powerpoint mentor web pages

8/11/2019 Powerpoint Mentor Web Pages

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Mentorship: Colouring the context of clinical practice

Accountability and

risk taking

Challenge and

support

Credible

assessment

Practice FacilitatorsMentor Preparation/ updates Key contactsNewsletter Forum Distance learning

Standards and

learning

FAQs

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How to navigate the mentor web pages

Welcome to the mentor pages of the Abertawe Bro Morgannwg University Health Board intranet site. The pages contain a

wide range of information and materials relating to mentorship and the assessment of pre-registration student nurses in

clinical practice.

Click on the front page menu bar or whenever you see any coloured icons, pictures or text to take you to specific

information.You can move forward and back and return to home at any point.

Challenge and

support

Credible

assessment

NMC Standards

and learning

Accountability

and risk taking

welcome

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Working in partnership


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ABMU Health Board mission statement supports learning, teaching and assessment in order to:

Develop mutual ly proact ive mentorsh ip between registered nurses and pre-

registrat ion nu rsing stud ents through p artnership, suppo rt and achievement.

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Effective mentorship is highly prized in Abertawe Bro Morgannwg University Health Board. Both

Swansea and Glamorgan University allocate pre-registration nursing students to clinical placements

across nursing Directorates within the Health Board. The learning environment within these placements is

continually monitored and measured against educational audit standards. Opportunities are

available for student nurses within the context of inter professional learning and working in modern

healthcare.

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Partnership Support Achievement



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Clarification:

A mentoris a registered nurse who supports pre-registration student nurses. All mentors will have completed aNursing and Midwifery Council approved mentor preparation course and will meet the criteria to act as a mentor

outlined in Standards to support learning and assessment in practice (NMC 2008).

A crucial aspect of contemporary student nurse training is mentorship. Each student is assigned a mentor(a

registered nurse having undergone an NMC approved mentor preparation programme) in every clinical placement.

The mentor acts as a role model and guide as well as being responsible together with colleagues for providing a

credible assessment of students practice outcomes.

A preceptorhas become associated with a registered nurse who supports a newly qualified nurse intheir first year post qualification. Principle 8 of the current NMC review of pre-registration nursing is that a mandatory

period of preceptorship will follow initial registration.

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What is a mentor?A mentor is a registered nurse, midwife, health visitor, or specialist community public health nurse (registrant) who facilitates

learning and supervises and assesses students in a practice setting. Mentors work alongside students in clinical areas

helping them to develop their skills and apply their knowledge. By reflecting both in and on practice mentors help students to

become confident and competent practitioners.

Can anybody mentor students?

It is recognised that staff of all grades across the full range of disciplines within the inter professional Team may be able to

offer a valuable contribution to the students learning in practice. However a named mentor must facilitate this process and

provide an assessment of the students completion of set outcomes as described in their programme.

Can all nurses become mentors?

All nurses can become mentors by undertaking an NMC approved mentor preparation programme. You would need to be

qualified for a minimum of 12 months to be eligible for a place on such a programme. This is to allow registrants to consolidate

their practice and to further develop their own skills and knowledge before passing them on to others.

How do I become a mentor?

To become a mentor you need to undertake an NMC approved mentor preparation programme. These are run in partnershipwith local universities (Swansea University and the University of Glamorgan) and involve 10 days of study, 5 days protected

learning time and in practice. You may be eligible for a shorter course if you are granted accreditation for prior experiential

learning, You would need to negotiate this before commencing the course.

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Brief history of recent changes in nurse training

The role of the mentor has gained ever more prominence in nursing in recent years. This reflects a major change in

nurse education training.

In 1999 a commissioned report by Sir Leonard Peach entitled Fitness for Practice made recommendations

including a need to focus attention on the accountability and credibility of mentors decision making.

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An expectation of adult learning between mentors and students

Interpersonal ski l ls which

encourage students and mentors to

ref lect m ore closely o n c are events,

becomes a way for bo th part ies to

desc ribe, explo re, evaluate or

perhaps c elebrate their roles in

these encou nters.

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The photograph of refracted images in water above

is offered as an analogy for the multi-layered

complexity of clinical experiences students and

mentors encounter within practice settings. Each

clinical episode brings with it a unique set of

interpersonal relationships and attachments withpatients and the wider care team. These multi-

layered ripples and connections leave enduring

thoughts and feelings that all participants in those

episodes attempt to make sense of.



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How mentors interpret competence in their assessment of pre-registration student nurses has

taken on increasingly significant importance in recent years. New Standards to support learningand assessment in practice (NMC 2008) require that students on NMC approved pre-registration

nursing education programmes, leading to registration on the nurses part of the register, must be

supported and assessed by mentors who meet criteria for their role. This is vital when signing off

proficiency at certain stages of students training.

There will be a triennial review of nurses who are on the local register as a mentor, sign-off

mentor or practice teacher. From September 2007 a sign-off mentor who has met additional

criteria must make the final assessment of practice and confirm to the NMC that the required

proficiencies for entry to the register have been achieved. There are five underpinning principles

and eight domains in the NMC Standards framework. Each with identified outcomes at four

developmental stages for registrants, mentors, practice teachers and teachers. The domains are:

1 Establishing effective working relationships

2 Facilitation of learning

3Assessment and accountability

4 Evaluation of learning

5 Creating an environment for learning6 Context of practice

7 Evidence-based practice

8 Leadership

Download copy of NMC Standards to support learning and

assessment in practice (2010) from Mentorship Categories page

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Standards and learning


Focus


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The mentor role is crucial in facilitating and guiding what otherwise might becomeintrospective accounts of practice. In order to support such adult style learning, mentors

are seen as needing to facilitate a climate that supports students personal growth.

This often depends on mentors qualities in providing opportunities that might challenge

the resourcefulness of students, whilst at the same time making sure they are well

supported and supervised. Trust, confidentiality and imagining novel solutions,

characterise a mentor/student relationship that permits honest reflection in the

messiness of practice, prompting students to actively engage in live reflection and

supervision with mentors.

The degree of challenge and support between mentors and students has the potential

therefore, to open up the learning experience as a place of possibility (Gillespie 2005).

This also depends on mentors being able to acknowledge and be comfortable about

their own imperfections in becoming facilitators of learning as opposed to simply

handing over expertise to students.

Download copy of RCN toolkit (2007) from

Mentorship Categories page

Mentor Toolkit

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Challenge and support


FocusReferences


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Accountability and

risk taking

Links:

Failing studentsNMC News Summary

Nurses have a duty to teach and mentor others whilst also being accountable for theirassessment decisions. Yet there have been some concerns that mentors are failing to fail

students. Competence has become especially significant to the achievement of clinical

learning outcomes, as 50% of the current Fitness for Practice pre-registration nursing

curriculum is now determined by mentors (UKCC 1999).

From 2007, Nursing and Midwifery Council standards for placement learning have been

further strengthened with an expectation that mentors will have developed their knowledge,

skills and competence beyond registration in order to make credible decisions about the

proficiency of students. Sign-off mentors have been introduced who have clinical currencyand capability in their area of practice as well as an in-depth understanding of their

accountability for assessment decisions).

There are a number of conflicts for students and mentors to negotiate therefore, not least in

maintaining a fair and transparent assessment process.

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Credible

assessment

Links:

Practice learning flow

chart

Nurses have struggled with the question whether it might be enough simply to have a good heart tobe a nurse. Yet clinical competence involves a sophisticated combination of theoretical knowledge,

practical skill and humanistic endeavour. So how do mentors reach credible conclusions about

students proficiency in clinical practice given the misgivings about failing to fail students(Duffy

2004)? The NMC have consulted on and published new standards for pre-registration nurse

education 2010 detailing generic and field competences student nurses need to achieve.

In part, credible assessment depends on mentors demonstrating a breadth of understanding of

assessment strategies including Clinical Practice Outcomes documentation and Clinical Practice

Assessment Criteria for each year of student training. Mentors documented assessment evidence

needs to stand up to scrutiny.

Equally importantly perhaps mentor/student relationships achieve the greatest credibility when

student learning is situated in a holistic context of care, involving patients experiences and facilitated

by reflective and inclusive mentors (Freshwater and Stickley 2004; Midgley 2005; Van Eps et al.

2006). In so doing, students learning experiences can become

enriched by concentrating on the interrelatedness of knowledge,

skills and attitudes.

The way students are included both personally and professionally

into clinical teams during placements as well as the link between

clinical practice, the University and assessment is vital therefore

(Cope 2000).

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Credible assessment


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Traditional training

Up until the 1990s nurse training was carried out within schools of nursing linked to hospitals. If you had been accepted totrain as a nurse and lived in Bridgend for example, you would have been part of the Mid Glamorgan School of nursing. For

adult nursing you would have received the taught part of your training at Quarella Rd nursing school Bridgend and most of

your clinical experiences would have been within Bridgend General Hospital.

Student nurses had four one off assessments during their training including managing a shift, demonstrating total patient

care, administering medication and performing an aseptic technique. Students would spend 12 weeks on a hospital ward and

two weeks in the school of nursing. An emphasis was placed on clinical knowledge of disease and basic skills, hygiene and

sterile technique as well as the safety and psychological comfort of patients.

1980s

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Nurse education



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Project 2000

In 1992 nurse training became associated with Higher Education Institutes rather than hospital based nursing schools.University affiliation and academic status were seen as strengthening the claim that nursing needed to become a profession

as well as a vocation. The new project 2000 curriculum had a common eighteen month foundation programme after which

students would choose general nursing, childrens nursing mental health or learning disabilities training to complete their three

year programme.

Theoretical work was supplemented by practical experiences in a wide range of clinical settings. The expansion in community

services also influenced the way training was developing. Nurse education explored ideas such as the process of daily living,

the role of the nurse and the importance of self-awareness. Reflective practice became a central theme which extended into

Post Registration Education and Practice (PREP) where nurses were and continue to be encouraged to keep a portfolio oftheir professional lives.

By 1995 if you had been accepted for nurse training you would have received theoretical training in a University setting and

had student status. You would have had a funding bursary and become supernumerary to the numbers in your clinical

placements.

1990s

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Fitness for Practice

In 1999 the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (now the Nursing and Midwifery

Council) published a report about nurse training called Fitness for Practice. The report, chaired by Sir Leonard Peach,followed wide ranging discussion with many relevant groups including education and clinical representatives. The report made

33 recommendations, attempting to encourage proficiency by enabling students to apply knowledge, understanding and

skills in the safe delivery of care and to make the transition from student to registered nurse.

In Wales, representatives from nursing and Higher Education Institutions considered the recommendations contained in the

Fitness for Practice report on an all Wales basis. As a result each Higher Education Institute and NHS Trust in Wales are part

of the All Wales Initiative. Because of this initiative nursing courses are run in very similar ways whether students embark on

nurse training in the University of Glamorgan or the University of Bangor. The first students to experience the Fitness for

Practice pre-registration programme qualified in March 2005.

Students are now assessed on a continual basis throughout their training involving 50% theory and 50% practice. In order to

progress to each successive year, students need to achieve all relevant academic work as well as practice outcomes

assessed in clinical placements. They are also expected to complete a comprehensive personal portfolio detailing their

progress. During the first year all students gain experience on a medical ward as well as experience of each of the four

branch programmes. Importantly this includes experience of all branches of nursing (midwifery, child, mental health and

learning disability services).

2002-present

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Nurse education



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2.1.1 Criteria for supporting learning and assessing in practicementorsRegistrants who intend to take on the role of mentor will be assessing that students have achieved NMC competencies/proficiency.

They must fulfil the following criteria:

Be registered in the same part or sub-part of the register as the student they are to assess and for the nurses part of the register be in the same

field of practice (adult, mental health, learning disability or childrens).

Have developed their own knowledge, skills and competence beyond registration i.e. been registered for at least one year.

Have successfully completed an NMC approved mentor preparation programme (or a comparable programme which has been accredited by an

AEI as meeting the NMC mentor requirements).

Have the ability to select, support and assess a range of learning opportunities in their area of practice for students undertaking NMC approved

programmes.

Be able to support learning in an interprofessional environmentselecting and supporting a range of learning opportunities for students from

other professions.

Have the ability to contribute to the assessment of other professionals under the supervision of an experienced assessor from that profession

Be able to make judgements about competence/proficiency of NMC students on the same part of the register, and in the same field of practice,

and be accountable for such decisions.

Be able to support other registrants in meeting CPD needs in accordance with The NMC code ofprofessional conduct: standards for conduct,

ethics and performance.

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Review and maintenance of mentor/practice teacher qualificationsMentors or practice teachers must demonstrate their knowledge, skills and competence on an ongoing basis. Placement providers must ensure that:

Each mentor and practice teacher is reviewed every three years (triennial review) to ensure that only those who continue to meet the

mentor/practice teacher requirements remain on the local register.

Mentors who meet the criteria for signing-off proficiency in practice at the end of a programme are annotated on the local register.

Practice teachers and midwife mentors will automatically be assigned this level of responsibility at the end of their preparation

programme.

Arrangements are in place for appraising mentor/practice teacher performance, addressing concern where appropriate, and for adding

and removing individuals from the local register including mentors identified as having met the criteria to be able to s ign-off proficiency.

Triennial review of mentor and practice teacherThe nature of the triennial review of mentors and practice teachers is for the placement providers to determine but may form part of an employer-led

personal development appraisal. 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.

Participated in annual updatingto include an opportunity to meet and explore assessment and supervision issues with othermentors/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.

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Paragraph 2.1.3Criteria for a sign-off mentorCriteria for sign-off mentors in the Standards are underpinned by principle A which states that:

The NMC registrants who make judgements about whether a student has achieved the required standards of proficiency for safe and effective practice

must be on the same part or sub-part of the register as those which the student is intending to enter.

Only sign-off mentors and practice teachers that are on the same part of the register and in the same field of practice may conf irm to the NMC that

students have met the relevant standards of proficiency for the particular programme leading to registration or a qualification that is recordable on the

NMC register. Placement providers must ensure that a registrant designated to sign-off proficiency for a particular student at the end of a programme is:

Identified on the local register as a sign-off mentor or a practice teacher.

Registered on the same part of the register.

Working in the same field of practice as that in which the student intends to qualify.

And additionally to be a sign-off mentor that they have:

Clinical currency and capability in the field of practice in which the student is being assessed.

Met the NMC requirements to remain on the local register.

Been supervised on at least three occasions for signing off proficiency at the end of a final placement (or supervised practice placement) by an

existing sign-off mentor or practice teacher.

A working knowledge of current programme requirements, practice assessment strategies and relevant changes in education and practice for thestudent they are assessing.

An understanding of the NMC registration requirements and the contribution they make to meeting these requirements.

An in-depth understanding of their accountability to the NMC for the decision they make to pass or fail a student when assessing proficiency

requirements at the end of a programme.

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Sign-off mentor criteria



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Signing off practice proficiencyIn order to ensure public protection the NMC needs to be assured that students have been assessed and signed off as capable of safe and effective

practice at the end of a programme.

Additional criteria have been defined for the mentor to be able to sign-off proficiency in practice at the end of a programme (paragraph 2.1.3).

Placement providers will determine when a mentor has met the additional criteria and will be annotated as a sign-off mentor on the local register.

The NMC statutory midwifery committee has decided that all midwife mentors must have met the additional criteria to be sign-off mentors.

Confirmation of proficiency (Paragraph 3.2.6). The sign-off mentor, who has met the NMC additional criteria for assessing proficiency, is responsible and

accountable for making the final sign-off in practiceconfirming that a student has successfully completed all practice requirements.

This confirmation will contribute to the portfolio of evidence considered by the Higher Education Institutes examination or assessment board. The NMC

requires mentors who have not yet met the additional criteria to be supported by a sign-off mentor or a practice teacher if it is the students final

placement, or when failing a student.

NMC requirements Advice and guidance

Mentors should seek advice and guidance from a sign-off mentor or a practice teacher when dealing with failing students. Inexperienced mentors may

require support from a signoff mentor or practice teacher when faced with a failing student to help them to communicate concerns, identify action and

evaluate progress.

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Signing off proficiency


The NMC has identified progression points within each approved

programme where confirmation is required that students have met

specified outcomes and competencies.

Confirmation is required at points where a student may not progress

without a formal decision that they have met the outcomes or

competencies of a previous part of the programme

All mentors may assess specific competencies throughout the

programme.

NMC competencies may be achieved throughout the programme, unless

otherwise indicated in programme standards. A mentor may confirmachievement of competencies, including those to be achieved at, or

by, a progression point. Only a sign-off mentor, who has met the

additional criteria, may sign-off proficiency at the end of a f inal period of

practice learning.

Mentors must keep sufficient records to support and justify their

decisions on whether a student is, or is not, competent/proficient.

The NMC considers it important that mentors have an audit trail to

support their decisions. Throughout a placement where a critical

decision on progress is to be made the mentor should ensure that

regular feedback is given to the student and that records are kept of

guidance given.Mentors must keep sufficient records to support and justify their

decisions on whether a student is, or is not, competent/proficient.

The NMC considers it important that mentors have an audit trail to

support their decisions. Throughout a placement where a critical

decision on progress is to be made the mentor should ensure that

regular feedback is given to the student and that records are kept of

guidance given.

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Signing off proficiency


Sign-off mentors must have time allocated to reflect, give feedback and

keep records of student achievement in their final period of practice

learning. This will be theequivalent of an hour per studentper week.

This time is in addition to the 40% of the students time to be supervised

by a mentor (paragraph 3.2.4).Only sign-off mentors, who have met the

additional criteria, must sign-off achievement of proficiency at the end of

the programme, unless the mentor is being supervised by a sign-off

mentor or practice teacher who should countersign that the

proficiency has been achieved by the student.

Sign-off mentors will require allocated time to ensure that students have

effective feedback on their performance so that the ultimate decision on

their proficiency is not unexpected. The time allocated may need to be

greater earlier in the placement and reduced as they become more

confident and competent.

The final assessment of proficiency draws on evidence of assessment

over a sustained period of time. The sign-off mentor may use the student

passport and other evidence to see if competence has been achieved

and maintained previously, as well as demonstrated in the current

placement.

The programme leader/lead midwife for education must confirm to the

AEI Examination/Assessment Board that all NMC requirements have

been met (to the best of their knowledge) for individual students,

presenting evidence of sign-off of practice from a sign-off mentor orpractice teacher.

AEI Examination or Assessment Boards should ensure that confirmation

is received, based on recorded evidence, that all NMC requirements

have been met. The AEI examination board must consider the record of

achievement of practice proficiency, signed at the end of the final periodof practice learning by a mentor who has met the NMC additional

criteria.

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Competence and outcomes for a mentorPage 1 of 2Mentor competencies are achieved by successful completion of an NMC approved mentor preparation programme that achieves all of the outcomes of

stage 2. These outcomes are as follows:

1. Establ ishing effect ive workin g relat ions hips

Develop effective working relationships based on mutual trust and respect.

Demonstrate an understanding of factors that influence how students integrate into practice settings.

Provide ongoing and constructive support to facilitate transition from one learning environment to another.

2. Faci l i tat ion o f learningUse knowledge of the students stage of learning to select appropriate learning opportunities to meet their individual needs.

Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences.

Support students in critically reflecting upon their learning experiences in order to enhance future learning.

3. Assessment and accountabi l i ty

Foster professional growth, personal development and accountability through support of students 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 students and assist them in identifying future learning needs and actions.

Manage failing students 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 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 in practice and are capable of safe and effective practice.

4. Evaluat ion o f learning

Contribute to evaluation of student learning and assessment experience 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.

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Competence and outcomes for a mentorPage 2

5. Creat ing an environm ent for learning

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, clients, carers and the professional team, to meet defined learning needs.

Identify aspects of the learning environment which could be enhancednegotiating with others to make appropriate changes.

Act as a resource to facilitate personal and professional development of others.

6. Context of p ract ice

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 interprofessional care.

Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained.

7. Evidence-based p ract ice

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 students in applying an evidence base to their own practice.

8. Leadership

Plan a series of learning experiences that will meet students defined learning needs.

Be an advocate for students to support them accessing learning opportunities that meet their individual needsinvolving 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.

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Five underpinning principles

The five underpinning principles for supporting learning and assessment in practice apply to mentors of any student

undertaking an NMC approved programme leading to registration or a qualification that is recordable on the register.

A Registrants(mentors) who make judgements about whether a student has achieved the required standards of

proficiency for safe and effective practice must be on the same part or sub-part of the register as that which the student is

intending to enter.

B Registrantsmust have developed their own knowledge, skills and competency beyond that of registration through CPDeither formal or experiential learningas appropriate to their support role.

C Registrants shouldhold professional qualifications at an appropriate level to support and assess the students they

mentor/teach, i.e. professional qualifications equal to, or at a higher level than, the students

they are supporting and assessing.

D Registrants shouldhave been prepared for their role to support and assess learning and met NMC defined outcomes.

Also, that such outcomes have been achieved in practice and, where relevant, in academic settings, including abilities to

support interprofessional learning.

E Registrantsintending to record their teaching qualification must have completed an NMC approved teacher preparation

programme or have been assessed by the NMC, through its accreditation of prior learning route, as having met the

equivalent of this.

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Encouraging patients to make informeddecisions, the development of person-centred

planning systems and a holistic approach to

health promotion, have become central goals

within humanistic health care (Siddell et al

2003; Priest and Gibbs 2004).

These philosophical changes have been

mirrored in nurse education, notably

influenced by humanistic psychology(Rogers1969, Mezirow 1981) with adult style

learning founded in self direction, creativity

and personal discovery. Students are viewed

as autonomous individuals taking

responsibility for their own ongoing learning

(Knowles 1984). In this sense, the process of

learning becomes worthy of examination as

much as learning as an end product.

(Morton-Cooper and Palmer (2000).

Perhaps the value of this learning is in the

balance between students personal

reflections and engaging in a critical dialogue

with mentors?

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Adult learning



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Despite the pressures mentors may face there is reassuring evidence that mentors are enthusiastic to work with students and

keen to support a learning culture within clinical settings (Gillespie 2005). Landmark et al.s (2003) focus group interviews with

mentors highlight the benefits of shared learning within student/mentor relationships including increased self-confidence,

achieving personal learning goals and a deepening understanding of nursing.

Positive mentor attributes have been identified as professionalism, expert knowledge, good communication skills and the

motivation to teach and support students (Neary 2000). Key elements of the role are seen as including teaching, support and

assessment of student performance. Darling (1984) identified other aspects of an effective mentor as inspirer, investor and

supporter as well as being a role model, energizer, door-opener, idea bouncer, challenger, problem-solver and career

counsellor.

Effective mentorship is also seen as identifying every opportunity to create and maximize learning opportunities. Yet being an

effective mentor has a number of challenges particularly in allocating time to students given the busyness of many clinical

settings. There is a tightrope that mentors need to negotiate therefore between providing pastoral support and being a clinical

assessor.

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Mentor qualities

Establishing a

dialogue with

students

Just as people with blue eyes will

each have a different coloured

hue people will experience

learning situations in a very

individual way.



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The subtle balance between challenge and support

There is the potential for mentor/student relationships to become either oppressive relationships or more appropriately

liberating connections, depending on the nature of support offered to students.

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Support

Challenge

Retreat

Status quo

Growth

Confirmation

Vision

Low High

High

Fig1. Daloz(1987)

Too much mentor support, for example, with

little in the way of placement challenges

(maintaining the status quo) may leave

students feeling that they had not progressed

their learning in proactive ways. Likewise,

avoiding questioning students about their

rationale behind patient care might simply

confirm what they already know

(confirmation). Challenging students too

much with in at the deep end experiences

alone, may cause students to retreat into

defensiveness about their practice.

Daloz (1987) along with others (Spouse

2001; Freshwater and Stickley 2003;Ronsten et al. 2005) suggest that it is only

when challenge is balanced effectively with

support that students feel a sense of

personal growth and through role modeling

realize a sense of visionin nursing.




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Failing to fail students?

NMC funded research has strongly criticised nurse mentors for notfailing students when they show a lack of clinical

competence on placements. The report, entitled 'Failing Students', was written by Kathleen Duffy, a lecturer at Glasgow

Caledonian University. The main findings of the report are that Mentors pass student nurses clinical assessments even when

there are doubts about their performance. Weak students who often had a history of problems in clinical practice have been

given the benefit of the doubt. The report also found that Mentors are too ready to allow failing students' personal problems to

influence their judgements.

The report says that mentors need to be prepared to fail students as well as to pass them. Duffy also calls for improved mentor

preparation programmes and for further research into this area. She says that mentors should contact teaching staff with their

concerns at an early stage and in writing. Failure to voice concerns in writing often means that no action is taken. The report

also points out that responsibility for the problem also lies with lecturers.

Kathleen Duffy said: "The research show that Mentors find it difficult to fail students. Preparing mentors for their role and

responsibility in a fail scenario is vital and must be backed up with adequate support from both education and practice." Janice

Gosby, NMC professional advisor, said: "This report provides important insights into the reasons why students are not failed in

practice and gives a number of recommendations that the Council may wish to implement. Mentors are accountable for theirdecisions on fitness for practice that enable entry to the register, and it is the quality of these decisions that protects the public

from incompetent practitioners"

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NMC Press release 2004



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Frequently asked questions

Q1. Why should mentors assess students in practice?

An assessment of student competence needs to be made at strategic points during their training. 50% is assessed through

students academic work and 50% during their clinical practice placements. Mentors are best placed to assess competence

in practice because of their close supervision of students. Ultimately this is about the safety of patients and the protection of

the public.

Q2. What should I do if I feel uncertain of what is required of me as a mentor?Contact a Practice Facilitator in the Trust. They will discuss any concerns you may have or help you map out your training

needs.

Q3. How often should students work with their mentor?

Nursing and Midwifery Standards to support learning and assessment in practice advise students and mentors to spend at

least 40% of placement time working together. In order for mentors to be effective role models and get to know the student

well enough to make an accurate assessment of their performance mentors should work with students for the equivalent of 3

shifts a week.

The amount of time however, needs to be balanced with a number of considerations both students and mentors may haveincluding the:

-Students level of competence and their need for support.

-Need to get feedback from others about the students performance.

-Multidisciplinary nature of the placement environment.

-Range of teaching and learning opportunities available.homebackNext question




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Q4. What can we do to make sure our team is ready to accept students?

Check to see if your educational audit is current. The audit document will highlight how many students your team should have

at any one time and at what stage of their training. The document also includes a range of Standard statements to measure

yourselves against as a placement team. Contact a Practice Facilitator or Link Tutor from the University for any assistance

with your educational audit.

Q5. What can I do to prepare for a student?As an individual mentor you can firstly make sure you feel comfortable about acting in this capacity by mapping yourself

against the criteria for being a mentor. It is also good practice to check your rota for the duration of the students placement.

If you know you are on annual leave for a proportion of the students allocation, make some arrangements with colleagues to

cover this period. Collect some helpful documentation ready for the student on their first day. This will normally be contained

within a Student nurse induction pack available within your clinical setting. Construct a loose timetable for the student. This

might include particular clinics, teaching sessions or other learning opportunities occurring regularly in your clinical area which

would be valuable for the student to experience. There is a balance of course as a mentor between enabling a student to

experience a variety of learning opportunities yet ensuring they spend enough time with you for you to make a credible

assessment of their competence.

The RCN have produced a helpful checklist for mentors in preparation for students.

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Q6. What should I expect a student to have prepared prior to a placement?

Before each placement students complete a Self-Assessment and Action Plan. These identify a students concerns and

expectations about forthcoming placements as well as their individual strengths and weaknesses. As their mentor you can

ask a student to share these reflections about themselves at the beginning of a placement. There may be particular skills or

needs a student might have highlighted that they need to work on during the placement.

Q7. What should happen on the students first day in a placement?

Make them feel welcome. A consistent theme from students evaluations of placements is the value of a warm welcome in

setting the climate for effective learning. The way a student is introduced to team members, orientated to the environment of

the clinical area, allocated their pattern of work and shown where they can change or leave personal belongings can go a

long way to lessening any anxiety students may feel. Ideally the mentor and the student should set time aside on the first day

(certainly within the first three days) to discuss their expectations for the placement.





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Q8. What do I do if there is a lack of co-operation from the student?

Initially discuss this issue with the student. It may be that the reason for the students uncooperativeness is due to shyness or

anxiety as much as it may be due to lack of interest or de-motivation. Once the motives for the lack of co-operation have been

established an action plan can be developed with the student. Nevertheless, as the mentor you have a right to expect a

students co-operation within your agreed learning plan. If this situation is not resolved within the placement by discussions

with colleagues during the early stages of the placement you might want to contact a Practice Facilitator or the students

personal tutor.

Q9. Are students accountable for their actions?

Pre-registration students are not professionally accountable for their actions to the NMC. As far as the NMC are concerned it

is the registered nurse working with the student who is professionally responsible for the consequences of any acts or

omissions students might make. Students should only work within their level of understanding and competence and always

under the supervision of a registered nurse. Students do need to be continually mindful of their professionalism however as

the public will expect this of nurses. Students can be called to account by the University or by the law for the consequences of

their acts or omissions as a pre-registration student.





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Q10. What should I do if I have concerns about a students competence?

Firstly discuss these concerns with the student. This might be sensitively discussed as part of the learning contract middle

interview. Document your concerns. This is a good point to involve a Practice Facilitator. They can help set up an Action

Plan to document students progress and meet with you and the student at regular intervals. The Practice Facilitator will

also act as a bridge between your placement and key people in the University.

Q11. How can I celebrate a students exceptional performance?Each individual student should be recognised for their own personal skills and qualities. Whilst students can never be

compared to one another (hence the Clinical Practice Assessment Criteria mentors use to measure students performance)

there may be occasions when mentors want to recognise a students exceptional effort and achievement.

Personal praise and recognition can be extremely motivating to students, some of whom may undersell themselves. You

could also document these views about a student in the learning contract Statement of Achievement or provide the student

with an additional testimonial which they can add to their personal portfolio.

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Frequently asked questionsQ12. What can mentors use as evidence of their updateness?

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There are many activities mentors engage in that constitute mentoring

activity in addition to acting as a mentor for pre-registration student

nurses. It may be that as a mentor you work as a co mentor, support a

student during a shift, involve yourself in reviewing your clinical areas

student nurse induction pack or educational audit. You may attend

mentor updates, a mentor link forum meeting or mentor conference, orengage in ongoing dialogue about students within your clinical setting

with other nurse mentors.

You may have completed additional learning about mentorship either

within an academic qualification or distance learning material. You may

also have documented some reflections about your role as a mentor.

All of these activities are legitimate mentoring activities and can bereflected in a portfolio of evidence (you are invited to use the mentor

portfolio on offer within ABM University Health Board) and discuss this

updateness at your annual PDR review in line with NMC Standards to

maintain you status as a mentor.



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Frequently asked questionsQ13. How much information should be passed on from one placement to another about a

student who is on the borderline of achievement in clinical practice?

homeback


A great deal of care and sensitivity is needed in these circumstances. Students

who may be underperforming in practice have the right to opportunities within

each academic year to achieve practice outcomes (as long as their performance

does not constitute a serious breach of safety of patient care). At the same time

mentors are accountable for the delegation of work to students. Here lies thetension for mentors and students in offering opportunities to engage in clinical

nursing activities whilst carrying out credible student assessment.

Other information about a students underperformance may act to prejudice future

mentors and so should not be passed on wholesale between clinical areas. There

may well be a history and context to a students developing needs such as issues

relating to individual learning styles or perhaps associated with dyslexia or

disability. It would be advisable to contact a Practice Facilitator should mentors befaced with assessing a student who there are doubts about. They are in a position

to liaise with key University personnel and also provide direct support to student

and mentors in these circumstances.



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Frequently asked questionsQ14. How do we know that reliable assessment decisions are being made between different

mentors?

homeback


Given that mentors use their subjectivity as part of the assessment of student

nurses competence there is a need to ensure that mentors are assessing

students in consistent ways.

A number of studies have concentrated on the impact of this aspect of the

mentoring role when making decisions about student competence (Jones2004; Kneafsey 2007); the inter rater reliability between mentors in their

assessment strategies (Brown 2000; Seldomridge and Walsh 2006;

McCarthy and Murphy 2008), the difficult process of giving accurate feedback

to students (Clynes 2008) and the way key personnel make decisions about

the capacity of clinical placements to support student learning in practice

(Pulsford et al. 2002; Hutchings et al. 2005).

An influential study by Duffy (2003) found that competence assessment was

complicated by mentors not addressing problems early enough in placementsand being swayed by the idea of giving novice students the benefit of the

doubt. The emotional trauma experienced by some mentors at having to fail a

student was a significant finding.



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Frequently asked questionsQ15. What affects mentors ability to supervise students for at least 40% of the time during

clinical placements?

homeback


An examination of the mentorship literature identifies a number of issues which

may potentially compromise nurses role as mentors. Depending on the clinical

setting time may become an important factor when supporting and assessing

the learning of pre-registration students. The demands of clinical work for the

registered nurse mentor may limit their ability to spend as much time as theymight like with students.

The student/mentor relationship appears to be heavily influenced by the quality

of this bond (Andrews and Chilton 2000; Jones et al.2001; Koskinen and

Tossavainen 2003), the frequency of contact between student and mentor

(Lloyd Jones et al. 2001; Wood 2005) and the confidence mentors have in their

own assessment decision-making (Bray and Nettleton 2007; Webb and

Shakespeare 2008).

Clearly, the quality of mentorship and inspirational role modelling student

nurses experience throughout their training is critical (Neary 2000), as is the

standard and availability of mentor preparation programmes (Finnerty et al.

2006; Clemow 2007).



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Kathleen Duffy received a UKCC scholarship in 2001 to study the issue of failing students. The results of herresearch are summarised in this article.A copy of Kathleen Duffys full report is available on the NMC website. The

fo l lowing is reproduced from NMC News J uly 2004 Number 8.

Page 1 of 2

In your role as a mentor have you ever had concerns about a student nurse or a student midwifes clinical performance and

been caught in the dilemma of whether or not to fail them? The decision isnt always as straightforward as it might seem.

Kathleen Duffys study showed that most mentors are well prepared and carefully consider the assessment decisions they

make for the students they support, but some of the mentors interviewed had given a pass despite having concerns about astudents clinical performance.

Several reasons were identified as to why students passed when their performance was not up to scratch. Some mentors

disclosed that they had not failed students who were early on in the training programme as they felt that they needed time to

learn and should be given the benefit of the doubt. Mentors felt that the student would pick up the necessary skills in future

placements. Other mentors felt that it wasnt their responsibility to fail students and that it was sufficient for them to ra ise

concerns about a students clinical performance to lecturing staff. Many felt uncomfortable putting pen to paper - either

because they found the clinical assessment document full of jargon that they could not translate into practice, or they were

worried about repercussions from the university of failing a student.

Other mentors in the study saw failing a student as an uncaring practice. One mentor had given a third year student, who was

close to qualifying, the benefit of the doubt because she did not want to jeopardise the students future when they were so

close to finishing their course. Another allowed a students personal problems and circumstances to influence herjudgement.

Some mentors felt they had no choice but to pass a student. As an example, one mentor found that, despite asking, no support

was provided from education staff and she did not feel able to fail the student. Others were told by lecturers that they could not

fail a student because they had not followed the correct procedures to do so.homeforward

Failing to fail



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Page 2

Although these reasons are understandable, the consequences of not failing a student can be very serious. Passing students

in the hope that they will improve later in the course has consequences for patients, clients, students and future mentors.

Lecturers who were interviewed during the study indicated that some students were reaching their third year before failing

clinical assessments. The students themselves felt devastated at being failed at this late stage, while mentors involved in

failing them highlighted that it was a horrendous, emotionally draining and time consuming process. There was some anger

that colleagues in earlier placements had passed the buck.

Failing to tell students that they have not reached the required standards also has consequences for the professions. Lecturers

talked about students who had qualified despite having a history of problems. Passing students who should have failed doesnot protect the interests of the public and puts the patients who will be under their care at risk. This is not a new problem but

one which, as professionals, we need to acknowledge, discuss and debate. The reality of being a mentor is that it is a complex

and demanding role. Add in the issue of a problematic student and it can be overwhelming. Mentors need effective preparation

and support to deal with under-performing students. Initial mentorship preparation programmes need to address the issue of

failing students, highlighting issues of accountability, as well as the emotional impact and practical aspects of the process.

When faced with a problematic student, mentors need extra time and guidance to fulfil their professional responsibility; help

from experienced mentors and lecturers; and strong line management support. The NMC standards for the preparation of

mentors provides a tool for preparation, but it is the mentors knowledge, skills and competence in effectively carrying out their

role that protects the public by ensuring that students who are lacking in competence do not progress to become registered

nurses or midwives. Most importantly there has to be the recognition that some students need to fail. So if you are thinking of

giving a student the benefit of the doubt then you should consider whether it is in the best interests of the patients, your

clients, the student, subsequent mentors and the profession as a whole.

Kathleen Duffy Lecturer, School of Nursing, Midwifery and Community Health, Glasgow

Caledonian University e-mail: [email protected] homeback

Failing to fail

mailto:[email protected]:[email protected]


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Thisevent invo lves a client (Jack), a Ward manager, a second year Adult branc h stu dent (Lisa) and a mentor (Emma),in her role as comm unity n urse. Person al detai ls have been disguised.

Page 1 of 3

Jack has a mild learning disability and had been admitted to a medical ward because of respiratory problems. There was going

to be a delay in Jacks discharge back to the community group home where he lived. The problem had arisen because of

funding issues relating to Jacks challenging needs. Delivering this bad news to Jack needed to be sensitively managed as he

was expecting to be discharged shortly. Emma invited Lisa to be a part of this process.

The Ward manager, Lisa and Emma discussed when and where to talk to Jack about the delay. It was decided that Emmawould lead this process. Although by telling Jack the truth, the therapeutic value of hope might be compromised, withholding

news about the funding would only delay his inevitable increased anxiety when his anticipated discharge date came and went.

Emma suggested they went into a side room as a venue for the conversation with Jack. She was aware that responding to

Jack in a supportive and attentive way was made more difficult being the bearer of bad news. Yet at the same time, Emma felt

that she was considered in her approach to Jack especially with her non-verbal behaviour and the words that she used. Lisa

also made some important contributions.

At first, Jack appeared receptive to communication. He seemed to take the news surprisingly well and thanked everyone for

being frank with him. Emma repeated the information again, but Jack seemed comfortable with the idea of a delay and askedto go for a cup of tea. Initially, Emma and Lisa felt some relief that Jack had apparently accepted his position following their

conversation. At the same time, both the Ward manager and Emma felt uncomfortable about Jacks reaction, as his passive

response seemed out of place with the personal consequences of the information.

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Live supervision



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Live supervision continuedPage 2

They both sensed that Jacks reaction did not fit with previous conversations where he had been consumed with an eagerness

to be discharged. Despite a temptation to leave the ward as it was now approaching the end of their shift, Emma, Lisa and the

Ward manager felt that they needed to give Jack more time to digest the information they had discussed with him.

They discussed some of the reasons for these intuitive feelings. There are indications, for example, that nurses overestimate

the comprehensive skills of people with learning disabilities in deciphering more complex issues (Banat et al2002), that people

with learning disabilities may not be able to recognise the impact of emotionally charged messages and have a tendencytowards compliance during questioning (Richardson 2000).Emma and Lisa felt that some of these issues may have influenced

their discussion with Jack.

The Ward manager, Lisa and Emma had a pertinent discussion about the difficulties of power distinctions between patients

and nurses and how this may have been particularly relevant to Jacks interactions with us, given historical patterns of

institutionalised relationships between people with learning disabilities and professionals. Lisa drew on the point that wearing

her uniform might have subtly reinforced this power discrepancy, contributing to Jacks seemingly passive acceptance of

significant information. He later became more agitated about his situation. Of particular concern during the episode was the

tension between relief that Jack had apparently accepted the bad news, yet intuitive feelings that he had not fullycomprehended his position.

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Live supervision



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Live supervision continuedPage 3

Emma and Lisa talked about how their feelings of anxiety might have been alleviated had they left the ward, which they were

entitled to do as it was the end of their shift (self-interest). Yet, this was balanced with a sense of moral duty to see the

situation through partly because of consistency and Emmas prior involvement with Jack, but also because of a beneficent

feeling of doing right by him (selfless obligation). Emma and Lisa made some analogies about how virtue ethics were

influencing the situation with Jack (what kind of people were we being at this moment), whilst also acknowledging that these

principles were fundamental in most nursing situations. Through her participation in these discussions and in the episode as it

was happening, Lisa was attempting to advance her knowledge in waiting into knowledge in use (Schn 1987).

This encounter approaches what Rolfe et al(2001) describe as a reflexive practicum, where reflection in the moment of

messy practice situations becomes visible as a learning experience. In this sense, reflection-in-action stimulates a continual

reframing and re-evaluation of the event, prompting further action and new reflection. For each person involved in delivering

the bad news to Jack, whether as the main actor or legitimate partner members, there was a need to act (sensitive discussion

with Jack), reflect on what was happening (respond to Jacks need for attentiveness and to be left alone) and to reflect on how

the unfolding episode was being dealt with (continually noticing the impact of our presence on Jacks assimilation of bad

news).

As a legitimate partner, Lisa was able to experience some of the contextual realities involved in the episode such as enabling

patients autonomous decision-making. The situation may also have helped Lisa identify the process of being an internal

supervisor of your own practice (Casement 1985), by tracking the evolution of the episode from initial strategy decisions to

ending the contact with Jack.

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Live supervision



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Reflection in the messiness of practicePage 1 of 2

Simply to possess skills and abilities in nursing devoid of a rationale for your actions, may lead to nursing activities be ing

carried out in efficient but unquestioning ways (Biggs 2005). For example, in one seemingly simple activity such as helping an

older vulnerable person have a bath, a complex world of needs, sensitivities and implications exists in which nursing care

amounts to more than a series of tasks or procedures.

Integrating theory and practice in nursing situations can be seen as requiring a therapeutic blend of technical skills and intuitive

responses to solve particular problems. Perhaps this craft knowledge Titchen & Ersser (2001), where nurses are able to applysuch therapeutic blends in clinical practice is worthy of further exploration. Examining the ideas student and mentors may hold

about their practice through reflection becomes significant therefore, especially as nursing actions are inevitably influenced by

private, cultural or educational experience.

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Reflecting in practice

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Before

DuringAfter

Pre stageanticipation

On stagecommitment

Post

performancereview

Figure 1A reflective cycle

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Page 2of 2

Reflecting in practice



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There are 3 Practice Facilitators working within East Abertawe Bro Morgannwg NHS Trust:

home

Simon Cassidy (RMN; RNLD; Bsc (Hons); Dip HE Prof Prac; PGCE) qualified as a mental

health nurse in 1984 and subsequently as a Registered nurse for people with learning

disabilities. He has worked extensively within residential and community health settings. Based

at Princess of Wales Hospital Bridgend, Simon is responsible for mentorship issues within

Surgical Specialities, Anaesthetics & Critical Care, Mental Health & Forensics and Learning

Disability Services (Bridgend area). Simon has an interest in qualitative research about how

mentors interpret competence in their assessment of pre-registration student nurses who are

on the borderline of achievement in practice. He is due to commence an

MPhil/Phd in October 2008 to pursue this topic.

Contact:Tel : 01656 752557/8 [email protected]

Kay Jones RGN, BSc(Hons), Dip N, PGCE(PcET) qualified as a general Nurse in 1993. She

has a wide range of experience which includes medicine, palliative care, HDU/ITU and

Practice Nursing. In 2004 she became one of a team of 4 manual handling trainers for ABM

(Bro Morgannwg) and helped to launch the All Wales Manual Handling Training Passport

across the Trust. This sparked her interest in teaching and education. She soon went on to

complete the PGCE in 2007. At present her post is on secondment basis as a Practice

Facilitator for ABM.

Contact:

Tel: 01656 752557/8 [email protected]

Practice Facilitators


Download a copy of the Practice Facilitators Annual Report 2009/2010

From Mentorship Categories page
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Please contact Simon or Kay about Mentor Preparation courses or Mentor Update courses in the

Bridgend areas of the Health Board.

home

mentor update sessions

Simon Cassidy

Contact:

Tel : 01656 752557/8

email: [email protected]

Kay Jones

Contact:

Tel: 01656 752557/8


mentor preparation dates

back

Mentor training

mailto:[email protected]:[email protected]:[email protected]:[email protected]


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MENTORSHIP PREPARATION 2009

(For nurses never having undertaken mentor training before).

All sessions are held in the Nurse Education Centre Princess of Wales Hospital and start at 9.30 am.

Fornurses wishing to commence Mentor Preparation training an Introductory letter of invitation Download a copyfrom ABM Mentorship Categories section whichexplains the structure of the course.

Overall learning outcomesindicate the content of the preparation programme which includes learning in academic and

practice settings.

homeback

Book a

place

Click to book

Mentor training

http://localhost/var/www/apps/conversion/tmp/scratch_1/Letter%20of%20invitation.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/Mentor%20preparation%202011.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/Letter%20of%20invitation.pdf


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homeback

Book a

placeBook a place

Mentor training

Venue:Multi Professional Education Centre POW

Times: 9.30-4pm

These sessions are designed for nurses registered for at least one

year who wish to become mentors.

2011 Cohort dates:

Dec 2nd(2010) March 23rd (2011) Seminar room 9

March 24thJune 17th Seminar room 8

June 16thSept 23rd Seminar room 8

Sept 22ndDec 2nd Seminar room 8

Dec 1stMarch 20th Seminar room 8

Mentorship advice and support is

available for Registered nurses and

pre-registration students from:

Simon Cassidy Practice Facilitator

Multi professional Education Centre

Princess of Wales Hospital

Tel: 01656 75(2557)




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MENTORSHIP UPDATES 2011

(For nurses having undertaken mentor preparation training but who want to revisit key aspects of mentorship).

All sessions are held in the Multi Professional Education Centre Princess of Wales Hospital.

back

Mentor Update sessions (Recap):

These sessions are designed for existing mentors who have a working

familiarity with assessment processes but who need to recap on

current mentorship issues.

home

Click to book

Book a place

Mentor training

Mentor Update sessions (Extended):

These sessions are designed for existing mentors who want extended

opportunity for exploration of mentorship issues.

Click to book

http://localhost/var/www/apps/conversion/tmp/scratch_1/pdfsnov2010/Mentor%20update%202011-%20Recap%20on%20current%20developments.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/pdfsnov2010/Mentor%20update%20flyer%202011%20(extended%20sessions%20for%20existing%20mentors)Joint%20poster.dochttp://localhost/var/www/apps/conversion/tmp/scratch_1/pdfsnov2010/Mentor%20update%20flyer%202011%20(extended%20sessions%20for%20existing%20mentors)Joint%20poster.dochttp://localhost/var/www/apps/conversion/tmp/scratch_1/pdfsnov2010/Mentor%20update%202011-%20Recap%20on%20current%20developments.pdf


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homeback

Book a

placeBook a place

Mentor training







Tel: 01656 75(2557)



All sessions in Seminar room 8Times: 2 -3.30pm

These sessions are designed for existing mentors who

have a working familiarity with assessment processes

but who need to recap on current mentorship issues.

2011 dates:

January 11th/ 18th

February 8th/ 22nd

March 8th/ 22nd

April 5th/ 12th

May 3rd/ 17th

June 7th/ 21st

July 5th/ 12th

September 13th/ 14th

October 11th/ 18th

November 15th/ 22nd



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homeback

Book a

placeBook a place

Mentor training







Tel: 01656 75(2557)



All sessions in Seminar room 8

Times: 9.30-12.30

These sessions are designed for existing mentors who

want extended opportunity for exploration of

mentorship issues.

2011 dates:

January 14th

February 11th

March 11th

April 15th

May 20th

June 10th

July 8th

September 16th

October 14th

November 18th



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The distance learning material contained here can be used in a variety of ways. The menu enables nurses new tomentorship as well as those who have supervised students on numerous occasions to choose from a range of refresher

topics. In the spirit of adult learning individuals are invited to work through any aspect of the material enclosed here.

Completion of any part of the distance learning material can also be documented in a Mentor Portfolio format as

evidence of annual and triennial updating .

Download a portfolio from Mentorship Categories page,save the portfolio to your desktop and youwill be able to enter information to add to your evidence of annual updatedness.

As well as providing information about current mentorship issues, distance learning material also sparks discussion about

student assessment that spills over into clinical placement areas. In this way more contentious issues might be explored

as a group activity. This is particularly the case when examining the validity and reliability of judgements made when

assessing practice in challenging circumstances.

homeback

Click here for learning menu

Distance learning menu



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home

Enabling Mentorship Activities

This workbook has been designed for you to

complete within your clinical area.

The activities can be completedseparately or in their entirety over

a period of time by dipping in and out of

the workbook exercises.

Download the Workbook from

Mentorship Categories page

Units 1-5 Mentorship Preparation Distance Learning material

Download Units from Mentorship categories page

Content description: The Unit s focus on interpersonal skills required

for promoting effective interactions between students and mentors.

Includes key factors that create an effective learning environment.

Assessment documentation quiz:

This quiz asks 10 questions about student

documentation such as:

-What is the purpose of the Professional Attitudes

scale?

- Where does the mentor sign when there is

progress towards achievement of practice

outcome, but this has not been achieved fully?

Questions and responses

back

NMC Standards to support

learning and assessment in practice

This presentation explains the main elements

of the Nursing and Midwifery Council standards to

support learning and assessment in practice. There is a

detailed comparison between the NMC Standards

framework and what the processes of student nurse

assessment as it currently exists in Wales.

Completing student assessment documentation

This presentation explains where mentors need to place

signatures in order to sign student documentation. There is also

an explanation of the assessment strategies mentors use to

interpret students performance. If you feel you need a more in

depth explanation and analysis of student documentation you

might want to attend a mentor update session.

Reflective practice

home

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