pef/oct/2007developed by w. ainsworth, s.davies, d.hassle, s.parks, m.wallen briefing session on the...

PEF/Oct/2007 Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

Briefing session on the NMC Standards to Support Learning and Assessment in Practice

10.00 – Welcome and Introductions

10.10 – The purpose of the session;

10.20 – NMC Competencies and outcomes for a mentor

10.40 – Introduction to the role of the Sign Off mentor.

10.55 – What does this mean to you?

11.30 - Reflection on current competencies, self assessment.

12.00 – How to implement these Standards in Practice

12.30 – UWE Student passport briefing

13.30 - Summary of the session and evaluations


NMC Competence and Outcomes for a Mentor


Establishing Effective Working Relationships

Mutual trust and respect

Integrate students into practice settings

Supporting transition between learning environments


FACILITATION OF LEARNING

Map students stage of learning to the placement learning opportunities

Link theory/practice gap

Support students to critically reflect


ASSESSMENT AND ACCOUNTABILITY

Professional growth, personal development and accountability

Assessment skills and managing the Failing student


EVALUATION OF LEARNING

Evaluate your own practice

Develop own practice and that of others


CREATING AN ENVIRONMENT FOR LEARNING

Support students with their learning needs

Review learning environment and enhance as required

Act as a resource for others


CONTEXT OF PRACTICE

Contribute to an effective practice environment

Set and maintain professional boundaries

Ensure an effective learning environment is maintained


EVIDENCE-BASED PRACTICE

Identify and apply to your area of practice

Support students in applying this to their own practice


LEADERSHIP

Plan to meet student needs

Be an advocate for students

Prioritise work to accommodate supporting students

Constructive feedback


Sign Off Mentor

An introduction to the role


2.1.3 Criteria for a sign-off mentor

Only sign-off mentors and practice teachers that are on the same part of the register and in the same field of practice may confirm 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.


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.................

Your employer as the placement provider must ensure that the mentor designated to sign-off proficiency for a

particular student at the end of a programme is:


You must have:

Clinical currency and capability in the students field of practice.

Met the NMC requirements to remain on the local register.

Been supervised on at least three occasions (by an existing sign-off mentor or practice teacher) for signing off proficiency at the end of a final placement.

A working knowledge of current programme, practice assessment and relevant changes in education and practice for the student 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.


Confirmation of proficiency

The sign-off mentor, is responsible and accountable for making the final sign-off in practice – confirming that a student has successfully completed all practice requirements.

This confirmation will contribute to the portfolio of evidence considered by the AEI’s examination or assessment board.


Expectations of a Mentor/Sign Off Mentor

NMC requirements Advice and guidanceThe NMC has identifiedprogression points whereconfirmation is required thatstudents have met specifiedoutcomes and competencies.

Student may not progress past these points without a formal decision that they have met the outcomes or competencies of a previous part of the programme

All mentors may assess specificcompetencies throughout theprogramme.

A mentor may confirm achievement 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 final period of practice learning.


NMC requirements Advice and guidance

Mentors must keep sufficient recordsto support and justify their decisionson whether a student is, or is not,competent/proficient.

.It is important that mentors have an audit trail to support their decisions. Throughout a placement the mentor should ensure that regular feedback is given to the student and that records are kept of guidance given.

In the final placement of apre-registration, mentors are required tobe either a sign-off mentor, orsupported by a sign-off mentor or apractice teacher, in order to makefinal decisions on proficiency.

Mentors are responsible and accountable for making decisions on the student’s achievement of outcomes and competencies..


NMC requirements Advice and guidance

Sign-off mentors must have timeallocated to reflect, give feedbackand keep records of studentachievement in their final period ofpractice learning. This will be theequivalent of an hour per studentper week. This time is in addition tothe 40% of the student’s time to besupervised by a mentor

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.

Only sign-off mentors, who have metthe additional criteria, must sign-offachievement of proficiency at theend of the programme, unless thementor is being supervised by asign-off mentor or practice teacherwho should countersign that theproficiency has been achieved by thestudent.

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.


Discussion of the Role

Why has the NMC decided to make the changes?


Fit for Practice

Concern over the number of new registrants reported for fitness for practice issues


Research

Watson and Harris (1999) found that in Scotland some students were being allowed to pass clinical assessments without having demonstrated competence

They also found that some mentors did not feel that it was their role to fail students

46% of mentors in their survey agreed that students were sometimes passed when not competent


Research

Kathleen Duffy’s research asked the question

“Why are some student nurses being allowed to pass clinical assessments without having demonstrated sufficient competence?” (K Duffy 2004)


K Duffy

it would appear that mentors when faced with a ‘borderline student’ will often pass the student giving the individual the ‘benefit of the doubt’


K Duffy

“What are the consequences for service providers and user, of decisions to employ nurses or midwives of borderline competence?”


K Duffy

Lecturers say that “clinical practitioners hold them responsible for problems with newly qualified staff. The lecturers’ view is that mentors who have ‘failed to fail’ are responsible,”


K Duffy

The sixth recommendation (from the research) is that the issue regarding the passing on of information between placements once a student has failed a clinical assessment requires to be debated.


Student Passport

UWE are introducing the student passport in line with NMC requirements

(NMC 2006)As sign off mentors you will be able to see

how the student has progressed by looking at previous assessments and comments from the previous mentors


Student Passport

How will access to this passport help in the assessment process?


Debate

You are happy with the student’s competence but they have only just scraped through all previous assessments.

How does this knowledge influence your decision to pass or fail?


Debate

All the previous assessments are good but you are not happy with the student’s competence.

How do the previous assessments influence your decision to pass or fail?


Debate

You are concerned about the student’s competence and your concerns are echoed by the previous mentors.

How does this knowledge affect your decision?


Your accountability to the NMC

How will the NMC hold you accountable?


References

Duffy K (2004) available at http://www.nmc-uk.

Watson, H. E., Harris, B. (1999) Supporting students in practice placements in Scotland Glasgow Caledonian University: Department of Nursing and Community Health.

pef/oct/2007developed by w. ainsworth, s.davies, d.hassle, s.parks, m.wallen briefing session on the...

Documents

practice slide

mentor slide

wallen context of practice

wallen assessment

wallen evaluation of

learning support students

role slide

evaluations slide