Mentor Update 2013

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’

Standards to Support Learning and

Assessment in Practice - NMC standards for mentors, practice

teachers and teachers

Implemented September 2007 –

updated 2008Full document

available from NMC website

http://www.nmc-uk.org/

Framework to support Framework to support learning and learning and

assessment in practice assessment in practice – 8 domains– 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

Local Register of Local Register of mentors and practice mentors and practice

teachers NMCteachers 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

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

Criteria for becoming Criteria for becoming Sign Off MentorSign 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

Sign off mentorsSign 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

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

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.

Review of mentorsReview 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 mentorsReview 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.

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

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)

The NMC have reprinted their guidance on professional conductfor nursing and midwifery students(NMC 2011)

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

Service Users and Carers

Students

‘‘Nursing 2012Nursing 2012’’

Generic and FieldGeneric 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 1

Year 2

Year 3

GENERIC

FIELD SPECIFIC

Overview of year Overview of year 1119 weeks theory

Wk 5 -19 1 day/week in

practice

50% of Modular Credits - Clinical/Practice

10 week placement with 7

study days

11 week placement with 8

study days

Holidays and reading weeksinterspersed throughout the year

Overview of year Overview of year 22

16 weeks theory

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

Holidays and reading weeksinterspersed throughout the year

Overview of year Overview of year 33

16 weeks theory

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

Holidays and reading weeksinterspersed throughout the year

Assessment of Assessment of competencies in HUB competencies in HUB

placementplacement Students summatively assessed as

previously Responsibility of hub mentor to assess

and sign competencies Decision informed through

documentation by SPOKE supervisorNB: In placement 2 – yrs 1& 2 achieved

practice outcomes must be completed by set submission date to enable student progression into following year.

SPOKE SPOKE placementsplacements

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

• 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

Meeting NMC standards in Meeting NMC standards in WalesWales

 How to access mentor information & student

documentation on the BCUHB intranet

Go to home page then: 

1.Click on ‘Nursing and Midwifery’ link on left hand side column

2.Click on the picture below ‘Local learning and Development’

3.Click on ‘Nursing and Midwifery education’ on top right hand side of page in the LINKS section

4.Click on ‘Mentor Newsletter’ on top right hand side of page in the LINKS section

 In addition to the mentor newsletter this link includes other useful mentorship information, and all current

mentor training/ update dates. 

 

 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

 

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