mentorship module nursing day 1.1 the student/mentor journey department of nursing and midwifery

Mentorship Module Nursing Day 1.1

The Student/Mentor Journey

DEPARTMENT OF Nursing and Midwifery

Module Guidelines and expectations

• Introductions and background information

• Guidelines for undertaking the module:– Attendance requirements– Supervisor mentor role

• Ground Rules and Expectations

Role of Mentor

• Work with others to protect and promote the health and wellbeing of those in your care, their families and carers, and the wider community.

o Share information with your colleagues• You must facilitate students and others to

develop their competence.

• You must be willing to share your skills and experience for the benefit of your colleagues.

(NMC The Code 2008, p 5)

NMC Standards to support learning & assessment in practice. (2006)

FiveprinciplesA B C D E

1

5

4

8

Stage 2: Mentor

Stage 1: Registrant

Stage 3: Practice Teacher

Stage 4: Teacher

2 3

6 7

Requirements of the Standard ه NMC Standards to Support learning and assessment in

practice; NMC standards for mentors, practice teachers and teachers (2006.17)

“An NMC Mentor is a registrant who, following successful completion of an NMC approved mentor preparation programme- or comparable preparation that has been accredited by an AEI as meeting the NMC Mentor requirements-has achieved the knowledge, skills and competence required to meet the defined outcomes.”

Module content

Domains to be achieved according to the standard:

o Establishing effective working partnerships o Facilitation of learning o Assessment and accountabilityo Evaluation of learningo Creating an environment for learning o Context of practiceo Evidence based practiceo Leadership

(NMC, 2006)

Organisation of the Module

• 3 days face to face• 2 days protected time with work based

activities• 5 days unprotected time with work based

activities• Accredited or non-accredited routes• Accredited route = 11 credits – level 9

Portfolio of evidence

Documentation required;o Learning contract / Action Plano Record of Interim and Final Reviewso Minimum of 23 Record of Completion of Module

component Forms o Log of Practice Hours- containing a minimum of 37 and a

half hours on specific practice mentor activityo Mapping of Portfolio of Evidence against Domains/

Outcomeso Verification of Achievement of Mentor Outcomes

The Accredited Version of the Module

Also requires o From the 23 “ Record of Completion “

forms, 2 specific components will be chosen for expansion with 1250 word essays. The 2 components will vary for each module

o An assignment cover sheet should completed for submission with the expanded portfolio

Mapping to Standard

This Mentorship Module maps to:

- NMC Mentor Outcomes

- NES Framework Learning outcomes

- NES Framework Unit Learning Outcomes

- Knowledge and Skills Framework Core Dimensions

Achieving the Appropriate Academic level

• Mentor module is developed at Academic Level 9

• Explain SCQF levels

• Define and give examples of learning at level 9

Critical thinking: -A model to achieve level 9

“ Critical thinking ability is commonly cited as a desirable educational outcome, particularly in relation to professional and higher education”

(Frederickson & Meyer 1977, et al).

Critical thinking: -A model to achieve level 9

• Fisher and Scriven (1997: 21) give a definition of critical thinking: -

“Critical thinking is:

skilled and active

interpretation and evaluation

of

observations and communications information and argumentation”

Critical Thinking Academic Level 9

Taking the quotes on the handout and consider how you as a mentor can achieve this level and also support a learner to achieve the levels they require.

o Evidence based practice- sharing and searchingo Discussion/reflectiono Simulation

Record of Completion Form 1

• Discussion of content covered, how this links to literature used.

• Guide to compiling Record of Completion (1)

• Guide for how to map to the NMC standard as evidence for portfolio at level 9

Record of Completion of Module Component

• Record Number:R1• Module Component: D1.1, • Date: 14/9/08• Type of Evidence: Reflective Account• Description: (Any supplementary material?) Overview

of information on course content and structure. Review of learning levels required for pre-reg. nursing students and for completion of mentor prep. module

• Analysis: Use of reflective model to develop an account of critical thinking. Insert reflective account (stating model used) with reference to quotes utilised

Record of Completion of Module Component

• List the Outcomes being claimed and briefly state for each how this evidence relates to the claim:

1.1-expectation explored and ground rules developed in small groups of student mentors therefore developing working relationships for the rest of the programme

3.1- Overview of the aims/goals of the module and increased ability to analyse achievement of learners and self

5.4- Programme content and literature informs accountability/responsibility in delivering the mentoring role

• Any other evidence which this links to?

Day 1.2 Student/ Learner Characteristics

Overview of Learning Theories:

Pedagogy

Andragogy (Knowles 1990)

Student/ Learner CharacteristicsOverview of Learning Theories;

(Virginia Tech 2006)

Student/ Learner Characteristics

Overview of Learning Theories:

• Divide into small groups

• Review literature on learning theories:

• Feedback on the broad aims of a theory and state the relevance to your practice

Learning Styles

Review different ways that students learn:

Deep and Surface Learners: (Entwhistle N 1981)

Experiential learning styles:Reflector/imaginativeTheorist/LogicalPragmatist/practicalActivist/enthusiastic (Honey and Munford 1982 )

Activity -student learner characteristics

• Learning Opportunities Matrix- review content and try to establish your learning style.

• Feedback discussion on the different types of learners on the module

• Discuss the implications of this for being a mentor

Record of Completion Form 2

• Discussion of content covered, how this links to literature used.

• Guide to compiling Record of Completion (2)

• Guide for how to map to the NMC standard as evidence for portfolio at level 9

Day1:3Learning and Teaching

Characteristics of a mentorRole and characteristics of a mentor

In groups discuss these and identify the above.

Issue questionnaire – self assess own capabilities

Feedback – identify strengths and areas requiring further development

Preparing for students/learners

Jean a module 2 student is coming to your placement area in 6 weeks time.

Discuss in small groups what information you would like to have for this student coming.

What preparation is required for the arrival of the student and what you would discuss on her first day.

Preparing for students/learners

What you would like to know?

Previous experienceSkills already achievedTheoretical knowledge

http://www.nm.stir.ac.uk/mentors/index.php

Levels of Learners

• Identify the different types of learners you encounter in your placement area

– Pre-registration nursing students - Years 1, 2 & 3 – NHS HNC Healthcare students/HNC Healthcare

students– Midwifery Students - Pre & Post-registration– SVQ students– Flying Start practitioners– Multi professional students– Colleagues – professional development

• Discussion of different expectations at different levels

• Discuss different types of learners- eg previous experience

Planning

Review length of time student is allocated

Check off-day if any A/L how do you ensure continuity for the student

Review learning opportunities available

What would you expect the student to do at which point of their allocation

Orientation

Have you considered an educational day for students on their first day of placement?

Induction- what areas do you cover?University induction process.Some areas will have their own generic induction

for any new learner ConfidentialityHealth and Safety Local polices and proceduresUniform code

Interviewing students - initial meeting

Preparation- do you have accommodation, privacy, allocated time

Materials- student documentation, personal development plan and learning opportunities for students at the appropriate level for their training

Communication and developing mentor/student relationshipRefer to Practice Based Learning – pg 7-10

http://www.practicebasedlearning.org/resources/materials/docs/Brookes%20Final.pdf

Learning Contract

• Personal learning plan (university student learning contract- discuss link to LO’s/SOP’s)

• What are the facilitation skills required by the mentor to assist the student to achieve this

• Review facilitation section – Making Practice Based Learning Work Pg 18-22

Record of Completion Form 3

• Discussion of content covered, how this links to literature used.

• Guide to compiling Record of Completion (3)

• Guide for how to map to the NMC standard as evidence for portfolio at level 9

The Learning Environment

Inclusive

Supportive ه

Planned ه

Students objectives to fit into designated هarea

The Learning Environment

• Identify 2 learning opportunities from your area

• Consider the 4 Domains (NMC) and discuss how they will link to particular Domains.

Strengths, Weaknesses Opportunities, Threats (SWOT)

analysis • Evaluating your learning environment • Consider your work environment considering the

following• practical experience• practice resources• learning support• Approach to education• Further guidance is available Price B 2004

Mentoring learners in practice; Evaluating your learning environment Nursing Standard, Oct. 13 Vol.19 No.5

Swot Analysis

• Within the evaluation of your placement include consideration of

• Interprofessional and Professional issues

• (End of Day 1)• Complete Record of Completion Form 4 which

relates to the final session Day 1• Identify self study day activities pg 29 and

SWOT Analysis Activity 1 pg 31 • Remember to a Complete Record of Completion

Forms for these activities