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Mentor Update

Mentor Update. SM Davis . Topics to be covered. 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.

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Mentor Update

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  1. Mentor Update SM Davis

  2. Topics to be covered • Sign off mentor • Changes to midwifery programme • Documentation • Any questions

  3. Standards to support learningand assessment in practice Nursing and Midwifery Council standards for mentors, practice teachers and teachers. October 2006

  4. NMC standard- A developmental framework Registrant ↓ Mentor → sign-off mentor ↓ Practice teacher ↓ Teacher

  5. 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.

  6. NMC Sign off mentor Standard • 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)

  7. Allocated learning time • 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.

  8. Midwifery • 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

  9. Accountability • Evidence of having passed a Facilitating teaching and assessing mentor programme. • Identified on the local register as a sign-off mentor or a practice teacher. • Registered on the same part of the register. • Working in the same field of practice as that in which the student intends to qualify. • Confirmed capable of safe and effective practice

  10. And have • 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.

  11. Accountability • 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 .

  12. Accountability • 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.

  13. Managing the process 1 • 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 • What are the possible implications? • What is your response to this and why? • Is there anything else you should be considering?

  14. Managing the process 2 • 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?

  15. Managing the process 3 • 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?

  16. 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 midwiferyeducation. London: NMC

  17. The process of managing a failed clinical assessment • 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.

  18. The process of managing a failed clinical assessment • 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

  19. Proposed changes to programme • 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.

  20. Facilitating and Assessing in practice module (2007) • 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

  21. 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)

  22. 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)

  23. Summary Points • 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

  24. References • Duffy, K. (2003). Failing students: A qualitative study of factors that influence the decisions regarding the assessment of students’ competence to practice. Caledonian Nursing and Midwifery Research Centre: Glasgow Caledonian University • Duffy, K (2004). Failing Students’ Report. www.nmc-uk.org • Nursing and Midwifery Council (2004) Standards of Proficiency for pre-registration nursing education. London:NMC

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