supporting learners and promoting best practice€¦ · supporting learners and promoting best...

Revised by LCfT PEFs Oct 2011

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Name

Clinical Area/Speciality

Base


CONTENTS Page Introduction to Supporting Learners and Promoting Best Practice

1

Mentor and Student Responsibilities

2

Triennial Review – Guidance for Mentors

3

Triennial Review – Guidance for Managers

4

Examples of evidence

5

Stage 2 Mentor Competencies – Mentor Self-Assessment

6-14

Sign-Off Mentor Status

15

Mentor Profile Qualifications / Updates / Triennial review

16

Mentor Profile Record of students assessed Record of students signed off at final placement by Sign-Off Mentor

17

Useful Resources

18

APPENDICES Appendix 1 - Triennial Review Evidence Statement Action Plan

19

Appendix 2 Reflective Template for Mentors/Educators

22

Appendix 3 Knowledge and Skills Framework mapped against mentor role

24

Revised by LCfT PEFs Oct 2011 1

Introduction

This document has been designed to support Mentors, Practice Teachers, Educators, Assessors and Supervisors supporting learners in practice. From this point on the document will refer to anyone supporting learner in practice as mentors, irrespective of discipline or course being studied.

This document has been produced to be � a mentor record � support and guidance for completion of Triennial review � a framework for mentors to demonstrate competencies � a framework against which qualifications and ongoing

experience can be mapped against the Nursing Midwifery Council (NMC) Standards to Support Learning and Assessment in Practice (SLAiP), 2nd edition published in July 2008.

The NMC standards take the form of a competency framework which describe the knowledge and skills that nurses/midwives need to apply in practice when they support and assess students undertaking NMC approved nursing programmes that lead to registration or a recordable qualification on the register. The standards are available to download at www.nmc-uk.org. The standards are also aligned to Health Profession Council (HPC) standards of education. This document contains:

� Guidance on Triennial Review for both Managers and Mentors. � Examples of evidence � A table containing all the 8 NMC Mentor Stage 2 competencies � A Triennial Review Evidence Statement (Appendix 1) � Reflective templates to assist Mentors in the development of

their supportive evidence at triennial review (Appendix 2). � An outline of the requirements for Sign-Off Mentor status. � A template for Mentors to record their annual learner support

activity (mentor updates, students supported, students sign-off, dates of triennial review).

Please use this Mentor record to store all of your evidence and ongoing development within your Mentor role.


Mentor and Student Responsibilities

Mentors are responsible for:

� Organising and co-ordinating student learning in practice. � Supervising students in learning situations and providing them

with constructive feedback on their achievements. � Setting and monitoring achievement of realistic learning

objectives. � Assessing total performance; including skills, attitudes and

behaviour. � Providing evidence as required by programme providers of

student achievement or lack of achievement. � Liaising with other professionals involved with the student (Link

Lecturer, Personal Tutor, other Mentors/ Educators / Associate Mentors) to provide feedback, identify any concerns about the student’s performance and agreed action as appropriate.

� Provide evidence to Sign-Off Mentors with regard to decisions about evidence of proficiency at the end of the programme.

Students are responsible for:

� Providing the assessment documentation to their Mentors when required.

� Negotiating dates and times with Mentors for all reviews of assessment in practice.

� Maintaining their Practice Assessment Documentation (PAD) and Personal Portfolio and ensuring that these are available to Mentors at designated meetings.

� Utilising learning resources to ensure that learning opportunities specific to individual placements are included in the personal learning contract.

� Establishing specific learning needs and developing appropriate action plans within a written learning contract in collaboration with their mentor/educator.

� Advising their Mentor of any circumstances that may affect their performance during the placement.


Triennial Review

Guidance for Mentors / Practice Teachers

The NMC stipulate that in order to remain on the Trust Mentor database and undertake Mentor/Practice Teacher role, the following criteria must be met:

� Mentored at least two students within a three year period of which there is flexibility around this depending upon your professional role. (Practice Teachers to have signed off one student entering the SCPHN part of the register within a three year period).

� Participated in annual updating and explored assessment and supervision issues with others Mentors/Practice Teachers

� Have mapped ongoing development in their role against the current NMC eight Mentor/Practice Teacher Competencies.

� Have current knowledge of NMC approved nursing programmes and curricula.

� Have Triennial Review with their manager every three years to demonstrate that all of the above has taken place. In the first instance, the first Triennial Review should take place three years after completion of an NMC recognised Mentorship qualification.

At Triennial Review, it is the Mentor/Practice Teacher’s responsibility to:

� Provide a portfolio of evidence that demonstrates their ongoing competence as a Mentor/Practice Teacher in accordance with the above criteria.

� Inform their Manager of when their Triennial Review is due. � Complete the Evidence Statement together in discussion with

their manager. � Develop an action plan to address any unmet competencies. � Send a copy of the completed Triennial Review Evidence

Statement to the Practice Education Facilitator administrator.

‘Mentors must demonstrate their knowledge, skills and competence on an ongoing basis’ (SLAiP NMC 2008)

‘Mentors must demonstrate their knowledge, skills and competence on an ongoing basis’. At Triennial Review mentors will need to provide the evidence to support this.’ (SLAiP NMC 2008)


Triennial Review

Guidance for Line Managers / Professional Leads

It is the Line Manager’s responsibility to:

� Ensure that Mentors / Practice Teachers in their team have their Triennial review completed every three years.

� To assess the portfolio of evidence that the Mentor/Practice Teacher has submitted to demonstrate their ongoing competence as a Mentor/Practice Teacher in accordance with the NMC Triennial review criteria (see page 3).

� Complete the Mentor Evidence Statement (Appendix 1) together with Mentor/Practice Teacher.

� Negotiate and draw up an action plan with Mentor/Practice Teacher to address any unmet criteria/standards and set a review date if they are not satisfied that all criteria have been met.

� Ensure Mentor/Practice Teacher sends completed Triennial Review Evidence Statement and action plan (if completed) directly to the Practice Education Facilitator administrator.

Mentors/Practice Teachers who fulfil all NMC criteria at Triennial review will be recorded on the Trust Mentor Database.

Mentors/Practice Teachers who do not meet the NMC criteria at Triennial review will have names removed from the Trust Mentor Database until such time that they have demonstrated that they have met the NMC Mentor/ Practice Teacher Standards.


Examples of Evidence

In order to demonstrate achievement of the competence for each of the criteria, evidence is required. This is not intended to be an onerous task and remember the same piece of evidence could be utilised to demonstrate achievement of a number of the criteria. Listed below are some examples of evidence however this list is not exhaustive and you are actively encouraged to think creatively as to how your knowledge, experience and qualifications map to the specified standards.

• Practical mentoring experience examples of evidence:

Examples of evidence-based practice introduces and shared with colleagues/students (presentations. seminars, workshops) Individual/team placement learning support materials developed by Mentor/Team Anonymised student reflective accounts on their learning whilst on placement with student’s consent Anonymised clinical supervision documentation Anonymised student action plans/learning contracts with student’s consent

• Attendance of mentor updates

• Reflection on mentoring experience alone, with colleagues, students, Link Lecturer, PEF

• Supporting other learners in practice; staff from other disciplines undertaking placements, supporting new registrants through preceptorship, participating in the induction of new staff, appraising staff as part of the KSF/individual performance reviews

• Developing learning resources within the clinical area; student induction packs, teaching packages, in-house training sessions based on research/best available evidence

• Participation in the annual educational Audit

• Utilising available information to inform approaches to mentoring in practice; NMC website, RCN toolkits ‘Guidance for mentors of nursing students and midwives’ and ‘Helping students get the best from their practice placements’, University Placement Learning Support Websites and additional practiced based learning website

• Utilisation of other educational material/articles e.g. ‘Mentoring Learners in Practice’ series (Nursing Standard 2004)


Stage 2 Mentor Competencies

Standards to Support Learning and Assessment in Practice (NMC 2008) (Practice Teachers will need to demonstrate evidence for Stage 3 Mentor Competencies)

Mentor Self-Assessment

Demonstrate effective relationships building skills to support learning, as part of a wider interprofessional team, for a range of students in both practice and academic learning environments Domain Stage 2

Criteria To be Demonstrated Achieved/not achieved

Examples of Evidence Managers initials

1.Establish effective working relationships

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

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

Have effective professional and interprofessional working relationships to support learning for entry to the register



Facilitate learning for a range of students, within a particular area of practice where appropriate, encouraging self-management of learning opportunities and providing support to maximise individual potential Domain Stage 2



2 Facilitation of learning

Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet individual needs

Facilitate the selection of appropriate learning strategies to integrate learning from practice and academic experience

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



Assess learning in order to make judgements related to the NMC standards of proficiency for entry to the register or for recording a qualification at a level above initial registration Domain Stage 2



3 Assessment and accountability

Foster professional growth, personal development and accountability through support of students in practice

Demonstrate a breadth of understanding of assessment strategies and ability to contribute to the total assessment process as part of the teaching team



Assess learning in order to make judgements related to the MNC standards of proficiency for entry to the register or for recording a qualification at a level above initial registration Domain Stage 2



3. Continued Assessment and accountability

Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may 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 the students have met or not met the NMC competencies in practice and as a sign-off mentor confirm that the students have met or not met the NMC standards of proficiency and are capable of safe and effective practice



Determine strategies for evaluating learning in practice and academic settings to ensure that the NMC standards of proficiency for registration or recording a qualification at a level above initial registration have been met Domain Stage 2



4. Evaluation of learning

Contribute to evaluation of student learning and assessment experiences, proposing aspects for change resulting from such evaluation

Participate in self and peer evaluation to facilitate personal development and contribute to the development of others



Create an environment for learning, where practice is valued and developed, that provides appropriate professional and interprofessional learning opportunities and support for learning to maximise achievements for individuals Domain Stage 2



5. Create an environment for learning

Support students to identify both learning needs and experiences that are appropriate to their level of learning

Use a range of learning experience, involving patients, clients, carers and the professional team, to meet defined learning needs

Identify aspects of the learning environment which could be enhanced negotiating with others to make appropriate changes

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



Support learning within a context of practice that reflects health care and educational policies, managing change to ensure that particular professional needs are met within a learning environment that also supports practice development Domain Stage 2



6. Context of practice

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 environment is maintained



Apply evidence-based practice to their own work and contribute to the further development of such knowledge and practice evidence base Domain Stage 2



7. Evidence-based practice

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



Demonstrate leadership skills for education within practice and academic settings Domain Stage 2

Criteria To be Demonstrated

Achieved/not achieved


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 needs, involving a range of other professionals, patients, clients and carers

Prioritise work to accommodate support of students within practice roles

Provide feedback about the effectiveness of learning and assessment in practice


Sign-Off Mentors

(In relation to pre-registration student nurses)

In 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. Only ‘sign-off’ mentors 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 that is recordable on the NMC register.

To be a ‘sign-off’ mentor you must 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 by an existing ‘sign-off’ mentor.

� A working knowledge of current programme requirements, practice assessment

strategies 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 in 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 the programme.

In order to become a Sign-Off Mentor within this organisation, you must be prepared to undertake one or more development session. Following this, an existing Sign-Off Mentor will take responsibility for superivisng you in your assessment of final placement students. Once you have been deemed competent in doing this, you will become a Sign-Off Mentor and be annotated on the Trust Mentor Database accordingly. You may then be required to supervise other Mentors who are working towards sign-off status. If you are interested in becoming a Sign-Off Mentor, please obtain approval from your Line Manager, then contact your Practice Education Facilitator (PEF).


Mentor Qualifications

Date Course Title Name of awarding institution

Mentor Updates Attended

Date Venue Topic covered during the session

Facilitator signature


Record of students assessed

Dates of Placement

Total number of days/weeks of placement / supervision period

Type of student Adult / Child / Mental Health / Learning Disability

Year of Study

Name of University where student is studying

Record of students signed-off at final placement (Sign-Off Mentors only)

Dates of Placement

Total number of days/weeks of placement/ supervision period

Type of student Adult/Child/Mental Health/Learning Disability

Name of University where student is studying


Useful Resources

Higher Education Institute Websites: www.edgehill.ac.uk/mentorship www.uclan.ac.uk/health/studying_in_foh/plsu/ Professional Standards NMC (2008) Standards to support learning and assessment in practice. NMC: London

NMC standards & proficiencies and Duffy report (2004) available from http://nmc-uk.org Making Practice Based Learning Work http://www.practicebasedlearning.org.uk

British Association of Occupational Therapists (2008) Guidance on accreditation of practice Placement Educators’ Scheme (APPLE) College of Occupational Therapists: London

Other resources There are also pages set up on the Trust intranet site which contains a range of resources related to Mentorship.


APPENDIX 1

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I have read the mentors self-assessment documentation and appropriate evidence. I held a follow up interview with the mentor, who is working in the role of:

Mentor Sign-Off Mentor Practice Teacher. (Please circle)

As the Mentor’s Line Manger, I can confirm that I am / am not (please delete as appropriate) satisfied that he / she meets the NMC Standards required to support students on placement. Assessment Criteria Achieved Not

achieved Has successfully completed an NMC accredited mentorship programme

Has regularly attended annual mentor update Has a working knowledge of current University programmes Has assessed a minimum of 2 student learners over a 3 year period

Has supported students throughout the entire assessment process

Has evidence of the validity and reliability of judgements made when assessing practice in challenging circumstances, through group activity

Has evidence of continuing professional development mapped against the current NMC mentor standards

I am recommending / not recommending (please delete as relevant) as a competent mentor and should remain on the Live mentor database. As line manager I will ensure that this decision is communicated to the Practice Education Facilitator to be recorded on the local Mentor Database within 28 days.

Line Manager (Print name………………………………………. Signature: …………………………………………………………. Date: ……………………………………………………………….

Where a recommendation cannot be given please identify which mentor criteria have not been met and indicate the actions and timeframe agreed with the mentor to enable the criteria to be met (Detailed action plan overleaf)

Please send a copy of this completed document to the Practice Education Facilitator administrator Email [email protected]

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Action Plan Competencies/Evidence identified which require further development

Line Manager (Print name): Signature: Date: Mentor (Print name): Signature: Date: Date of Next Review Meeting: ………………..(as identified in action plan) Date of Next Triennial Review Meeting: ………………..

Mentor Competency/Evidence in need of development

Action/s required By Whom By When Review date

Side 2


APPENDIX 2

Reflective template for Mentors


24

Reflective Mentoring Account What was the nature of the activity? Briefly describe the activity; for example, “I mentored a first year pre-registration student undertaking placement three” or “I undertook the final assessment interview with a second year student on placement two”.

Description of the activity Give a more detailed description of what you did; for example “I helped the student develop an action plan”. Or “I observed the student completing their Direct Observation of Nursing Activity”.

What was the outcome of the activity? Give a personal account of how your involvement in this activity contributes to your personal practice and/or your continued professional development. Remember to link this to the requirements of your personal development review and to the requirements of your triennial (3 yearly) NMC review.

Date: …………………………………………………… Print Name: ………………………………………….... Signed: …………………………………………………


25

APPENDIX 3

Knowledge and Skills Framework in relation to role of Mentors


26

Knowledge and Skills Framework in relation to Mentor Role

Core Dimensions

Level Level Descriptors

1. Communication 3 D • Provides feedback to other workers on their communication at appropriate times.

2. Personal and People Development

3 E, F & G 4 F

• Enables others to develop and apply their knowledge and skills in practice.

• Contributes to the development of others in a manner that is consistent with legislation, policies and procedures.

• Contributes to developing the workplace as a learning environment.

• Actively promotes the workplace as a learning environment encouraging everyone to learn from each other and from external good practice

3. Health, Safety and Security

2 A,F 3 C

• Identifies and assesses the potential risks involved in work activities and processes for self and others

• Supports others in maintaining health, safety and security.

• Monitors work areas and practices and ensures they: � are free from hazards � conform to health, safety and security

legislation, polices, procedures and guidelines.

4. Service Improvement

2 D 4 C

• Evaluates own and others’ work when required to do so completing relevant documentation.

• Works effectively with others to continually review values, direction and policies including guidance on how to respond when these are under pressure or interests are in conflict

5. Quality 3 E • Evaluates the quality of own and others’ work and raises quality issues and related risks with the relevant people.

• Takes appropriate action when there are persistent quality problems.

6. Equality and Diversity

2 D 3 D

• Identifies and takes action when own or others’ behaviour undermines equality and diversity.

• Enables others to promote equality and diversity and a non-discriminatory culture.


27

Practice Education Facilitator Contact Details Diane Bradley

Central & West Lancs. Tel: 01772 645769 Mobile: 0750 7844 689 [email protected] Gail Davies

North Lancs. Tel: 01772 45712 Mobile: 07507 595 720 [email protected] Susan Smith

East Lancs. Tel: 01254 226431 Mobile: 0750 77844 782 [email protected] Michelle Batchelor

Preston and South Ribble (Community - TCS) Mobile: 07432622118 [email protected] Rachael Mitchell

East Lancs and Blackburn with Darwen (Community - TCS) Mobile: 07432622119 [email protected] Teresa Smith

Blackburn with Darwen, Chorley, Leyland and West Lancs (Community - TCS) Mobile: 07545354374 [email protected]

DOCUMENT MANAGEMENT DATE October 2011 REVIEW DATE: March 2012 AUTHORS: LCFT Practice Education Facilitators - T Smith (Ed)

Michelle Batchelor (Second Edition 2010) Diane Bradley (LCFT Mentor Mapping Tool 2010)

OWNING DEPARTMENT

Clinical and Professional Development Team / Nursing Directorate Lancashire Care NHS Foundation Trust

FILE NAME Supporting Learners and Promoting Best Practice (Mentor Record) VERSION NUMBER

3

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