Transitional

Mentor Update

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• Act as your mentor update.

• New NMC Standards for Education.

• An awareness of coaching and collaborative learning in

practice model (CLiP.)

• Discussion around mentoring, assessment of

competence & fitness for safe and effective practice.

AIMS OF TODAY

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Supporting student practice learning lies with all RN’s as indicated in the Code (2015)

9.4 support students’ and colleagues’ learningto help them develop their professionalcompetence and confidence.

20.8 act as a role model of professional behaviour for students and newly qualified nurses and midwives to aspire to.

SUPPORTING STUDENTS IN PRACTICE

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• Provide feedback

• Act as a role model

• Assess student practice

• Share your knowledge

• Facilitation

• Provide support

• Maintain standards

• Evidence based practice

What is your role as a mentor?

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Why are some students being allowed to pass

placements without demonstrating sufficient

competence?

QUESTION

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What are the consequences for service providers and patients if we pass and employ nurses of borderline

competence?

How does this influence your

decision to pass or fail?

QUESTION

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To remain on the local register, you must have:

• Mentored at least 2 students within the 3 year period.

• Annual updating – including discussion with other mentors regarding;

• Assessment and supervision issues.

• Validity and reliability of judgements in challenging situations.

• Mapping ongoing development in their role against the current NMC mentor/PT standards.

SLAiP - Standards to Support Learning and Assessment

in Practice– NMC, 2008.

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New NMC Standards – 17th May 2018

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• NMC (2008) SLAiP standards will no longer apply.

• No more FLIP and FLAP.

• The term ‘mentor’ will no longer be used.

• Sign-off mentor role will cease.

• 40% mentor: student contact time will cease.

• Triennial review will no longer be required.

WHAT DOES THIS MEAN FOR THE FUTURE?

NEW TITLES

Practice Supervisor

Practice Assessor

Academic Assessor (University staff, NMC Registered)

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• Registered nurse or midwife.• Periodically observes and undertakes assessment of the

student. • Collates feedback from practice supervisors, other team

members and service users.• Undertakes and records summative assessments.• Puts in place action plans as needed.• Raises any concerns about student competence and

conduct.• Communicates/collaborates with academic assessor.• Practice assessor can be a practice supervisor, but,• cannot be an practice assessor and practice supervisor for

the same student.

PRACTICE ASSESSOR

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• Any registered health and social care professional (no mentor qualification necessary).

• Act as role models and support student learning.• Supervise students and provide feedback.• Have knowledge and experience of the setting in which they

are working.• Contributes to assessment. • Raises any concerns about student competence and

conduct.• Discusses student progress with practice assessor

Preparation for the role: understand the programme and proficiencies of the students they are supervising, receive on going support for the role.

PRACTICE SUPERVISOR

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• Registered nurse or Registered Midwife (for midwifery students).

• Different academic assessor for each part of the programme (Year).

• Collates and confirms student achievement and progression.

• Understands student learning and achievement in practice.

• Communicates and collaborates with the practice assessor.

• Academic assessors cannot simultaneously be practice assessor or practice supervisor for the same student .

Preparation for the role: hold or are working towards a qualification as required by their academicinstitution

ACADEMIC ASSESSOR

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• Supernumerary status: “In the team but not in the numbers”.

• Registered professional to support on every shift.

• Induction to placement, learning contracts, mid-point assessment, end-point assessment, action plans.

• Continuous feedback to inform students of their progress.

• The raising concerns process.

WHAT WILL STAY THE SAME?

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Supervision of students

Practice supervision enables students to learn and safely achieve proficiency and autonomy in their professional role. All NMC registered nurses, midwives and nursing associates are capable of supervising students, serving as role models for safe and effective practice.Students may be supervised by other registered health and social care professionals.

https://www.nmc.org.uk/standards-for-education-and-training/standards-for-student-supervision-and-assessment/

WHAT DO PART 2 OF THE STANDARDS SAY?

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FUTURE NURSE PROFICIENCIES

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•Separate supervision and assessment roles.•Increase consistency in assessment judgments•Avoid ‘failing to fail’•Improve inter-professional working•Enhance joint working between AEI’s and practice placement partner•Supporting students becomes everyone’s responsibility

POTENTIAL BENEFITS

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IN PAIRS DISCUSS:

• Your thoughts about the new roles?

• What would you find helpful in preparation for

the new roles?

YOUR THOUGHTS PLEASE……

SUPPORTING STUDENTS ON PLACEMENT

The Practice Assessor

• Organise and coordinate placement.

• Help student plan learning activities and supervise.

• Assess via initial, mid-point & final interviews.

• Make a judgement, based on NMC standards, as to whether student has the necessary knowledge, skills and competence to progress.

• Records this in their Ongoing Achievement Record. (OAR)

• Remembering that we are professionally accountable.

The Student

• Contact their placement prior to the start date.

• Accept working hours give by placement.

• Arrange introductory meeting and induction

with mentor. Ideally this needs to be within the

1st week.

• Agree a learning contract and set dates for the

midpoint and end-point discussions.

MENTORING STUDENTS IN PLACEMENT: DOCUMENTATION

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Coaching, Collaborative Learning & the

CLiP Model

COACHING

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What is coaching?

How does it differ from mentoring?

QUESTIONS

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A mentor may demonstrate and explain an aspect

of nursing care to a student.

A coach tends to ask questions to encourage the

student to think for themselves or get in the driving

seat of their own learning.

THE DIFFERENCE BETWEEN MENTORING AND

COACHING

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Sir John Whitmore, 1992;

‘Coaching is unlocking a person’s potential to

maximise their own performance. It is helping

them to learn rather than teaching them.’

COACHING

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THE GROW COACHING MODEL

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• Eight registered nurses

• All with varied & significant nursing

experience.

• Our role to support both the students and

mentors in practice.

THE UNIVERSITY OF GLOUCESTERSHIRE COACHING TEAM

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• Bev Graham: Community placements. Stroud General & Cirencester Hospitals. Practice Nurses.

• Angela Kent: The Dean and Winfield Hospital. Some GRH wards.

• Alison Peett: GRH and CGH (three wards from each).

• Jane Fide: GRH wards.

• Jo Cobby: CGH (wards),Nuffield Hospital, National Star, Badgeworth Court.

• Wendy Cox: CGH (wards) and Lillian Faithful Nursing Home.

• Julie Mordin: Mental Health placements.

• Pauline Little: Tewkesbury Hospital, North Cotswold Hospital, Dilke & Lydney Hospitals. Some MH

areas.

THE UNIVERSITY OF GLOUCESTERSHIRE COACHING TEAM

Email practicesupport@glos.ac.uk

Telephone: 01242 714005

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For information regarding:

• Mentor updates.

• ARC support.

• Course handbooks and timetables.

• Policies.

• Raising concerns.

• Coaching & CLiP

www.glos.ac.uk/practicesupport

THE UNIVERSITY OF GLOUCESTERSHIRE PRACTICE SUPPORT WEBSITE

COLLABORATIVE LEARNING

The Collaborative Learning in

Practice model.

(CLiP)

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• Students are more responsible for their own

learning.

• Mentors and supervisors coach students.

• Students work as a small team to deliver

care to our patients.

Basic Principles

Based on the “Amsterdam model” or “real life learning wards”.

Supervisor

Student 1

Patient(s)

Student 2

Patient(s)

Student 3

Patient(s)

Coach

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• How can this be supported in non

inpatient areas?

• Discussion on previous experience

• Positives

• Potential pitfalls

Making CLiP work

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• Training packages being developed• Ongoing collaborative project between HEI’s• Ensure all HEI’s deliver the same message

• Ongoing collaborative project between Placement areas• Ensure parity of experience for learners

• Forums and updates will be offered.

Transitional workshops for Practice

Assessors

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An opportunity to discuss issues related to

mentoring, assessment of competence

and fitness for safe and effective practice.

DISCUSSION

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References:

https://www.nmc.org.uk/standards-for-education-and-

training/standards-for-student-supervision-and-

assessment/

https://www.nmc.org.uk/standards/standards-for-

nurses/standards-of-proficiency-for-registered-nurses/

REFERENCES