1 / 16

Mentor Update 08/09

This mentor update focuses on key issues in midwifery mentorship, aiming to enhance competence assessment and facilitate learner support. Topics include essential skills clusters, NMC requirements, and the role of Associate Mentors. Key responsibilities, assessment components, and stages of holistic assessment are covered. The session also addresses the importance of feedback, communication skills, and commitment to continuous professional development. The text includes practical examples and guidelines for effective mentoring practices in midwifery.

fournier
Download Presentation

Mentor Update 08/09

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 08/09 University Campus Suffolk

  2. 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

  3. Record of Achievement Documents mentor / student interviews for all placements Lasts for three years Aims to support ‘sign off’ mentors signing final proficiency to register Also includes: Student action plans for following placements Extra meeting sheets Mentor action plans (to be added) Essential Skills Clusters Aim to focus students on essential elements of practice Includes: Medicines Management Infection Control Communication, compassion Nutrition & fluid management Care Organisation MIDWIFERY Normal labour & birth Consultation with mother Breast feeding Communication Medicines Management New NMC requirements 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)

  4. All registrants become an Associate Mentor on qualifying Associate mentors DO NOT have any mentorship qualification To compliment your role as mentor Associate mentors should not be assessing competence in skills If an Associate mentor does sign skills off in the PA Document – a mentor MUST countersign 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 Key responsibilities: Act as a safe role model Support those new to integrate into practice Contribute towards effective learning experiences Share knowledge & skills with learners Provide feedback for assessment Provide support to mentors Demonstrate a commitment to own CPD Have effective communication skills The role of the Associate Mentor Stage 1

  5. Components of an holistic assessment Knowledge Ethics Understanding Holistic assessment Of competence Evidence based practice Attitude Professional Codes Reflective practice Problem solving & Decision marking Technical skills Stuart C (2006) Assessment, Supervision & Support In Clinical Practice (2nd Ed). Churchhill Livingstone, London p78

  6. Questioning ..

  7. 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. Exposure

  8. 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 Participation

  9. 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. Identification

  10. 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. Internalisation

  11. 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. Dissemination

  12. 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

  13. Exploding the Myths of Assessment! • 1st Yr students can only achieve participation • This is only an observational placements therefore the mentor can not sign off any skills • UCS will over-rule any referrals in practice • Experience 1,2,3 means students must do all skills in Terms 1,2,3 • Students must work with their mentors for every shift to be assessed in practice • Student nurses have a lack of knowledge or experience to contribute to decisions in practice • This is a 2 week placement therefore I don’t need to plan any learning experiences for you – just watch and learn

  14. Positive mentoring ‘I become a more enthusiastic learner when my mentors give support. We really need their support and motivation during the learning process.’ ‘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.’ Students felt that good mentors often used non verbal communication such as smiling, open posture, tone of voice ‘They encouraged me to overcome my fears and carry out a lot of procedures I didn’t think I would be able to do.’ All these traits helped students motivation, increase self confidence, feel part of the team, whilst being acknowledged for their role in care delivery. Negative experiences 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 ‘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..’ ‘ 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.’ Student feedback… (Lofmark & Wikblad, 2001; Elcigil & Sari, 2006; Bradbury-Jones, Sambrook & Irvine, 2007)

  15. Useful Resources • UCS Link Lecturers / Personal tutors / Programme Leader • Allocations Office • Clinical Practice Facilitators & Practice Education Facilitators • UCS Mentor Newsletter – published each term, available on the Trust intranet • UCS website – dedicated placement/mentor pages • www.practicebasedlearning.org.uk • RCN (2007) Guidance for Mentors of Nursing & Midwifery students. RCN London • AODP (2006) Standards and Guidance for Mentors. AODP, London • NMC (2006) Standards to support learning & assessment in practice. NMC, London

More Related