Download
1 / 34
350 likes | 511 Views
Operating Department Practice. Mentor update. Practice Assessment Team Current Teaching and Assessing Qualifications Assessment Taxonomy Assessment Documents Assessment process Interpersonal skills. Session outcomes. Thank you for completing the Mentor Evaluation form….
E N D
Operating Department Practice Mentor update
Practice Assessment Team Current Teaching and Assessing Qualifications Assessment Taxonomy Assessment Documents Assessment process Interpersonal skills Session outcomes
Thank you for completing the Mentor Evaluation form…
What are the professional requirements to remain on the ‘live’ mentor register as stated by the NMC/ HCPC/CODP?
Tri-annual review (NMC) • Bi-annual review (HCPC)
Triennial Review • Three yearly cycle of reflection of mentor practice against NMC standards • The process is a self assessment of your skills as a mentor • As a quality process a discussion will be held with your line manager or appropriate other • Will need to provide evidence of professional development • A checklist is available to support this process.
Bi-Annual Review • Two yearly cycle of reflection of mentor practice against HCPC standards • The process is a self assessment of your skills as a mentor • Will need to provide evidence of professional development • A checklist is available to support this process • The Mentor Register is then updated.
NHS CONSTITUTION • Working together to ensure students are supervised and assessed by mentors who support care that embraces the underpinning principles and values of the NHS Constitution and the 6 C’s: • Care • Compassion • Competence • Communication • Courage • Commitment
Francis Report In June 2010 Sec of State launched full public inquiry into Mid Staffordshire Foundation NHS Trust Inquiry chaired by Robert Francis QC: Terms of reference: “to examine the operation of the commissioning, supervisory and regulatory organisations and other agencies, including the culture and systems of those organisations in relation to their monitoring role at Mid Staffordshire between January 2005 and March 2009 and to examine why problems at the Trust were not identified sooner, and appropriate action taken” • 290 recommendations
Due Regard • Has the specialist skills required to support the placement learning outcomes. • Is from the same part of the register and field of practice as the student in the final year of the programme
Associate Mentor Mentor Practice Educator Practice Assessment Team
Associate Mentor The role of the mentor is to contribute to the students learning experience by: • Supporting the student in practice • Teaching clinical skills • Providing formative feedback on performance • Support the practice supervisor • Must demonstrate competence assessment area
Registered practitioner minimum of six months post qualification experience. Attendance at a specific local HEI preparation session Completes cycle of mentor development every two years Implements evidence based practice Can provide evidence of CPD • Qualifications/Requirements – • ASSOCIATE MENTOR
The role of the mentor is to contribute to the students learning experience by: Supporting the student in practice Teaching clinical skills Providing feedback on performance Mentors two ODP students within a two year time period to remain “Live on the Register” Performs summative assessment Mentor
Same as a mentor + holds or is working towards (to be completed in a two year period) Mentorship qualification at level 3 or above PGCE Post graduate award in healthcare education Holds level 2 mentorship/CertEd and has completed level 3 modules • Qualifications/Requirements – • MENTOR/Practice Supervisor
Responsible for overseeing the teaching and learning experience of the environment to ensure quality standards are maintained at all times Orientates students to the peri-operative environment and gives relevant information on health and safety aspects, and channels of communication Discusses the learning outcomes for the experience with the students, and jointly develop strategies to enable the students to meet their educational needs Provides regular feedback to the students through formal weekly tutorials on progress and performance and facilitate personal and professional development. Practice Educator
Advises students on all aspects of clinical and theoretical experiences Engage students in the process of self assessment and assist them to identify individual needs Review practice documentation by week ten, or as near as possible Ensure that the practice supervisor’s uphold the quality of the assessment as agreed within the educational audit They must participate in the development and review of the practice based infrastructure to ensure quality and consistency within the programme delivery is maintained. Practice Educator
As per mentor Minimum 3 years post registration experience Relevant first degree • Qualifications/Requirements – • Practice Educator
It is important to ensure that Students: • Are supernumerary • Are on the duty rota for Health and safety reasons • Actively engage in hands on delivery of care as appropriate • Have a named mentor who is available for a minimum of 40% of the time • Participate in the 24 hour cycle of care.
Assessment Process Student & Practice Supervisor familiarise themselves with: TAXONOMY LEVEL Review Core Competencies UtiliseCompetencies Assessment Documentation student undertakes self-assessment Initial assessment – student/ practice supervisor PracticeCore Competencies Practice supervisor & student undertake formative assessment Complete Core Competencies Assessment Record Identify action plan to support further development as appropriate.
Assessing the students • Induction/Initial Meeting • Learning Contracts/Action plans • Interpersonal skills profile / core professional values • Service user Views • Cause for Concern • Fine Grading (Nursing practice only) • Formative assessment • Summative assessment
Level 1 Novice Level 2 Advanced Beginner Level 3 Competent Practitioner Level 4 Proficient Practitioner Level 5 Expert Assessment Taxonomy – (Benner)
Performance is directed with limited autonomy by following policies/procedures/guidelines which apply in this setting. No experience to draw from Has discussed the components of the skill with an experienced member of the multi-professional team but has limited opportunity to practice it and requires supervision and guidance Acknowledges own limitations within their own scope of practice. Novice practitioner
Accepts constructive feedback and adapts practice accordingly. Is able to identify own limitations. Has knowledge and ability to perform skills but may lack fluency. Requires support from supervisors, mentors and colleagues. Performance and knowledge is demonstrated. Able to observe and respond to the changing needs of the patient, colleagues and situations, seeking advice when appropriate. Advanced beginner
Has detailed knowledge and awareness of polices/procedures/guidelines, which may be applied Discriminate and chooses which of the polices/procedures/guidelines apply within the situation Able to analyse and challenge research findings, evidence based practice Identifies priorities and key elements of problems. Competent practitioner
Self Assessment: The student needs to be realistic The student needs to identify the level of taxonomy by number Initial Assessment: Once the student has completed the self-assessment they need to arrange a meeting with their Mentor this will allow the practice supervisor to have an idea of where the student’s strengths and weaknesses lie. The Mentor will implement strategies for the student to achieve the taxonomy level Future meetings should be mutually arranged to discuss the student’s progress. Assessment Documents…
Types of evidence • Accreditation of prior achievement - Previous experience in another clinical area • Reflection- Use of reflective commentaries • Direct observation- Students should be observed on as many assessment criteria as possible and their knowledge can be assessed at any time • Oral questions- Questioning of students whilst carrying out a skill • Simulation-Scenarios, i.e. mannequins • Case study/Assignment/Project - Asking students to discuss the specific care requirement of patients in different care settings • Testimony/Peer report- Practice supervisor or peers provides written documentation of skill performance.
Formative Assessment This will involve a period of observation where the practice supervisor will be able to observe, supervise and formatively assess the students performance and ability related to a particular assessment criteria or core skill. SummativeAssessment Is the final assessment to confirm the taxonomy level the student has achieved. Failure at summative assessment will mean the student will fail the whole module they are undertaking. Assessment process
Faculty of Health, Social Care and EducationDip HE Operating Department Practice SEPTEMBER 2011 CohortYEAR 2 PRACTICE ASSESSMENT RECORDMODULE: Care of the Patient Undergoing AnaesthesiaMOD001684Name of Student………………………………………………………... SID………….……………………………………Personal Tutor………………………………………E-mail……………………………….Tel no……..…………………..
Example of Assessment Record Sheet – Year 2 Respiratory System Core Competencies 1.1: Perform an accurate respiratory assessment
The interpersonal skills profile is to be completed at formative and summative stages of the assessment process. Please refer to the document Interpersonal skills
On line information • To support this presentation please access the link below for the information and guidance included in this presentation • www.anglia.ac.uk/mentors • Thank you for attending today and for your continued support of students in practice.
