operating department practice sheffield hallam university martin reilly course leader/ senior...
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OperatingDepartment Practice
Sheffield Hallam University
Martin ReillyCourse Leader/ Senior [email protected] 01142255612
David Fotheringham BrearsProfessional Lead/ Senior [email protected] 01142255673
Karen DeMasiSenior [email protected] 01142255686
Debbie HallAdmissions Tutor / Senior [email protected] 01142255385
John RutherfordSenior [email protected] 01142255610
Helen Lowes Senior Lecturer / Placement Coordinator/ CPD [email protected] 01142252266
Frankie MiltonLecturer / Lead for [email protected]
Lucy WilliamsonStudent [email protected] 01142255479
Dominic JonesProgramme [email protected] 01142255480 Discover the contents – Click on this bar
Mentorship in clinical practice
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
CODP (2009) Standards, recommendations and guidance for mentors and practice placements, London, © College of Operating Department Practitioners, pg 12
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
I know I am a qualified mentor but what can I sign?
MentorsHave to be Level 6 (degree level) qualified (or equivalent) mentors.
You can sign all aspects of the ODP paperwork progression statement at the end of the gateways.
You can do end of year assessments.
You should be part of planning the placements for students and completing the learning agreements and mid term reviews.
If you complete the end of the gateway progression statement with the student you must sign all progression boxes ( at the bottom of each competency) as the second, or counter signature and by doing so you are declaring that the student has gained signatures for all competencies and is competent for the completion of the gateway.
The ODP course team requires that you maintain your mentorship qualification by attending regular (annual) updates. These should be available in your department, but requests can be made to your visiting lecturer to come and deliver an update. Alternatively you may wish to attend a nursing mentor update as this will cover key aspects of mentorship, however the specifics of the ODP paperwork may not be considered.
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
I know I am an associate mentor but what can I sign?
Associate Mentors Non level 6 qualified practitioners.
You can sign, date and make comments on, or write a testimony in the main boxes on each competency within the ODP paperwork, however, the progression statement at the bottom must be countersigned by a qualified mentor.
You cannot complete the progression boxes at the bottom of each competency or complete the progression statement at the end of the gateways and should not complete the learning agreement unless countersigned by a qualified mentor.
You cannot do end of year assessments.
The ODP course team requires that you maintain your associate mentorship status by attending regular (annual) updates. These should be available in your department, but requests can be made to your visiting lecturer to come and update a number of mentors together, or you may wish to attend a nursing mentor update as this will cover key aspects of mentorship (however perhaps not the specifics of the ODP paperwork).
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
David Fotheringham Brears, Professional Lead, Principal Lecturer
0114 225 [email protected] lecturer - Mansfield
Debbie Hall, Recruitment Lead, Senior Lecturer
0114 225 [email protected] Lecturer - Lincoln
Martin Reilly, Team Lead, Course Leader, Senior Lecturer
0114 225 [email protected] Lecturer - Doncaster & Bassetlaw
John Rutherford,Senior Lecturer
0114 225 [email protected] Lecturer - Sheffield
Karen Demasi, Assessment Lead, Senior Lecturer
0114 225 [email protected] Lecturer -Rotherham
Helen Lowes, Placement Lead, Senior Lecturer
0114 225 [email protected] Lecturer - Derby and Derby Nuffield
Frankie MiltonLecturer, Mentorship lead
0114 225 [email protected] Lecturer - Rotation (Claremont, Sheffield Children's, Thornbury, Barnsley)
The SHU teaching Team
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Note - There are major changes for 2014 2015- please contact one of the team to discuss.
DateModule
Assessment Feedback In Module Retrieval IMR Module Leader
11/11/2013 UKESSP Coursework 2nd December 2013 24th Jan 2014 John Rutherford
Wednesday27/11/2013
Human Biology Coursework 18th Dec 2013 17th Jan 2014 Helen Lowes
Tuesday03/12/2013
IT Coursework 24th Dec 2013 7th Jan 2014 Debbie Hall
Friday19/12/2013
IIP Coursework 20th Jan 2014 N/A Geraint Owen
Tuesday14/01/2014
ODP Foundations Coursework
4th Feb 2014 18th Feb 2014 Frankie Milton
Friday17/02/2014or 18/02/2014
ODP Foundations Gateway 1 Electronic Submission
11th March2014 N/A Frankie Milton
Thursday14/03/2014
Human Biology Short Answer Phase Test 4th April 2014 3rd June 2014 Helen Lowes
Thursday27/03/2014
Anaesthetic Practice
Coursework 17th April 2014 25th June 2014 Karen DeMasi
Friday11/04/2014
Surgical Practice 1 Coursework
2nd May 2014 1st Aug 2014 Debbie Hall
Friday09/05/2014
AP & SP1GatewayElectronic Submission
30th May 2014 N/A Karen DeMasi/Debbie Hall
Friday 20/06/2014
AP & SP1Gateway Electronic Submission
11th July 2014 N/A Karen DeMasi/Debbie Hall
Friday01/08/2014
AP & SP1Gateway Electronic Submission
22nd Aug 2014 27th Aug 2014 Karen DeMasi/Debbie Hall
YEAR ONE ASSESSMENT GUIDE (Always check with Module leaders to ensure information is correct and up to date)
Provisional feedback will be received 3 weeks from the submission date (Please note provisional means the marks have not been ratified by the board and are still subject to change following external moderation)
DateModule
Assessment FeedbackIn module Retrieval IMR
Module Leader
Friday01/11/2013
AREC & SP2GatewayElectronic Submission
22nd November 2013 N/AMartin Reilly/John Rutherford
Thursday 21/11/2013
Advanced Human Biology Coursework 12th December 2013 23rd Jan 2014 Helen Lowes
Thursday19/12/2013
Advanced Human Biology Short Answer Phase Test 17th January 2014 N/A Helen Lowes
Friday24/01/2014
AREC & SP2GatewayElectronic Submission
14th February 2014 N/AMartin Reilly/John Rutherford
Friday21/02/2014
AREC Poster & Supporting Paper 14th March 2014 1st Aug 2014 Martin Reilly
Friday07/03/2014
Prep for Professional Practice
Authentic World 7th March 2014 10th April 2014 Karen DeMasi
10/03/2014 – 21/03/2014
Surgical Practice 2 Presentation (1st Years to Observe) + Annotated Bibliography
10th – 21st March 2014 28th May -6th June 2014
John Rutherford
Monday14/04/2014
UEEIP Coursework 12th May 2014 N/A Clare De Normanville
Tuesday29/04/2014
DCP Coursework 20th May 2014 N/A
Friday09/05/2014
AREC & SP2GatewayElectronic Submission
30th May 2014 N/AMartin Reilly/John Rutherford
Wednesday21/05/2014
Prep for Professional Practice
Skeleton Portfolio for CPD 11th June 2014 N/A Karen DeMasi
Friday 20/06/2014
AREC & SP2GatewayElectronic Submission
11th July 2014 N/AMartin Reilly/John Rutherford
Friday01/08/2014
AREC & SP2GatewayElectronic Submission
22nd Aug 2014 27th Aug 2014Martin Reilly/John Rutherford
YEAR TWO ASSESSMENT GUIDE (Always check with Module leaders to ensure information is correct and up to date)
Provisional Feedback will be received 3 weeks from the submission date.(Please note provisional means the marks have not been ratified by the board and are still subject to change following external moderation)
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• End of year
assessments• The failing
student• Placement
Website
Student Learning - Timesheets & ReflectionsReflectionsStudents complete 34hours in clinical practice per week and are given 3.5 hours per week to write a 2000 word reflection per gateway
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
From 2012 onwards
Sheffield Hallam university
ODP Clinical Skills Passport CLINICAL COMPETENCIES
GATEWAYS A number of competencies are required to be completed by the end of the level 4 and level 5. The competencies map the curriculum for the DipHE in ODP and are associated with the learning outcomes and assessments for the ODP modules. Submission is via PEBBLEPAD.
Year 1
Gateway 1 - Foundations(Formal Assessment)
Gateway 2 - Anaesthetics & Surgery
Gateway 3 - Anaesthetics & Surgery
Gateway 4 -Anaesthetics & Surgery
Year 2
Gateway 5
Gateway 6
Gateway 7
Gateway 8
Gateway 9
Anaesthetics & Surgery
Anaesthetics & Surgery
Anaesthetics & Surgery (Assessments)
Recovery(Assessment)
Emergencies & Obstetrics
Must be in order in first year.Anyorder in 2nd year.
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Year 2- further detail
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• End of year
assessments• The failing
student• Placement
Website
LEARNING AGREEMENT FOR GATEWAY 1 (GENERIC- FOR ALL STUDENTS) The foundation competency gateway is a vital introduction to the clinical environment. The aim of the gateway is to provide the student with the necessary basic tools to practice safely in a critical care environment. Foundations competence statements are centred on generic issues associated with baseline requirements of the Operating Department Practitioners role. Without core knowledge, skills, principles and values it would not be possible to complete any further gateway, therefore it is not only imperative that the student understands the content o foundations, but that they have the ability to continue to practice and implement such knowledge and skill.
To successfully complete this gateway the student must;
Familiarise themselves with the work place and clinical environment.
Familiarise themselves with clinical staff so the student has a clear support network and the mentor/s understands their requirements. Acts within professional boundaries and has a clear understanding of their role, to facilitate safe working whilst in the clinical
environment.
To successfully meet all the learning outcomes required of this first placement which includes competencies 1.1 - 1.7 in the foundation gateway.
Have an understanding that should the mentor/s or student feel that a failure to proceed is occurring then the causes for concern pathway will be followed and adhered to.
Understand that they are continually being assessed, where one bad day does not make an overall failure, alternately, one good day in a collection of bad, does not make a pass.
Should openly discuss any issues both personal and professional that will hinder progression with their mentor for an alternate learning pathway to be developed if required.
Student name: Placement: Mentor name: Date of agreement Student signature
Mentor Signature
If there is a cause for concern or a lack of progression then please consult the 'Cause for Concern' Process
LEARNING AGREEMENT FOR GATEWAY 1 (STUDENT SPECIFIC REQUIREMENTS/ADDITIONAL INFORMATION)
This is for any learning opportunities available within the different theatre environments. An example would be specific requirements of a shared airway, or the use of double lumen ET tubes.
Mid term review
Student name: Placement: Mentor name: Date of agreement Student signature
Mentor Signature
If there is a cause for concern or a lack of progression then please consult the 'Cause for Concern' Process
GATEWAY 1 PROGRESSION STATEMENT (SUMMATIVE) Student strengths recognised on placement (by student and mentor/s) Any student weaknesses / areas for improvement that require attention for future career learning
By signing this declaration I assure the ODP assessment team at SHU that I have examined the work in my capacity as CPC/nominated mentor, and am confident that ___________________________ has fulfilled the required learning outcomes and associated competencies for this gateway and the student is able to proceed to the next gateway.
Student name: Placement: CPC/ Nominated Mentor Name: Date of agreement: Student signature
CPC Signature
If there is a cause for concern or lack of progression then please consult the 'Cause for Concern' process and do not sign this form
Example
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• Learning
agreements• End of year
assessments• The Learning
Environment• The failing
student• Placement
Website
COMPETENCY 1.3 PROFESSIONAL ATTRIBUTES During the Operating Department Practitioner programme students will be expected to uphold key professional attributes in order to be able to progress to the next gateway. By the end of this gateway a student should achieve a minimum of satisfactory in all of the sections highlighted below. Failure to do so may trigger a referral opportunity, thus preventing the student to move onto the next gateway.
Gateway assessment Mentor Comments: Sign and Date
Communication
=
Team working
=
Motivation
=
Application of theory to practice
=
Care delivery
=
Punctuality and attendance = Key 1 = Excellent 2 =Good 3 = Satisfactory 4 = Poor 5 = Very poor
Student Name: Placement: Student & CPC declaration The student believes they can demonstrate practical competence and supporting knowledge regarding the above elements and this is supported by the CPC. Student CPC
If there is a cause for concern or a lack of progression then please consult the 'Cause for Concern' Process.
COMPETENCY 1.3 PROFESSIONAL ATTRIBUTES (REQUIREMENTS) Communication
Uses appropriate language and communication skills as required for their developmental level on the programme. During this initial placement it is expected that the student may be quiet. If this is the case the student should be encouraged to participate. The main objective is that the student uses the appropriate communication techniques and language with patients and staff whilst maintaining professional boundaries.
Team working
Understands the roles within the MDT and embraces a team ethic towards patient care.
Motivation
Motivated towards learning and working within the various roles within the theatre environment. Not just the roles they prefer, but all aspects of theatre practice.
Application of theory to practice
Has an understanding of their actions and is able to discuss their activities within the clinical environment in relation to their clinical competence and theoretical concepts.
Care delivery
Is aware of patient care pathways and is able to contribute where possible towards the continuity of care within a department to ensure patient, personal and staff safety.
Punctuality and attendance
Students should attend placement as required. They should be punctual for the start of each shift which may vary in accordance with their learning environment and they should be aware of sickness and absence procedures.
Example
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• End of year
assessments• The failing
student• Placement
Website
COMPETENCY 4.6 END OF YEAR SURGICAL ASSESSMENT
Activities addressed from a circulation and scrub expectancy Comments Circulating Scrubs
Pass/Safe Fail/Unsafe Pass/Safe Fail/Unsafe
Surgical preparation of equipment is undertaken with consideration of the requirements of the surgery and local policy and guidelines
Scrubbing and gowning is undertaken within guidelines
The opening and positioning of instruments and equipment is undertaken to complement the surgery and maintain the sterile field
Pre operative checks are carried out within local and national policies
The sterile field is created and maintained including draping of patients.
Equipment and instruments are passed to the surgical team timely and safely
Checks are undertaken at appropriate times for instruments, swabs and sharps
Effective communication is maintained throughout the procedure
Dressings/ drains are applied appropriately and in the correct manner
Post operative checks are undertaken and all instruments, waste and sharps are disposed of appropriately
Overall comments Student Name: Placement: CPC/Mentor Name Time and Date: Student signature
CPC/Mentor signature
COMPETENCY 4.5 END OF YEAR ANAESTHETIC ASSESSMENT
Activity Comments Pass/safe Fail/unsafe Pre anaesthetic equipment checks are carried out in line with local and national policy
Prepares appropriate equipment in line with the requirements of the case Patient received and identified into the theatre with local and national guidelines
Communication with the patient is appropriate to the patients needs Monitoring of the patient is undertaken and maintained throughout the procedure
Assisting the Anaesthetist in the airway management of the patient effectively
Moving and handling and positioning of the patient is undertaken with care for the needs of the patient and the procedure being undertaken
The rights and dignity of the patient are upheld at all times The use of equipment in the theatre is undertaken with regard for Health and Safety and the requirements of the procedure
Immediate post operative care of the patient is appropriately carried out Overall comments Student Name: Placement: CPC/Mentor Name Time and Date: Student signature
CPC/Mentor signature
Example
Mentorship at SHU Times of Stress from ‘Life’
Being a student
Money
Travel
Family
Relationships
Health
Academic work
• What is a mentor?
• Mentorship at SHU
• The ODP Calendar
• Programme Overview
• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Mentorship at SHU
How to alleviate stress on clinical placement
•Welcome students
•Introduce students to staff and to the clinical placement area
•Work collaboratively to create clear goals
•Have realistic expectations - for the student and the mentor
•Evaluations
•Give the student clear study opportunities / reflection time
•Give timely feedback and reviews of progress
•Ensure the students' personal wellbeing whilst on placement
•Understand utilise support mechanisms for students who struggle
• What is a mentor?
• Mentorship at SHU
• The ODP Calendar
• Programme Overview
• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Learning Styles - what is your learning
style?
Activists involve themselves fully and without bias in new
experiences. They enjoy the here and now and are happy to be
dominated by immediate experiences.
Reflectors like to stand back to ponder experiences and observe them
from many different perspectives. They collect data, both first hand
and from others, and prefer to think about it thoroughly before coming
to any conclusion.
Theorists adapt and integrate observations into complex but logically
sound theories. They think problems through in a vertical, step-by-
step logical way.
Pragmatists are keen on trying out ideas, theories and techniques to
see if they work in practice. They positively search out new ideas and
take the first opportunity to experiment with applications.
Honey and Mumford (2006)
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
This is heavily dependent on the work of Lewin (1942) Kolb (1984) and Schonn
Kolb developed a much cited learning cycle which
provides the most useful descriptive model of the adult learning process.
Experiential Learning
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Kolb's cycle of experiential learning
• Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points - it should really be approached as a continuous spiral. It is suggested that the learning process often begins with a person carrying out a particular action.
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
• A student who, whilst not actually failing, shows disinterest and limited motivation to learn can be difficult to manage.
• What are the tell tale signs of a student who may have an ambivalent attitude to learning whilst on placement?
• What issues might cause the student to lack motivation or come across as ambivalent?
Motivating Students
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Fatigue
Distraction
Transition
Avoidance
Boredom
Wrong course
Vary shifts, ensure breaks
Know academic assessment schedule
Be patient, student support service
Ensure inducted into the team, gain trust
Challenge, goals
Advise, discuss the future
CONFRONT THE ISSUE AND ACT AS EARLY AS POSSIBLE“Causes for Concern paperwork”
Reason why students may lack motivation
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
DO
CU
ME
NT
AT
ION
Guidance on what to do if you have concerns about a student
about a student
Complete cause for concerns form
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
CONFRONT THE ISSUE AND ACT AS EARLY AS POSSIBLE“Causes for Concern paperwork”
Cause for concerns paperwork can be found @
https://www3.shu.ac.uk/hwb/placements/OperatingDepartmentPractitioners/documents/ODPCauseforConcern.pdf
CONCERNS ABOUT A STUDENT?
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
WebsiteAccess to the Cause for Concerns Formhttp://www3.shu.ac.uk/hwb/placements/OperatingDepartmentPractitioners/documents/ODPCauseforConcern.pdf
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Failing to fail….There has been some research completed
into the reasons why we fail to fail (Duffy, 2004)
Why do you think we fail to fail students?
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Why do we fail to fail?
Loath to fail students as awarding a fail meant additional work plus have to deal with the rancour of the student -Lankshear (1990)
Assessors reported feelings of anxiety, guilt, distress, self-doubt, regret and relief. For some of the assessors, the emotions were so strong that a pass grade was awarded over a fail - Ilott and Murphy (1997)
Assessors felt an acute sense of personal failure when students failed - Ilott and Murphy (1997)
Failing a student is incongruent with being a health care professional whose central role is to ‘care’ and nurture - Duffy (2004), Fraser et al (1997), Ilott and Murphy (1997)
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Giving Feedback• Placement
Website
continued
Where mentors lacked confidence in assessing, had poor preparation for their role, do not know the student very well or where they did not have sufficient assessment evidence, the benefit of the doubt was more likely to be given - Duffy (2004), Fraser et al (1997), Bedford et al (1993)
Assessors and/or the system are manipulated by students to avoid failure - Duffy (2004), Fraser et al (1997), White et al (1994)
Inadequate support from colleagues and education staff to fail incompetent students; mentors pressurised to pass - Duffy (2004), Green (1991)
Difficult to fail students in their third year; equally difficult is failing students in their fist year - Duffy (2004), Phillips et al (2000)
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Giving feedback• Placement
Website
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Giving feedback• Placement
Website
• Descriptive rather than evaluative – describe what the student said or did and the impact that had on you or others, but do not make judgements
• Focus on behaviour which the applicant can do something about – the purpose of feedback is to learn, so suggest practical ways to rectify any shortcomings
• Well timed – formative assessment / summative assessment
• Clearly and quickly stated – get to the point without being brutal. Avoid beating around the bush or getting bogged down in self-justification. Ensure the student understands the feedback by asking them questions and summarising
• Sufficient and appropriate – ensure that your feedback is useful to the student, can they take it to their next placement?
(adapted from SHU Human Resources (2011))
Feedback should be...
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
A swot analysis is a management tooldesigned to map strengths and weaknesses.Developed from research in the 1960's and 70's. It provides a means to create action
plans and manage change.
Complete a SWOT analysis of your work area.
S.W.O.T
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Influences on The Learning Environment
The leadership style of the clinical managerBeing part of the team
The amount of support offered to the student The degree of challenge offered to the student
The learning opportunitiesResources for access to theory
The opportunities provided for reflective discussion
The culture within the area
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Toxic mentorsDarling (1986)
DUMPERS
Not available or accessibleThrow people into new rolesLeave them to ‘sink or swim’ strategies
BLOCKERS
Avoid meeting others needs by:Refusing requests (the Refuser)Controlling through withholding information (the Withholder)Arresting development by over supervising (the Hoverer)
DESTROYERS/CRITICISERS
Set out to destroy others by:Subtle attacks to undermine confidence (the Underminer)Open approaches of verbal attack and argument to deliberately destroy confidence (the Belittler) constant put downs and questioning of abilities (the Nagger).
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
http://www3.shu.ac.uk/HWB/placements/OperatingDepartmentPractitioners/
Further resources
-Placement website
Other discussion points Student & Mentor evaluations
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Maintaining your professional registration and further Study
CPD Anywhere & Mentorship Level 6
http://www.shu.ac.uk/faculties/hwb/cpd/anywhere/odp.html http://www.shu.ac.uk/faculties/hwb/cpd/modules/detail.html?cpd_id=530
CPD Anywhere™
Mentorship at SHU • What is a
mentor?• Mentorship at
SHU• The ODP
Calendar• Programme
Overview• Times of stress• How to alleviate
stress• Student Learning• The Learning
Environment• Learning
agreements• Competencies• End of year
assessments• The failing
student• Placement
Website
Further resources
CPD development
As part of your development, now that you have completed this resource, write a reflective account of the mentor process, relating what you have observed within this learning resource, but also relating it to practical experience on the job.
This can be used as evidence towards your CPD portfolio.
*******Keep an eye out for.....NEW LEVEL 6 ODP MODULES
AND THE TOP UP DEGREE
soon to be released by SHU******
Thank you......
......for your continued support of our students