity to discuss key issues
surrounding mentorship in practice
At the end you will be able to:
– Make informed judgements of competence using the UCS
grading taxonomy
– Debate some key issues and devise strategies to support
learners
New NMC requirements
Record of Achievement
Essential Skills Clusters
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Documents mentor / student
interviews for all placements
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Aim to focus students on
essential elements of practice
Includes:
Lasts for three years
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Aims to support ‘sign off’
mentors signing final
proficiency to register
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Also includes:
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Student action plans for
following placements
Extra meeting sheets
Mentor action plans (to be
added)
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Medicines Management
Infection Control
Communication, compassion
Nutrition & fluid management
Care Organisation
MIDWIFERY
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Normal labour & birth
Consultation with mother
Breast feeding
Communication
Medicines Management
The NMC also requires all students’ drug calculation skills to be
assessed in practice. Students must achieve 100% and can only
use calculators to check (this includes students with dyslexia or dyscalculia)
The role of the Associate Mentor
Stage 1
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All registrants become an Associate
Mentor on qualifying
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Associate mentors DO NOT have any
mentorship qualification
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Associate mentors should not be
assessing competence in skills
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If an Associate mentor does sign skills
off in the PA Document – a mentor
MUST countersign
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Act as a safe role model
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Support those new to integrate
into practice
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Contribute towards effective
learning experiences
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Share knowledge & skills with
learners
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Provide feedback for
assessment
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Provide support to mentors
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Demonstrate a commitment to
own CPD
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Have effective communication
skills
To compliment your role as mentor
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Key responsibilities:
This is to ensure all aspects
(knowledge, skills & attitudes) related
to each skill have been adequately
assessed + that the taxonomy has
been used correctly
Please refer to your Trust’s guidelines
/ policy
Components of an holistic
assessment
Knowledge
Ethics
Attitude
Understanding
Holistic assessment
Of competence
Professional Codes
Technical skills
Evidence based
practice
Reflective practice
Problem solving &
Decision marking
Stuart C (2006) Assessment, Supervision & Support In Clinical Practice (2 nd Ed). Churchhill Livingstone, London p78
Questioning ..
Category
Cognitive activity
required
Sample question
words
Example questions
Knowledge
Recall
What, Identify,
Define, When,
Describe, List
What is the definition of..
Comprehension
Understanding
Compare, Explain,
Differentiate
Explain how handwashing
can reduce infection
Application
Solving
Apply, Consider,
How would,
How would you gain consent
if a patient has difficulties
communicating?
Analysis
Exploration of
reasoning
Support your..,
What
assumptions,
What reasons
What information would you
need to support the use of
this intervention?
Synthesis
Creating
Think of a way,
Create, Plan,
Suggest
Given all the information in
this case, suggest the initial
care required
Evaluation
Judging
Consider, Which
would, Defend,
What is the most
appropriate ..
Out of the two possible
interventions, which is the
most appropriate for this
client?
Level
Key
Exposure
EX
Is exposed to a skill/activity as an observer.
Is able to describe underpinning knowledge.
Participation
PA
Participates in skill/activity under direct observation.
Needs prompting and guidance.
Safe all of the time and effective some of the time.
Lacks confidence.
Has a basic understanding of the underpinning knowledge.
ID
•Performs the skill/activity under supervision, but some
guidance may be required in some aspects of nursing care.
May lack confidence in some aspects of nursing care, but is
safe and effective all of the time.
Identifies and applies knowledge of the skill/activity.
(minimum for
1st Yr nursing)
Identification
(minimum for
2nd Yr nursing)
Internalisation
IN
(minimum for
3rd Yr nursing
& all years
midwifery)
Dissemination
DI
Criteria for Assessment of Skills
Is able to perform the skill under supervision.
Is confident, safe and effective all of the time.
Has the capacity to perform with minimal/no guidance.
Is able to demonstrate the key aspects of the skill and apply
them in practice.
Is confident and executes the skill in a timely manner. Is
safe and effective all of the time.
Is able to critique the underpinning knowledge and
influence the practice of others.
Exposure
• The student will have
observed a competent
practitioner carry out aspects
of care.
• The student will be able to
discuss with the practitioner
why and how certain aspects
of care were carried out.
• Can identify sources and
types of information which
can enhance their application
of knowledge to practice.
Participation
• The student is able to participate
in care under close supervision of
a competent practitioner
• Demonstrate knowledge by
analysing care given
• Able to provide a basic rationale
for care
• Shows ability to perform
manipulative skills,
communication and problem
solving skills with guidance
Identification
• Able to participate in care
with less prompting and
increased confidence
• Shows greater ability to
communicate effectively
demonstrates a wish to
acquire further information
• Able to analyse and
interpret information and
apply problem solving and
skills and knowledge base
to meeting different
situations.
Internalisation
• The student is able to explain
the rationale for nursing
action.
• Requires less supervision
• Ability to transfer knowledge
to new situations
• Seeks and applies new
knowledge and research
findings
• Demonstrates ability to use
problem solving skills, and
critical analysis and
evaluation.
Dissemination
• Plans, implementation and
evaluates care for a group/clients
under minimal supervision.
• Advises others, shows ability to
teach junior colleagues
• Ability to manage self effectively
• Shows ability to manage care
delivery by junior staff.
• Critical analysis, evaluation and
decision-making skills
demonstrated.
Group Activity • Over to you:
– Look at the given scenario
– Discuss the main issues as a group
– List the actions you would follow
– Identify a spokesperson to feedback
Exploding the Myths of
Assessment!
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1st Yr students can only achieve participation
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This is only an observational placements therefore the mentor can not
sign off any skills
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UCS will over-rule any referrals in practice
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Experience 1,2,3 means students must do all skills in Terms 1,2,3
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Students must work with their mentors for every shift to be assessed in
practice
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Student nurses have a lack of knowledge or experience to contribute to
decisions in practice
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This is a 2 week placement therefore I don’t need to plan any learning
experiences for you – just watch and learn
Student feedback…
• Positive mentoring
• Negative experiences
‘I become a more enthusiastic learner when •
my mentors give support. We really need
their support and motivation during the
learning process.’
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‘I was given every opportunity to learn and
encouraged to be part of the ward and
patient care, MDT, ward management, it
was a very positive and informative
placement.’
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Students felt that good mentors often used
non verbal communication such as smiling,
open posture, tone of voice
Students feel disempowered by:
– a lack of understanding,
– mentors preventing learning,
– being given limited responsibility
– previous experience not being
recognised
– Receiving feedback in front of patients
or staff
– Limited contact with their named
mentor
– Mentors lack of understanding about
how to complete practice assessment
documentation
‘They encouraged me to overcome my fears
and carry out a lot of procedures I didn’t
think I would be able to do.’
‘Management wanted to use me as a
member of staff, even though students are
supernumerary. It felt as though my learning
and values did not matter..’
All these traits helped students motivation,
increase self confidence, feel part of the
team, whilst being acknowledged for their
role in care delivery.
‘ I was made to feel very unwelcome… I felt
very much ignored. They were not
welcoming towards me ..and had an attitude
that they didn’t want students there. I was
not happy.’
(Lofmark & Wikblad, 2001; Elcigil & Sari, 2006; Bradbury-Jones, Sambrook & Irvine, 2007)
Useful Resources
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UCS Link Lecturers / Personal tutors / Programme Leader
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Allocations Office
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Clinical Practice Facilitators & Practice Education Facilitators
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UCS Mentor Newsletter – published each term, available on the Trust intranet
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UCS website – dedicated placement/mentor pages
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www.practicebasedlearning.org.uk
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RCN (2007) Guidance for Mentors of Nursing & Midwifery students. RCN London
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AODP (2006) Standards and Guidance for Mentors. AODP, London
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NMC (2006) Standards to support learning & assessment in practice. NMC, London