1 / 26

Mentor Update 2013

Mentor Update 2013. Overview. NMC standards Criteria for mentorship Role of the ‘sign off’ mentor Triennial review Supporting students who have a disability or a weak student Assessment of competence/ professional attitude New curriculum – ‘Nursing 2012’. NMC Standards for mentorship.

fabienne-kael
Download Presentation

Mentor Update 2013

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mentor Update 2013

  2. Overview • NMC standards • Criteria for mentorship • Role of the ‘sign off’ mentor • Triennial review • Supporting students who have a disability or a weak student • Assessment of competence/ professional attitude • New curriculum – ‘Nursing 2012’

  3. NMC Standards for mentorship http://www.nmc-uk.org/ Standards to Support Learning and Assessment in Practice - NMC standards for mentors, practice teachers and teachersImplemented September 2007 – updated 2008Full document available from NMC website

  4. Framework to support learning and assessment in practice – 8 domains • Establishing effective working relationships • Facilitation of learning • Assessment and accountability • Evaluation of learning • Creating an environment for learning • Context of practice • Evidence based practice • Leadership

  5. Local Register of mentors and practice teachers NMC • Placement providers responsible for: • Holding and maintaining up to date local register of current mentors and teachers • Regular review of register to ensure currency • E roster – register • Educational providers should use register to: • Ensure sufficient mentors and PT to support students

  6. Criteria to remain a mentor • Mentor at least two students within a three year period • Attended an annual update • Demonstrated maintenance and development of knowledge skills and competence as a mentor as part of triennial review

  7. Criteria for becoming Sign Off Mentor • Same part of register and same field of practice • Meet NMC requirements to remain on mentor register • Been supervised on at least 3 occasions for signing off proficiency at end of course by existing sign off mentor (first 2 can be simulated) • Knowledge of programme / assessment requirements • Understanding of NMC registration requirements and contribution made • Understanding of their accountability to NMC for decisions made to pass or fail a student

  8. Sign off mentors • Must be identified on local registers • Accountable for decision that student: • Is fit for practice with necessary • Knowledge • Skills • Competencies • Attitudes • (1 hr per week in addition to 40% of time with student) • Registration provides licence to practice • Prime means of protecting of public

  9. To remain a ‘Sign off’ mentor for Pre registration nursing students • Mentor and assess 2 final placement students in a three year period • Attended an annual update • Demonstrated maintenance and development of knowledge skills and competence as a mentor as part of triennial review

  10. TRIENNIAL REVIEW • A requirement of the NMC standards is that each mentor and practice teacher undergoes a review every three years (triennial review) to ensure they continue to meet the requirements to remain on the local mentor register. • It is the responsibility of the Mentor or ‘Sign Off’ Mentor to undertake a self assessment and complete documentation prior to their Triennial Review.

  11. The Triennial review can be undertaken by the following people: Review of mentors • The ward/department Sister or Charge Nurse • The deputy ward/department Sister/Charge Nurse • A nurse mentor with a minimum of two years experience as a mentor or sign off mentor who is able to facilitate any development and/or action plans that may arise from the review Review of sign off mentors • The reviewer can be the ward/department Sister or Charge Nurse or deputy with a minimum of two years mentoring experience.

  12. Examples of ‘evidence’ to show competence • Copies of (anonymous) student/mentor learning contract • Evidence of placement audit report inc student feedback • Reflective accounts of learning situations • Record of meeting/ liaison with HEI staff • Student placement info / induction pack • Individual student feedback • Documentation re action plans/ extra learning contracts if drawn up

  13. How do we identify a weak student? • Lack of practical skills commensurate with the student’s level of training • Inconsistent clinical performance • Exhibits poor preparation and organisational skills • Poor communication / interpersonal skills • Lack of interest • Absence of professional boundaries (Duffy, 2004)

  14. Attitudes and professional behaviour The NMC have reprinted their guidance on professional conduct for nursing and midwifery students (NMC 2011)

  15. How do we know our assessments are valid? • Opinions of others/ colleagues • Review portfolio • Reflective discussions with students • Triangulation of evidence - attitude scales/ learning outcomes/ learning contract • Avoid making snap judgments/ stereotyping • Make individualised judgments, not comparisons to other students • Students with learning differences - support

  16. Generic and Field • More generic elements in year 1 which reduce as course progresses • Fewer field elements in year 1 which increase as course progresses Year 3 FIELD SPECIFIC Year 2 GENERIC Year 1

  17. Overview of year 1 19 weeks theory Wk 5 -19 1 day/week in practice Holidays and reading weeks interspersed throughout the year 10 week placement with 7 study days 11 week placement with 8 study days 50% of Modular Credits - Clinical/Practice

  18. Overview of year 2 16 weeks theory Holidays and reading weeks interspersed throughout the year 1) 12 week HUB placement with SPOKE placements(1-3 weeks) - arranged by HEI. Short spokes negotiated between student & mentor. PLUS 7 study days set by HEI 2) 12 week placement as for placement1 but with 8 set study days

  19. Overview of year 3 16 weeks theory Holidays and reading weeks interspersed throughout the year 1) 11 week HUB placement with SPOKE placements(1-3 weeks) - arranged by HEI. Short spokes negotiated between student & mentor. PLUS 5 study days set by HEI 13 week placement with NO Spoke placement Plus 5 set study days

  20. Assessment of competencies in HUB placement • Students summatively assessed as previously • Responsibility of hub mentor to assess and sign competencies • Decision informed through documentation by SPOKE supervisor NB: In placement 2 – yrs 1& 2 achieved practice outcomes must be completed by set submission date to enable student progression into following year.

  21. SPOKE placements • No formal summative assessment required but the learning must contribute to students ability to achieve NMC competencies • Appropriate learning opportunities must be identified to ensure learning needs are achieved in SPOKE • Staff in SPOKE to liaise with mentor in HUB if there are areas of concern or excellence • Practice Learning Experience Record must be completed by the qualified supervisor

  22. Meeting NMC standards in Wales • Course 360 credits – 120 at level 4, 5 & 6 • Opportunity to select English medium or bi-lingual module • Exit Awards: • 120 credits level 4 - Certificate • 120 credits both level 4 and level 5 - Diploma • BN (Hons) for achievement of all credits

  23. Accessing information on BCUHB intranet. (This can only be accessed on site within BCUHB)

  24. References / useful websites  Gopee, N; (2010), Mentoring and Supervision in Healthcare, 2nd edition London: SAGE Publications Ltd Kinnell, D; Hughes, P; (2010) Mentoring, Nursing and Healthcare students. SAGE Publications Ltd Learning and Teaching Support Network (2003) Continuing professional development series. York: LTSN Generic Centre. Nash, S., Scammell, J., (2010), Skills to ensure success in mentoring and other workplace learning approaches. Nursing Times, 106, 2. Nursing & Midwifery Council (2008) Standards to Support Learning and Assessment in Practice, 2nd edition. London: NMC RCN Toolkit (2007) http://www.rcn.org.uk/__data/assets/pdf_file/0008/78677/002797.pdf Rhodes, C ;Stokes M Hampton G (2004) A practical Guide to Mentoring, Coaching and Peer-networking London: Routledge Falmer Scholes, J. Webb, C. Endacott, R. Miller, C. Jasper, M. McMullan, M. (2003) Making portfolios work in practice. Journal of Advanced Nursing. 46 (6) 595 - 603 Stuart C.C, (2007) Assessment, Supervision and Support in Clinical Practice: A Guide for Nurses, Midwives and Other Health Professionals, 2nd edition.Oxford: Churchill Livingstone Veeramah, V., (2012), What are the barriers to good mentoring? Nursing Times,108, 39, pp12-15 Walsh, D (2010) The Nurse Mentor’s Handbook: Supporting Students in Clinical Practice. Berkshire: Open University Press

  25. Useful contacts • Karen Hughes: hss409@bangor.ac.uk 01978316318 • Sandra Roberts: hssa05@bangor.ac.uk 01978316356 • Alison Owen Traynor: a.owentraynor@glyndwr.ac.uk 01978293599 • Gill Truscott: g.truscott@glyndwr.ac.uk 01978293407

More Related