Faculty of Health & Social CareODP Mentor Handbook

Contents

ODP Education Team – Link Tutor List 1Welcome 2About Edge Hill University 2Provision for ODP 2Mentoring: Why it’s good for you 3Particular Support for Learning 3Guidance for Mentors 3Completing the Applied Practice Skills 3Mid-term Feedback 4Final Feedback 4Sickness and Absence Procedures 6Sickness Certification 6

WelcomeEdge Hill University academic staff work in close partnership withall their clinical colleagues and as a mentor that partnership extendsto you. Together, our joint responsibility is to train and educate thenext generation of competent, knowledgeable Operating DepartmentPractitioners (ODPs).

This Mentor Handbook is intended to provide a clear focus for mentorsto develop their role as the trainers and assessors of student ODPs.It aims to be ‘user friendly’ by providing key information for mentorsin an easily accessible form.

About Edge Hill UniversityFounded in 1885, incorporated in 1989, Edge Hill University wasthe largest Higher Education Institution in the general collegesector in the Northern half of Britain. Recently Edge Hill has beengranted University status and also been awarded taught degreeawarding powers enabling the Institution to confer its own awards.The excellent quality of academic provision has been recognised byboth QAA and Ofsted. The Faculty of Health and Social Care is thelargest and one of the most highly regarded providers of nurse,midwifery, paramedic, social work and operating departmentpractitioner training in the region.

Provision for ODPEdge Hill currently offers a three year pre-registration ODP degreeprogramme although some students are still completing diplomaprogrammes. The theoretical component of the programme isdelivered on two sites, one in the Faculty of Health and Social CareBuilding on the Ormskirk Campus and the other in ArmstrongHouse, Manchester. There are two intakes of ODP students per yearwith a maximum of up to 60 students per intake, 30 on each site.The students’ clinical experiences take place in all the hospitals inMerseyside, East Cheshire and Greater Manchester that are linkedto our Programme.

Mentoring: Why it’s good for youMentoring will provide you with the following opportunities:

• The mentorship course and the practical experience of mentoringhelps keep your practice up to date, aids in the completion of your Continuing Professional Development (CPD) portfolio andis evidence towards your Knowledge and Skills Framework (KSF) criteria necessary for your annual performance review.

• The mentorship course also gives you credit points towards career opportunities for further specialised and degree level studies beyond Registration.

All new mentors will be invited to attend a Mentor PreparationWorkshop. The dates will be advised at regular intervals. Inaddition, some mentor updates are organised on audit mornings/afternoons within your Trusts.

It is good practice to be updated on an annual basis but we alsoanticipate that the Health and Care Professions Council (HCPC) willbe providing us with minimum standards for mentorship.

Your ODP Clinical Skills Facilitator within your Trust is a usefulresource to support you or provide guidance and advice asnecessary.

Particular Support for LearningStudents are supported in their studies from week one of theirprogramme when they are introduced to study skills. All studentsare allocated a personal teacher whose role is to offer personal,practical, academic and pastoral advice for the duration of thecourse. Initially, detailed direction is offered, with studentsbecoming increasingly autonomous throughout the programme.

In the practice environment, students will be assigned a mentor/assessor who will support their learning and achievement inpractice, this being recorded by the students in their practiceassessment documentation.

Edge Hill University works collaboratively and supports experiencedclinical staff in all placement areas to function in the role of ClinicalSkills Facilitators to enhance the student learning experience in theclinical area. In addition, additional support is available from thePractice Facilitators. The Practice Facilitators work for Edge Hillbut regularly visit the hospitals to meet with and support thestudents and their mentors with the assessment process,including the documentation.

Guidance for MentorsIn each block placement within a module, students will be allocateda mentor. The role of the mentor is to act as a supervisor, guide andassessor to the students.

Back-up mentors should be appointed in case of annual leave,absence or sickness to provide continuity for the student experience.

Mentors must work with their identified students for a minimumof 15 hours per week in order to make fair and comprehensiveassessments of student’s achievement. Mentors may designate otherappropriately qualified staff to supervise students, but this processshould not compromise the overall assessment process. Thedesignated mentor must actively seek feedback from othersupervisors at all stages of the learning experience.

Each student will be required to maintain a portfolio of learningwhich includes Practice Assessment Documentation (PAD),Assessment and Evidence Logs of clinical skills to be achieved andsupporting evidence to include for example workbooks andreflections.

The emphasis of the assessment process is to use a range ofassessment methods. This will include:

• Direct Observation of the student undertaking activities as identified in the Assessment and Evidence Logs.

• Question and Answer to confirm the students’ knowledge and understanding.

• Other Evidence such evidence of the students’ reflection on practice, care records written by the student and the evidence gathered by them in their portfolio and cross referenced by them on their assessment form.

Completing the Practice Assessment DocumentStudents and their mentors should have a preliminary discussionduring the first three days of the practice placement in orderto establish:

1. Developmental learning needs and to consider the methods of teaching and training the students require. The portfolio of learning will feed into this process.

2. Familiarisation with physical layout and relevant staff information.3. Assessment principles and the arrangements for formative

review(s) and final summative review.

The learning and assessment processes will be enhanced by studentsworking complementary hours to those of their mentor, includingweekend and night duty where appropriate.

The assessment process is informed by students gathering evidenceto support their achievement of practice/competence outcomes.This process should occur naturally over a period of time and theassessment and evidence logs will be used to identify the evidencerequired.

Completing the Assessment and Evidence LogsIt is the students’ responsibility to produce their assessment andevidence logs at all times when on placement. If a student fails toproduce these logs within the first two days then please report this toa CSF or a member of the ODP Education Team.

Formal meetings between the student and mentor should be held atthe designated review and final stage reviews. Dates for this areidentified in the Practice Assessment Document. Informal feedbacksessions will, however, also occur continuously as their experienceprogresses.

First, Second or Mid-point ReviewsThis feedback and discussion can be used to identify whichoutcomes have been achieved, if any, and the progress the studentis making towards the achievement of all the specified outcomes atthe appropriate level. The developmental learning plan can also becompleted at this time if the student needs some kind of interventionin order to be able to achieve their practice skills by the end of themodule. For example, having to move into another area to gain thelearning opportunity required to successfully gain competence at aspecific skill.

Feedback should be positive and constructive, with any areas forimprovement clearly identified and documented. This should beundertaken in partnership with the student who will be expected todocument evidence of their progress. Comments and contributionfrom other staff that have supervised or worked with the studentmust be incorporated into any discussion/meeting.

If there are any indications that a student is having difficulties inmoving towards achievement of the outcomes and is failing toprogress then this should be documented on the assessment formalong with the support needed being identified.

The Module Coordinator and/or Personal Tutor must beinformed if the student is failing to achieve or makeprogress. In case of difficulty in contacting the modulecoordinator, please leave a message on the 24-houranswer phone on 01695 657050 or contact any othermember of the ODP Team.

NB: This procedure should apply at any stage of the experience orif the mentor has doubts about the professional manner of thestudent. Do remember that teaching staff will offer you support inmaking judgments should you require it.

Final FeedbackThis should be completed during the designated week in placementidentified in the Practice Assessment Document. The mentor willundertake a similar process as at the mid-point review, checkingthat the student has achieved all their practice/competencyoutcomes. Again this should be discussed with the student using theevidence gathered. The mentor will make a judgment on theachievement of all the relevant outcomes and sign to signify theirachievement.

If the student has not achieved the required outcomes by the end ofthe experience the Mentor should indicate clearly in the assessmentdocument the reasons for non-achievement.

In the case of non-achievement the student will be allowed a further12 weeks to complete all their competencies. In such instances theModule Coordinator or Personal Teacher will offer extra guidance inthe assessment process.

Students should also be allowed to comment on their performancein accordance with the criteria to be achieved, reflect on theirexperience and identify their further learning needs, documentingthese appropriately.

The developmental learning plan should be discussed and signed toindicate completion or non-completion, explaining the reasons fornon-completion.

The completed practice assessment document should be submittedby the student either at the reception in the Faculty of Health andSocial Care building on the Ormskirk Campus or reception atArmstrong House, for the Manchester students and the ModuleLeader will confirm and record the student’s progress. The CSF (ordesignated deputy) must sign the front of the completed practiceassessment document to indicate the result of the assessmentprocess. The Clinical skills Facilitator (or designated deputy) mustalso complete the end of year progression form towards the end ofthe practice assessment document. It will form part of the student’sportfolio of learning and can be made available to subsequent mentors.

Please note that any fraudulent activities by studentsmeans they will face disciplinary action which may includediscontinuation from their programme of study.

Q. At what level should I assess the student?A. The aim is to produce a student that demonstrates practice in

every aspect of perioperative care delivery:

- Safely- Knowledgeably- Competently - Confidently- Same as you

However, please note that the students will not be, nor are expectedto be competent, knowledgeable practitioners until the completionof the three years. At the end of year one, they should have a basicworking knowledge at a superficial level; at the end of year two theyshould have a greater depth of knowledge and understanding ofmore aspects of perioperative care. It is therefore important thatstudents are assessed at a correct level. The skills are often repeatedor similar from one year to the next but again it is the depth andcomplexity of knowledge and their ability to problem solve and theability to use their own initiative that changes from one year to the next.

Q. What if I am not satisfied that competence has been demonstrated?

A. DO NOT SIGN the student off if you are not happy that the student is competent at any particular skill(s).

- Use your professional judgement.- We do not question your assessment of practice skills.- Remember you have a responsibility to the public and

your profession.- Seek guidance from your CSF and/or Link Tutor.

Q. What is meant by evidence of competence?A. The evidence:

- Must relate to the learning outcomes for the module.- Must demonstrate knowledge and understanding and the

ability to apply it.- Must be consistent.

Q. What is a learning outcome?A. A learning outcome states what the student is expected to know,

understand and/or demonstrate at the end of a period of learning. In order to demonstrate that this learning has successfully been achieved an assessment has to take place. The students are expected:

- To understand what is expected of them through the learning outcomes, practice assessment documents and the assessmentand evidence logs.

- To demonstrate competence through the achievement of the learning outcomes.

Q. How will I know what the relevant learning outcomes are?A. The learning outcomes are found in the front of the Practice

Assessment Document and the module handbooks.

Q. What are the Assessment and Evidence Logs?A. The assessment and evidence logs are a set of clinical skill

statements for which the students are expected to demonstrate their practical ability and underpinning knowledge thus demonstrating their competence.

- These skills have to be assessed by you, the mentors in practice.

- The skills statements are produced to help the student gain all the necessary clinical competencies and knowledge that they require to become competent, knowledgeable, registeredpractitioners. Same as you.

- These assessment and evidence logs are divided into the different perioperative specialities such as anaesthetics, surgery, post-anaesthetics, circulating and in the third year enhanced scrub skills. These assessment and evidence logs must be kept up to date by the student and is an aid to them and their mentors regarding their progress and competence to date.

Q. What constitutes evidence?A. There are a variety of types of evidence:

- Record of their skills in observed practice.- University workbooks produced specifically to align with

their skills- Simulation.- Record of written questions and answers set by yourselves

or other clinical colleagues.- Record of reflection on practice.- Written assignments.- Problem based learning records.- Personal statements of learning outcomes.- Records of meetings with mentors/supervisors.- Record of attendance at supplementary seminars and/or

lectures supported by statements of learning.- Students own class notes.- Group work in which there is clear indication of the

students participation.

All the above evidence should be kept by the student intheir portfolio of evidence and brought to your attentionduring the assessment period to help demonstrate theirunderpinning knowledge.

Q. What is a portfolio of evidence? A. Health Care Professionals use portfolios:

- To demonstrate their continued competence.- To demonstrate the current state of his/her:

i. Practiceii. Backgroundiii. Skillsiv. Expertisev. A working plan for professional growth

- It is a live working document.i. It is not a list.

- Student ODPs are required to evaluate their experiences to demonstrate professional growth and progression towards competency.

Within their portfolio the students must maintain theconfidentiality of patients and colleagues at all times.

Frequently asked questions

Q. What can a portfolio include?A. A portfolio of evidence can include:

- Answers to written questions set by lecturers/mentors.- University workbooks produced specifically to align with

the skills - Interactive handouts/work sheets received during a

lecture or practice allocation that student has have completed individually.

- Group work the student has contributed to, provided their own individual contribution can be/is highlighted.

- Student reflections on:i. Practiceii. Their learning and developmentiii. Interactions with patients or staffiv. Communication and organisationv. Critical incidents

- Completed assignments.- Specialised workbooks.- Certificates that state competence in specific skills

or knowledge.

Q. What should not be included in the portfolio?A. A portfolio of evidence should not include:

- Unsupported Handouts- ‘Dictated’ class notes- Information printed/scanned directly from:

i. Websitesii. Booksiii. Journals

- Unsupported Policies and Procedures- Unsupported Attendance Certificates

Q. What are the students’ responsibilities in the process? A. The student is responsible for:

- Being familiar with their learning outcomes, practice assessment document and assessment and evidence logs.

- Optimise opportunities to develop their own learning by being:i. Proactiveii. Resourcefuliii. Interested

- Organisation of the Portfolio- Creating a logical index system- Cross referencing of evidence to the learning outcomes- Communicating with Skills Facilitator regarding any

problems/difficulties- Updating their portfolio- Keeping their portfolio safe- Protecting confidentiality- Presenting their portfolio to:

i. Mentors/Assessorsii. CSFiii. ODP Team

Q. What are the responsibilities of the mentor? A. The responsibilities of the mentor are to:

- Support students- Teach students- Supervise students- Assess students- Act as a role model for students- Protect the Public from student’s poor practice- A Mentor is a Guardian against the students developing:

i. Unsafe practiceii. Over- confidenceiii. Lack of Interest

The Gatekeepers Role:“The safety of patients, clients and users must come before anypersonal and professional loyalties at all times.”Health and Care Professions Council (2012; p8)

“… Work with others to promote the health and wellbeing of thosein your care... ”Nursing and Midwifery Council (2008; p4)

References:Health and Care Professions Council (2012) Standards of Conduct,Performance and Ethics. London: Health Professions Council.

Nursing and Midwifery Council (2008) The NMC Code ofProfessional Conduct: Standards for Conduct, Performance andEthics. London: Nursing and Midwifery Council.

Sickness and Absence ProceduresIn the event of sickness, while in either clinical placement orUniversity, students must inform the Faculty of Health andSocial Care on01695 650746 at the earliest possible opportunityduring the first day of sickness/absence stating the reason and theexpected date of resumption. In the event of sickness duringa practice experience, relevant placement supervisors/seniormanagers must also be informed before commencementof the shift. If the expected date of resumption is to be exceeded,the student must notify the Faculty and the practice placement asappropriate.

Students who do not comply with this requirement will bedeemed as absent from the course.

Excessive sickness may result in students being unable to complywith statutory attendance requirements and thus place in jeopardytheir continuation on the course.

Absence without due cause or notification will be treated as adisciplinary matter and may affect payment of bursary and preventthe students continuation on the course.

Sickness CertificationThe following rules apply:

1 – 3 days inclusive No certificate required

4 – 7 days inclusive Self-certification to be submitted toPlacements, Ormskirk by day 7.

More than 7 days A doctor’s certificate must be submitted to Placements, Ormskirk within five days from the expiration of the previous self-certificate. Each day of delay will be recorded as absenteeism.

* Manchester Students – Armstrong HouseOrmskirk Students – Ormskirk Campus

Please Note:To be eligible for Registration, students MUST have COMPLETEDthe statutory length of training, as laid down by the Healthand Care Professional Council.

Mr Paul WickerHead of Perioperative StudiesOrmskirk T: 01695 650778Armstrong House T: 01695 650684

Ormskirk

Manchester

Link Hospitals

NB Manchester phones within Faculty of Health andSocial Care, Armstrong House have Ormskirk phonecodes for ease of internal use.

Rita Hehir T: 01695 657045Programme Leader

The Walton Centre NHS Foundation Trust

Cheryl Conroy T: 01695 657049Senior Lecturer

Aintree University Hospital NHS Foundation Trust

Paul Rawling T: 01695 657047Senior Lecturer

Countess of Chester NHS Foundation Trust

Kevin Henshaw T: 01695 657048Senior Lecturer

Alder Hey Children’s Hospital NHS Foundation Trust

Kath Morton T: 01695 657046Senior Lecturer

Southport and Ormskirk NHS TrustWarrington and Halton Hospitals NHS Foundation Trust

Jane Guest T: 01695 650891Lecturer

Royal Liverpool & Broadgreen University Hospitals NHS Trust Liverpool Womens NHS Foundation TrustLiverpool Heart and Chest Hospital NHS Trust Spires Liverpool Hospital, (previously Lourdes)

Shirley Bryde T: 01695 657044Lecturer

St. Helens and Knowsley NHS Trust Wirral University Teaching Hospital NHS Foundation TrustClatterbridge Centre for Oncology NHS Foundation TrustSpire Cheshire Hospital Spire Murrayfield Hospital Fairfield Hospital

Jean Hinton T: 01695 657157Programme Leader

Central Manchester University Hospitals NHS Foundation TrustRoyal Manchester Children's Hospital

Norman Wright T: 01695 657158Senior Lecturer

BMI HospitalsSalford Royal NHS Foundation TrustRoyal Bolton Hospital NHS Foundation Trust

Teresa Hardcastle T: 01695 657680Senior Lecturer

Macclesfield HospitalWythenshawe HospitalStepping Hill Hospital

Bernie Pennington T: 01695 657160Senior Lecturer

Leighton Hospital, CreweTameside Hosptial NHS Foundation TrustCapio Private HospitalTrafford General Hospital

Janet Micallef T: 01695 657155Senior Lecturer

Wrightington, Wigan and Leigh NHS Foundation Trust The Christie NHS Foundation Trust

Adele Nightingale T: 01695 657156Senior Lecturer

The Pennine Acute Hospitals NHS Trust

David Lawson T: 01695 657145Lecturer

Central Manchester University Hospitals NHS Foundation TrustRoyal Manchester Children's HospitalThe Pennine Acute Hospitals NHS Trust BMI Hospitals

Faculty of Health and Social CareSt Helens RoadOrmskirkLancashireL39 4QP

edgehill.ac.uk/health