Briefing session on the NMC Standards to Support Learning and Assessment in Practice

1. Briefing session on the NMC Standards to Support Learning and Assessment in Practice 10.00 – Welcome and Introductions 10.10 – The purpose of the session; 10.20 – NMC Competencies and outcomes for a mentor 10.40 – Introduction to the role of the Sign Off mentor. 10.55 – What does this mean to you? 11.30 - Reflection on current competencies, self assessment. 12.00 – How to implement these Standards in Practice 12.30 – UWE Student passport briefing 13.30 - Summary of the session and evaluations Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

2. NMC Competence and Outcomes for a Mentor Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

3. Mutual trust and respect Integrate students into practice settings Supporting transition between learning environments Establishing Effective Working Relationships Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

4. FACILITATION OF LEARNING • Map students stage of learning to the placement learning opportunities • Link theory/practice gap • Support students to critically reflect Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

5. ASSESSMENT AND ACCOUNTABILITY • Professional growth, personal development and accountability • Assessment skills and managing the Failing student Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

6. EVALUATION OF LEARNING • Evaluate your own practice • Develop own practice and that of others Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

7. CREATING AN ENVIRONMENT FOR LEARNING • Support students with their learning needs • Review learning environment and enhance as required • Act as a resource for others Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

8. CONTEXT OF PRACTICE • Contribute to an effective practice environment • Set and maintain professional boundaries • Ensure an effective learning environment is maintained Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

9. EVIDENCE-BASED PRACTICE • Identify and apply to your area of practice • Support students in applying this to their own practice Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

10. LEADERSHIP • Plan to meet student needs • Be an advocate for students • Prioritise work to accommodate supporting students • Constructive feedback Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

11. Sign Off Mentor An introduction to the role Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

12. 2.1.3 Criteria for a sign-off mentor Only sign-off mentors and practice teachers that are on the same part of the register and in the same field of practice may confirm to the NMC that students have met the relevant standards of proficiency for the particular programme leading to registration or a qualification that is recordable on the NMC register. Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

13. Your employer as the placement provider must ensure that the mentor designated to sign-off proficiency for a particular student at the end of a programme is: • 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. And Additionally to be a Sign Off Mentor................. Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

14. You must have: • Clinical currency and capability in the students field of practice. • Met the NMC requirements to remain on the local register. • Been supervised on at least three occasions (by an existing sign-off mentor or practice teacher) for signing off proficiency at the end of a final placement. • A working knowledge of current programme, practice assessment and relevant changes in education and practice for the student they are assessing. • An understanding of the NMC registration requirements and the contribution they make to meeting these requirements. • An in-depth understanding of their accountability to the NMC for the decision they make to pass or fail a student. Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

15. Confirmation of proficiency • The sign-off mentor, is responsible and accountable for making the final sign-off in practice – confirming that a student has successfully completed all practice requirements. • This confirmation will contribute to the portfolio of evidence considered by the AEI’s examination or assessment board. Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

16. NMC requirements Advice and guidance Expectations of a Mentor/Sign Off Mentor The NMC has identified progression points where confirmation is required that students have met specified outcomes and competencies. Student may not progress past these points without a formal decision that they have met the outcomes or competencies of a previous part of the programme A mentor may confirm achievement of competencies, including those to be achieved at, or by, a progression point. Only a sign-off mentor, who has met the additional criteria, may sign-off proficiency at the end of a final period of practice learning. All mentors may assess specific competencies throughout the programme. Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

17. Mentors must keep sufficient records to support and justify their decisions on whether a student is, or is not, competent/proficient. . NMC requirements Advice and guidance It is important that mentors have an audit trail to support their decisions. Throughout a placement the mentor should ensure that regular feedback is given to the student and that records are kept of guidance given. In the final placement of a pre-registration, mentors are required to be either a sign-off mentor, or supported by a sign-off mentor or a practice teacher, in order to make final decisions on proficiency. Mentors are responsible and accountable for making decisions on the student’s achievement of outcomes and competencies.. Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

18. Sign-off mentors must have time allocated to reflect, give feedback and keep records of student achievement 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 supervised by a mentor NMC requirements Advice and guidance Sign-off mentors will require allocated time to ensure that students have effective feedback on their performance so that the ultimate decision on their proficiency is not unexpected. Only sign-off mentors, who have met the additional criteria, must sign-off achievement of proficiency at the end of the programme, unless the mentor is being supervised by a sign-off mentor or practice teacher who should countersign that the proficiency has been achieved by the student. The final assessment of proficiency draws on evidence of assessment over a sustained period of time. The sign-off mentor may use the student passport and other evidence to see if competence has been achieved and maintained previously, as well as demonstrated in the current placement. Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

19. Discussion of the Role Why has the NMC decided to make the changes? Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

20. Fit for Practice • Concern over the number of new registrants reported for fitness for practice issues Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

21. Research • Watson and Harris (1999) found that in Scotland some students were being allowed to pass clinical assessments without having demonstrated competence • They also found that some mentors did not feel that it was their role to fail students • 46% of mentors in their survey agreed that students were sometimes passed when not competent Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

22. Research • Kathleen Duffy’s research asked the question • “Why are some student nurses being allowed to pass clinical assessments without having demonstrated sufficient competence?” (K Duffy 2004) Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

23. K Duffy • it would appear that mentors when faced with a ‘borderline student’ will often pass the student giving the individual the ‘benefit of the doubt’ Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

24. K Duffy • “What are the consequences for service providers and user, of decisions to employ nurses or midwives of borderline competence?” Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

25. K Duffy • Lecturers say that “clinical practitioners hold them responsible for problems with newly qualified staff. The lecturers’ view is that mentors who have ‘failed to fail’ are responsible,” Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

26. K Duffy • The sixth recommendation (from the research) is that the issue regarding the passing on of information between placements once a student has failed a clinical assessment requires to be debated. Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

27. Student Passport • UWE are introducing the student passport in line with NMC requirements (NMC 2006) • As sign off mentors you will be able to see how the student has progressed by looking at previous assessments and comments from the previous mentors Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

28. Student Passport • How will access to this passport help in the assessment process? Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

29. Debate • You are happy with the student’s competence but they have only just scraped through all previous assessments. • How does this knowledge influence your decision to pass or fail? Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

30. Debate • All the previous assessments are good but you are not happy with the student’s competence. • How do the previous assessments influence your decision to pass or fail? Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

31. Debate • You are concerned about the student’s competence and your concerns are echoed by the previous mentors. • How does this knowledge affect your decision? Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

32. Your accountability to the NMC • How will the NMC hold you accountable? Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

33. References • Duffy K (2004) available at http://www.nmc-uk. • Watson, H. E., Harris, B. (1999) Supporting students in practice placements in Scotland Glasgow Caledonian University: Department of Nursing and Community Health. Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen