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TRANSCRIPT
“The needs of our patients will drive everything we do”
”
Mentor/Educator Name ……………………………………………….(Print)
PIN/HPC Number ……………………………………………………….
Work address ……………………………………………………………
Multi-professionalEvidence Record for
Mentors and Educators
Supporting Learning in Practice
CONTENTS
Introduction 3.
Preparation 4.
Mentor Educator Experience 6.
Record of Reflective Learning 7.
Knowledge Record 9.
Attendance at Updates Record 10.
Record of Learners Assessed 11.
Record of Other Educational Activities 12.
Mapping Ongoing Development Against the (current NMC Mentor Standards) 13.
Contacts 21. References 22.
Appendix 1: Standards to Support Learning and Assessmentin practice –annual updates and triennial review 23.
Background 24.
Mentor Requirements 24.
Sign off mentor requirements 25.
Annual updating 26.
Triennial Review Process 27.
Issues that may arise at Triennial Review 28.
Appendix 2: Triennial Review for Mentors, Sign off Mentors and Practice Teachers 32.
Appendix 3: Self Evaluation Questionnaire 33.
Appendix 4: Mentor Action Plan 35.
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‘You must facilitate students and others to develop their competence’ (NMC, 2008).
INTRODUCTION
This Evidence Record is designed to assist you in recording your involvement
in the development of others, particularly pre-registration learners.
It may also be used to demonstrate that you continue to meet:
Your professional responsibilities through appraisal;
Standards set by statutory and regulatory bodies such as the Nursing
and Midwifery Council Triennial Review (NMC, 2006) and the Health
Professions Council (HPC);
Standards set by professional bodies to maintain APPLE, ACE and
PEAS accreditation
The aim of the Evidence Record is to strengthen your role by recording and
providing evidence in the following three domains:
PREPARATION for the role of Educator/Mentor
Learning through EXPERIENCE
Maintenance of your KNOWLEDGE base
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PREPARATION OF EDUCATOR/MENTOR
Establishing effective working relationships: Develop effective working relationships based on mutual trust and respect. Demonstrate an understanding of factors that influence how learners integrate
into practice settings. Provide ongoing and constructive support to facilitate transition from one
learning environment to another.
Facilitation of learning: Use knowledge of the individual’s stage of learning to select appropriate
learning opportunities to meet their own needs. Facilitate selection of appropriate learning strategies to integrate learning from
practice and academic experiences. Support learners in critically reflecting upon their learning experiences in order
to enhance future learning.
Assessment and accountability: Foster professional growth, personal development and accountability through
support of learners in practice. Demonstrate a breadth of understanding of assessment strategies and the
ability to contribute to the total assessment process as part of the teaching team.
Provide constructive feedback to learners and assist them in identifying future learning needs and actions. Manage failing learners so that they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future.
*Be accountable for confirming that learners have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that learners have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice
Evaluation of learning: Contribute to evaluation of learning and assessment experiences – proposing
aspects for change as a result of such evaluation. Participate in self and peer evaluation to facilitate personal development, and
contribute to the development of others.
Creating an environment for learning: Support people to identify both learning needs and experiences that are
appropriate to their level of learning. Use a range of learning experiences; involving patients, clients, carers and the
professional team, to meet defined learning outcomes. Identify aspects of the learning environment, which could be enhanced –
negotiating with others to make appropriate changes.
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Act as a resource to facilitate personal and professional and professional development of others.
Context of practice: Contribute to the development of an environment in which effective practice is
fostered, implemented, evaluated and disseminated. Set and maintain professional boundaries that are sufficiently flexible for
providing inter-professional care. Initiate and respond to practice developments to ensure safe and effective
care is achieved and an effective learning environment is maintained.
Evidence based practice: Identify and apply research and evidence-based practice to their area of
practice. Contribute to strategies to increase or review the evidence-base used to
support practice. Support learners in applying an evidence base to their own practice.
Leadership: Plan a series of learning experiences that will meet individuals defined learning
needs. Be an advocate to support those accessing learning opportunities that meet
their individual needs – involving a range of other professional, patients, clients and carers.
Prioritise work to accommodate support of learners within their practice roles. Provide feedback about the effectiveness of learning and assessment in
practice.
Adapted from: Nursing and Midwifery Council Standards to support learning and assessment in practice (2008) London: NMC
* NMC REGISTRANTS ONLY
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MENTOR/EDUCATOR EXPERIENCE
Learning from experience is integral to professional development. At least once each year choose an example from one of your experiences of supporting a learner to demonstrate reflective learning. You may choose anything that was significant for you with any type of learner. Examples of this are listed below:
1. How have you developed your knowledge, skills and attributes recently in ways that increase your effectiveness as a mentor or educator?
2. Select learning theories (eg peer learning, learning styles, adult learning) and evaluate the effectiveness of your application of these theories when supporting learners, include examples of how you have applied these learning theories.
3. How have you tackled unexpected problems, barriers, or inhibitors to effective learning? Think about the effectiveness of some of the strategies you have used to facilitate learning, identifying successful and less successful strategies.
4. What systems do you have in place to monitor the quality of the learning experiences with which you are involved? What changes have you made in response to feedback you have received?
5. How can you demonstrate that your role as a mentor or educator contributes to your broader practice and Continuing Professional Development?
6. How do you keep your assessment of an individual’s learning under review to ensure fairness and consistency? How do you give feedback to learners about their performance?
7. What factors have you considered when planning a practice placement experience? How did you ensure its smooth implementation? You may wish to consider individual or small groups of learners and those with identified special educational needs.
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RECORD OF REFLECTIVE LEARNING
Description – What happened?
Feelings - What were you feeling and thinking?
Evaluation – What was good and what was bad about the experience?
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Analysis – What sense can you make of the situation?
Conclusion – What else could you have done?
Action Plan – If it arose again what would you do?
Review - How did you put your new learning into practice?
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KNOWLEDGE
As a health care professional you need to demonstrate working knowledge and an understanding of the following: -
Local Polices & Procedures Multi-professional educational audit The educational programme that your learners are undertaking Roles and responsibilities of those who provide direct or indirect support
to learners for example, Educators/Mentors, Practice Education Facilitators and link lecturers
National policies/ guidelines that relate both you and your learners’ professions
Health Professions Council Nursing and Midwifery Council Specific Professional & Regulatory bodies
Details of these publications are available from on the Trusts website for Pre-Registration Learning in Practice
Preparation to be an Educator/Mentor
Educator/Mentor Qualifications Date Obtained
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EDUCATOR/MENTOR ANNUAL UPDATE
Annual updates are provided by the Practice Education Facilitators and Universities to keep your knowledge and skills updated. These sessions are mandatory for NMC registrants but are good practice for all other professions and will contribute to your evidence collection for accreditation with your professional body where appropriate.
Date Venue Facilitator Name
Facilitator Signature *
*If you do not have your mentor evidence record with you at the annual update, your attendance can be verified by contacting your PEF
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RECORD OF LEARNERS ASSESSED
DateLearner’s Profession Year 1,2,3 Summative/Formative University/HEI Sign
Off?From To
01/03/11 23/04/11 Nursing 1 Summative Cumbria n/a
04/04/11 26/09/10 Occupational Therapy 2 Formative Cumbria n/a
For NMC registrants – please tick the Sign Off box if you have acted as a Sign Off Mentor for that placement.
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RECORD OF OTHER EDUCATIONAL ACTIVITIES where your teaching/mentoring skills are used
Date Nature of Activity Details
Other professional activities to support learning and assessment in practice and the development of others may be recorded here (eg. appraisals, teaching sessions you have undertaken with CSWs, junior doctors etc; preceptorship; involvement in educational audits; teaching patients; contact with university re students’ learning needs.
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Map ongoing development in their role against the current (NMC mentor) standards
1. Establish effective working relationshipsTo demonstrate effective relationship building skills sufficient to support learning, as part of a wider interprofessional team, for a range of students in both practice and academic learning.
Activities undertaken
Demonstrate an understanding of factors that influence how students integrate into practice
Provide support to facilitate transition from one learning environment to another
Have effective professional and inter-professional working relationships to support entry to the register.
Suggested examples of evidence• Reflections of professional development• Mentor records• Anonymous mid-term & final interview comments• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Supporting statements from students or peers• Strategies developed to orientate student learners to practice areas - induction packs/PLEDs• Copies of attendance from workshops or mentor updates• Scenarios from mentor update• Develop evaluation tools relating to planned facilitation activity• Participation in placement audit
Actual evidence
Achieved Signature Date
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2. Facilitation of learningFor a range of students, within a particular area of practice where appropriate, encouraging self management of learning opportunities and providing support to maximise individual potential.
Activities undertaken
Understand the student’s curriculum to provide appropriate learning opportunities to meet learning needs
Implement learning strategies to integrate practice and academic learning
Support students in critical reflective practice
Suggested examples of evidence• Reflections of professional development Mentor records• Anonymous mid-term & final point comments• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Supporting statements from students or peers• Strategies developed to orientate student learners to practice areas• Copies of attendance from workshops or mentor updates• Development of placement’s own evaluation tool used by student learners to evaluate placement• Develop evaluation tools relating to planned facilitation activity• Development of welcome pack or letters• Develop learning plans/ contracts• Participation in audits• Evidence of mentorship for CPD modules
Actual evidence
Achieved Signature Date
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3. Assessment and accountabilityAssess learning in order to make judgments related to NMC standards of proficiency for entry to the register or for recording a qualification at a level above initial registration.
Activities undertaken
Foster professional and personal growth, development and accountability through support of students in practice
Demonstrate a breadth of understanding of assessment strategies and contribute to the total assessment process as part of a teaching team.
Provide constructive feedback to students and assist them in identifying their future learning needs and actions. Manage failing students so they can either enhance their performance or be understand their failure and the implications of this for their future.
Be accountable for confirming that students have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met the NMC standards of proficiency and are capable of safe and effective practice.
Suggested examples of evidence• Reflections of professional development• Mentor records• Anonymous mid-term & final point comments• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Attendance at mentor updates• Attendance at link nurse events• Anonymous peer reviewed feedback• Evidence of collaborative working with partners in education
Actual evidence
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Achieved Signature Date
4. Evaluation of learningDetermine strategies for effectively evaluating learning in practice to ensure the NMC standards of proficiency for registration or recording a qualification at a level above initial registration have been met.
Activities undertaken
Contribute to evaluation of learning and assessment experiences- proposing aspects for change as a result of such evaluation.
Participate in self and peer evaluation to facilitate personal development, and contribute to the development of others.
Suggested examples of evidence• Reflections of professional development• Anonymous copies of records indicating that evaluation of learning has taken place e.g. student passport• Development of placement’s own evaluation tool used by student learners to evaluate placement.• Develop evaluation tools relating to planned facilitation activity.• Participation in the formation of an action plan with a student learner• Participation in audit
Actual evidence
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Achieved Signature Date
5. Creating an Environment for learningWhere practice is valued and developed, that provides appropriate professional and inter-professional learning opportunities and support for student learners to maximise their achievements.
Activities undertaken
Support students to identify both learning needs and experiences that are appropriate to their level of learning.
Use a range of learning experiences, involving patients, carers and the professional team to meet learning needs
Identify aspects of the learning environment which could be enhanced – negotiating with others to make appropriate changes.
Act as a resource to facilitate personal and professional development of others.
Suggested examples of evidence• Reflections of professional development• Copies of attendance at workshops or study days• Anonymous mid-term & final point comments• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Anonymous action plans• Supporting statements from students or peers• Strategies developed to orientate student learners to practice areas• Development of placement’s own evaluation tool used by student learners to evaluate placement• Develop evaluation tools relating to planned facilitation activity• Reflections of spoke placement learning activities e.g. plan experiences with specialized practitioners• Participation in audits
Actual evidence
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Achieved Signature Date
6. Context of practiceSupport learning within a context of clinical practice that reflects health care and education policies, managing change to ensure that particular professional needs are met.
Activities undertaken
Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated.
Set and maintain professional boundaries that are sufficient flexible for providing inter-professional care.
Initiate and respond to practice developments to ensure safe and effective acre is achieved and an effective learning environment is maintained.
Suggested examples of evidence• Initiate care pathways to develop care• Participate in PDU accreditation• Benchmark care• Use case conference/ study or presentation as learning tool• Recognise policy drivers as change agents/ reflective account• Participation in audit – action points• Review an element of practice and disseminate findings
Actual evidence
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Achieved Signature Date
7. Evidence-based practiceApply evidence-based practice to own work and contribute to further development of such a knowledge and practice evidence base.
Activities undertaken
Identify and apply research and evidence based practice to their area of work.
Contribute to strategies to increase or review the evidence base used to support practice.
Support students in applying an evidence base to their own practice.
Suggested examples of evidence• Reflections of professional development• Examples of evidence based practice introduced and shared with colleagues• Protocols developed with evidence of your active involvement• Development of protocol in clinical practice• Statements from others indicating your involvement in leading and implementing evidence based practice• Develop a case study technique in mentoring role• Undertake review of policy/ procedures
Actual evidence
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Achieved Signature Date
8. LeadershipDemonstrate leadership skills for education within practice and academic settings.
Activities undertaken
Plan a series of learning experiences that will meet students defined learning needs.
Be an advocate for students to support them in accessing learning opportunities to meet their individual needs – involving a range of other professionals, patients, clients and carers.
Prioritise work to accommodate support of students within their practice roles.
Provide feedback about the effectiveness of learning and assessment in practice.
Suggested examples of evidence• Reflections of professional development• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Anonymous action plans• Supporting statements from students or peers• Evidence of acting as an advocate for the student in difficult circumstances• Evidence of develop evaluation tools relating to planned facilitation activity• Develop a learning agreement for specific stage/ level of student• Student Evaluations
Actual evidence
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If you require any support or guidance with this document please contact one of the Practice Education Facilitators.
Michelle Connell [email protected] Furness General Hospital Julie Pickup [email protected] Westmorland General Hospital
Jane Kenny [email protected] Royal Lancaster Infirmary
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References
Chartered Society of Physiotherapy Accredited Clinical Educator (ACE) Scheme (2005) CSP: London
College of Occupational Therapists Accreditation of Practice Placement Educators (APPLE) Scheme (2005) COT: London
College of Radiographers Practice Educators Accreditation Scheme (2006) Society of Radiographers: London
Nursing and Midwifery Council (NMC), 2006. The PREP Handbook, London:Nursing and Midwifery Council.
Nursing and Midwifery Council Standards to support learning and assessment in practice (2008) London: NMC
Nursing and Midwifery Council (NMC) 2009. Additional information tosupport implementation of NMC Standards to support learning andassessment in practice, London: Nursing and Midwifery Council.
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APPENDIX 1
Standards to Support Learning
and Assessment in Practice
Annual Updates andTriennial Review
Guidance for mentors, practice teachers and managers. May 2011
Background
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This document is intended to provide some general guidance for mentors, sign off
mentors, practice teachers and managers regarding the maintenance of the Nursing
and Midwifery Council 'Standards to support learning and assessment in practice'
(NMC, 2008b). All staff recorded on their local placement mentor register as a
mentor/sign-off mentor for pre-registration nursing/ midwifery students or as a
practice teacher for post-registration nursing students, 'must demonstrate their
knowledge, skills and competence on an ongoing basis' (NMC, 2008b, p11).
Clinical managers therefore must take responsibility along with education
providers in ensuring that the mentor standards are enacted in the practice
setting. The mentor standard needs to become embedded within the culture and
practice of nursing and to form part of each nurse's annual appraisal through the
NHS Knowledge and Skills Framework process (Department of Health, 2003). The
competencies and outcomes for mentorship can be reviewed within the 'Standards to
support learning and assessment in practice' (NMC, 2008).
Mentor Requirements
The NMC state that: To be maintained on the local register the individual must have
evidence of having:
Mentored at least two students (practice teachers to supervise at least one student) with due regard (extenuating circumstances permitting)within the three year period. Supervisors of midwives are required tomentor at least one student undertaking a supervisor of midwivesprogramme during the three year period relating to triennial review asoutlined in NMC circular 01/2008.
Participated in annual updating - to include an opportunity to meet andexplore assessment and supervision issues with other mentors/practiceteachers.
Explored as a group activity the validity and reliability of judgments madewhen assessing practice in challenging circumstances.
Mapped ongoing development in their role against the current NMC
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mentor/practice teacher standards.
Been deemed to have met all requirements needed to be maintained onthe local register as a mentor, sign-off mentor or practice teacher.(NMC, 2008b, p12)
Sign Off Mentor Requirements
The NMC require mentors who make the final assessment of practice (ie final
placement students) to meet additional criteria. They must:
Be registered on the same part of the register
Be working in the same field of practice
Have clinical currency and capability
Be either annotated on the register as a sign off mentor or have been observed on at least 3 occasions for signing off proficiency at the end of a final placement by an existing sign off mentor
Have a working knowledge of current programme requirements, practice assessment strategies 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 the achievement of these requirements
An in –depth understanding of their accountability to the NMC for the decision they must make to pass or fail a student when assessing proficiency requirements at the end of a programme
NB. Sign off mentors are required by all midwifery students at all points in their training and not just the final placement. Therefore all midwifery mentors must be sign off mentors or working towards sign off status.
Annual Updating
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The NMC has issued further guidance regarding annual updating in its
document 'Additional information to support implementation of NMC Standards
to support learning and assessment in practice' (NMC, 2009).
This gives further clarity regarding the nature of an update and states:
‘The annual updating process must include the opportunity to meet and
explore assessment and supervision issues with other mentors/practice
teachers (face-to-face) and explore as a group the validity and reliability of
judgments made when assessing practice in challenging circumstances’
(NMC, 2009).
The NMC recognises that arrangements for updating need to allow flexibility
according to local circumstances and suggest the following points regarding
approaches to the annual update:
Be ongoing throughout the year, rather than consisting of a single
annual event.
Include a number of approaches and methods. The face-to-face
meetings may consist of small, informal group discussions in the
practice environment or more structured meetings led by programme
providers or placement facilitators. The meetings can be supported by
other resources and activities such as newsletters, on-line resources,
reflective practice, reading, reviewing literature, shadowing, role-play
etc.
Encourage mentors and practice teachers to take responsibility for
collating and documenting their ongoing learning and development,
clearly demonstrating to programme providers that they continue to
meet the respective NMC standard (NMC, 2009).
Triennial Review Process
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What is Triennial Review?Mentors must demonstrate their suitability to maintain and develop their role as a
mentor by demonstrating knowledge, skills and competence in order to stay on the
live register of mentors.
Mentors must have evidence of:
Mentoring at least 2 students (practice teachers to have supervised at least 1
student) within a 3 year period.
Participated in annual updating - to include an opportunity yo meet and
explore assessment and supervision issues with other mentors/practice
teachers
Explored as a group activity the validity and reliability of judgements made
when assessing practice in challenging circumstances
Mapped ongoing development in their role against the current NMC
mentor/practice teacher standards
Been deemed to have met all requirements needed to be maintained on the
local register as a mentor, sign off mentor or practice teacher.
Arrangements for Triennial ReviewMentors/practice teachers yearly appraisal meeting with their manager is the
ideal opportunity for this to be conducted. Mentors/practice teachers should take
evidence required for triennial review in order for the manager to verify that the
requirement has been met. If the update requirement has not been met, the
mentor/practice teacher and manager should agree arrangements for an update to
be undertaken within an agreed timeframe.
Completion of the Triennial Review FormAt the triennial review meeting, the mentor/practice teacher and manager
must complete the triennial review form (Appendix 1).
The manager must verify that all competencies have been achieved by
reviewing the nature of evidence that relates to each.
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Issues that may arise at the Triennial Review
Below are some issues that could emerge and some suggested ways to
avoid them occurring or to address them if they do arise.
1. The member of staff has not mentored at least 2 students withinthe three year review period (at least 1 student for a practiceteacher).
Has the mentor / practice teacher had the opportunity to mentor the
required number of students?
Are there any ‘extenuating circumstances’ which may have prevented
this, such as a prolonged period of absence from the clinical area?
Is there a shortfall related to the number of students allocated to the
area in the last 3 years and / or to the number of mentors available?
Is co-mentoring / team mentoring used within the placement area?
Is there a rota for allocation of students to mentors within the area?
Has the mentor / practice teacher made an effort to mentor the required
number of students?
Has the mentor / practice teacher had the opportunity to discuss the
standards for mentoring at their annual review / appraisal meeting?
Has the mentor got evidence of being engaged in supporting other learners
– eg post reg students medical students/junior doctors, support staff,
preceptorship, supporting a new member of the team
Has the mentor got evidence of being involved in activities where mentoring
skills are utilised? Eg teaching parents of a child a skill; teaching patients
2. The member of staff cannot provide evidence of annualupdating.
Is the mentor / practice teacher aware of the standards for mentoring
and their requirements?
Is the mentor / practice teacher aware of what constitutes an annual
update?
Has the mentor / practice teacher had the opportunity to complete an
annual update?
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Staff should be made aware of available mentor / practice teacher
update activities. The manager should discuss the mentoring activities
that the staff member has been involved with. Some of these activities
may in themselves constitute an update, for example the development
of learning resources. Other activities, for example meeting students’
learning needs, could be used as a basis for a reflective account which
may then be counted as the update. If required, refer to the Practice
Education team for advice and support (Please see examples of evidence
in Appendix II).
3. The member of staff requests to be taken off the mentor /practice teacher register.
Is being a mentor / practice teacher included within the employee’s job
description and/or e-KSF outline?
Is this a temporary measure due to a planned period of leave?
Is this a temporary measure for a period of development to enable the
mentor / practice teacher to meet the required standards?
The manager should explore the mentor’s / practice teacher’s request,
for example, has the mentor / practice teacher had a negative
experience in supporting a student? The manager should then refer
them to the NMC Code 2008 and Job Descriptions and try to resolve the
issue. For example, the mentor / practice teacher could have additional
support, or training in the area of concern, or be given the opportunity
to shadow or act as deputy mentor / practice teacher with another
member of staff. The mentor / practice teacher should be made aware
of the importance of mentoring to the team and the organization as a
whole and also made aware that if they decline to mentor, this may
have an impact on career progression. The Practice Education team may
be asked for advice and support.
4. The member of staff does not want to be a sign off mentor. Is the mentor / practice teacher aware of the standards for mentoring
and their requirements?
Has the mentor had the opportunity to be a deputy mentor with an
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experienced sign off mentor to gain insight into the role?
Has the manager discussed the requirement for the mentor to take on
the role of a sign off mentor to meet the needs of the team and updated
the local register to ensure that there are sufficient numbers of sign off
mentors to support students allocated to the placement area who
require signing off
Are there sufficient sign off mentors within the department to provide
supervision in order for ordinary mentors to become sign off mentors?
Is being a sign off mentor a requirement of the employee’s post?
The manager should explore the reason why the mentor does not wish to
become a sign off mentor. The Practice Education team may be asked for
advice and support.
5. The mentor / practice teacher is not able to demonstrate therequired competence.
Is the mentor / practice teacher aware of the standards for mentoring
and their requirements and do they understand their responsibility to
provide evidence of competence in each of the domains?
Has the mentor had ample opportunity to gather evidence to
demonstrate their ongoing development?
Has there been a concern reported regarding the mentor/practice
teacher where their competence has been called into question e.g. a
student or a colleague raised issues about a mentor’s / practice
teacher’s performance?
The Triennial Review form should not be signed if the mentor / practice
teacher is unable to demonstrate the required competence and the
individual’s name should be removed from the mentor register. The
manager must identify where there is insufficient competence and agree
an action plan with the mentor/practice teacher to rectify this. Dates
should be agreed to review the action plan and another meeting
arranged to sign the Triennial Review Form. Once the required
competence has been achieved the mentor’s name should be reinstated
onto the mentor/practice teacher register. Where competence has been
called into question, and this relates specifically to mentoring, the
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Practice Education Team must be informed.
N.B If there are concerns about an employee’s capability or conduct in
relation to the mentor / practice teacher standards and the development
plan put in place has not resolved the issue, further Line Management,
Human Resources Department or NMC involvement may be required.
33Practice Education Facilitators (UHMB) –May 2011
APPENDIX 2
Triennial Review of Mentors, Sign Off Mentors and Practice Teachers
The NMC, (2008) published Standards to Support Learning and Assessment in Practice. The standards identify the role and responsibilities of the mentor, sign off mentor and practice teacher when supporting and assessing any learner undertaking an NMC recognised qualification leading to registration. These standards aim to support mentors in ensuring that all learners are fit for purpose at the point of registration.
The NMC require qualified nurses to review and maintain their mentor competency by attending annual updates and undertaking relevant and appropriate practice in mentoring. In addition to this, the NMC requires that a triennial review takes place. This review may be part of the annual personal development review and should show evidence of:
Criteria EvidenceMentored at least 2 learners in three years (practice teachers 1 learner)
Check mentor evidence record held by practitioner
Attended annual mentor/educator update Check mentor evidence record/contact PEF
Maintain and record ongoing competency and development in line with NMC standards
Check mentor evidence record
Maintained on the Trust mentor register as mentor, sign off mentor or practice teacher
Check with practitioner/PEF to confirm
If insufficient evidence to meet NMC criteria-complete action plan on PDR and inform PEF
Name and signature of line manager/reviewer
Date
Name and signature of staff member
Date
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Please send a copy of this form to your PEF as well as keeping a copy in your personal portfolio
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APPENDIX 3
Mentoring Self-Assessment Questionnaire
A – Always NA – Nearly alwaysS - Sometimes AN - Almost neverN - Never
Domains A NA S AN N1.Establishing effective working relationshipsDo you have advance notice that students are coming to your placement area?Do you make students feel welcome?Do you direct new students to a learning pack/placement profile/POLO/PLED?Do you make students feel part of the team?On Day 1 do you undertake a workplace induction with studentsDo you encourage student participation?Do you encourage student suggestion and feedback?Are you approachable and supportive?Would you expect students to feel able to discuss any worries/anxieties with you?Do you find out if a student has a disability that may affect their learning experience with you?Do you ensure students with a disability, pregnancy etc are risk assessed?2. Facilitation of learningAre you familiar with the students’ curriculum?Do you find out what stage of the programme the student is at and what previous experience they have had?Do you ensure student learning is appropriate to their level?Do you identify specific learning opportunities available in your placement?Do you guide students when they are writing their learning contract?Do you check if the student has an action plan from a previous placement?Do you ask the student to reflect on their practice, relating this to theory?Do you encourage multidisciplinary team learning opportunities?Are you a good role model?Do you make time for students to learn new skills?Do you make time for students to practice previously learnt skills?Do you question students’ knowledge and understanding of skills?In a planned absence do you arrange for your student to be supported by another named person?3. Assessment and accountabilityWhen assessing students are you objective?When assessing student competence do you focus on professionalism as much as on the skill and underpinning knowledge?If you have concerns about a student do you raise this with the student at the earliest opportunity?
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Do you arrange and conduct initial, interim and final interviews to discuss student progress?Do you provide your student with constructive feedback?Do you appropriately praise student performance?When identifying areas for improvement do you give students specific examples?Do you write an action plan for a struggling student?Have you ever signed a student as competent when you really shouldn’t have done?Do you document the content of student meetings?Do you know what support to access when experiencing problems with a student?4. Evaluation of learningDo you challenge achieving students to reach the next level?Do you involve other colleagues who have worked with the student when making judgements about a student’s competence?Do you consider patient feedback when making judgements about a student’s competence?Do you seek constructive feedback from students at the end of their placement to develop your teaching and assessing skills?Do you reflect on your mentoring experiences?Do you attend mentor/practice educator updates?Do you seek constructive feedback from your colleagues/manager to develop your teaching and assessing skills?5. Creating an environment for learningDoes the placement area have learning resources which the student can access?Do you encourage students to identify their own learning needs?Have you had an annual appraisal?Do you have an up to date personal development plan?Do you encourage students to visit other related areas following a patient pathway?6. Context of practiceAre you up to date in your field of clinical practice?Do you understand your accountability when delegating to a student?Do you recognise the students’ supernumerary status in practice?Do you check a student understands before asking them to perform tasks?Do you check that your student understands their limitations?Do you provide supervision appropriate to the students’ stage of learning?7. Evidence based practiceDo you discuss the evidence based practice you use with your student?Do you encourage your students to question your practice?Do you encourage your students to suggest ways of improving practice?Do you ensure students are aware of quality assurance mechanisms in your area?8. LeadershipDo you manage your time effectively when you have a student?Do you exercise professionalism at all times?When workload/staffing issues mean you are unable to directly work
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with the student, do you ensure they are allocated with someone?Do you regularly review and discuss progress?Do you motivate people?
Appendix 4 Mentor Action Plan
Name: Date:Workplace:
Action Plan for Achievement of (NMCMentor) Domains/Outcomes
Date to be achieved by:
Reviewed Action Plan Date:
Mentor Signature: Date:39
Practice Education Facilitators (UHMB) –May 2011