Mentorship at SHU - Sheffield Hallam University

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Operating
Department Practice
Sheffield Hallam University
Martin Reilly
Course Leader/ Senior Lecturer
[email protected] 01142255612
David Fotheringham Brears
Professional Lead/ Senior Lecturer
[email protected] 01142255673
Karen DeMasi
Senior Lecturer
[email protected] 01142255686
Mentorship in clinical practice
Debbie Hall
Admissions Tutor / Senior Lecturer
[email protected] 01142255385
John Rutherford
Senior Lecturer
[email protected] 01142255610
Helen Lowes
Senior Lecturer / Placement Coordinator/ CPD Lead
[email protected] 01142252266
Frankie Milton
Lecturer / Lead for Mentorship
[email protected]
Lucy Williamson
Student support
[email protected] 01142255479
Dominic Jones
Programme Administrator
[email protected] 01142255480
Discover the contents – Click on this bar
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
CODP (2009) Standards, recommendations and guidance for mentors and practice placements, London, © College of Operating
Department Practitioners, pg 12
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
I know I am a qualified
mentor
but what can I sign?
Mentors
Have to be Level 6 (degree level) qualified (or equivalent) mentors.
You can sign all aspects of the ODP paperwork progression statement at
the end of the gateways.
You can do end of year assessments.
You should be part of planning the placements for students and completing
the learning agreements and mid term reviews.
If you complete the end of the gateway progression statement with the
student you must sign all progression boxes ( at the bottom of each
competency) as the second, or counter signature and by doing so you are
declaring that the student has gained signatures for all competencies and is
competent for the completion of the gateway.
The ODP course team requires that you maintain your mentorship
qualification by attending regular (annual) updates. These should be
available in your department, but requests can be made to your visiting
lecturer to come and deliver an update. Alternatively you may wish to
attend a nursing mentor update as this will cover key aspects of
mentorship, however the specifics of the ODP paperwork may not be
considered.
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
I know I am an associate mentor
but what can I sign?
Associate Mentors
Non level 6 qualified practitioners.
You can sign, date and make comments on, or write a testimony in the
main boxes on each competency within the ODP paperwork, however, the
progression statement at the bottom must be countersigned by a qualified
mentor.
You cannot complete the progression boxes at the bottom of each
competency or complete the progression statement at the end of the
gateways and should not complete the learning agreement unless
countersigned by a qualified mentor.
You cannot do end of year assessments.
The ODP course team requires that you maintain your associate
mentorship status by attending regular (annual) updates. These should be
available in your department, but requests can be made to your visiting
lecturer to come and update a number of mentors together, or you may
wish to attend a nursing mentor update as this will cover key aspects of
mentorship (however perhaps not the specifics of the ODP paperwork).
The SHU teaching Team
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
David Fotheringham
Brears,
Professional Lead,
Principal Lecturer
Debbie Hall,
Martin Reilly,
Recruitment Lead, Senior Team Lead, Course
Lecturer
Leader, Senior Lecturer
0114 225 5835
0114 225 5673
[email protected]
[email protected]
Visiting Lecturer - Lincoln
Visiting lecturer - Mansfield
John Rutherford,
Senior Lecturer
0114 225 5612
[email protected]
Visiting Lecturer Doncaster & Bassetlaw
Karen Demasi,
Helen Lowes,
Assessment Lead, Senior Placement Lead, Senior
Lecturer
Lecturer
0114 225 5610
0114 225 5686
[email protected]
[email protected]
Visiting Lecturer - Sheffield Visiting Lecturer Rotherham
0114 225 2266
[email protected]
Visiting Lecturer - Derby
and Derby Nuffield
Frankie Milton
Lecturer, Mentorship lead
0114 225 2266
[email protected]
Visiting Lecturer - Rotation
(Claremont, Sheffield
Children's, Thornbury,
Barnsley)
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Note - There are major changes for 2014 2015- please contact one of the team to discuss.
YEAR ONE ASSESSMENT GUIDE
(Always check with Module leaders to ensure information is correct and up to date)
Date
Module
Assessment
Feedback
In Module Retrieval IMR
Module Leader
11/11/2013
UKESSP
Coursework
2nd December 2013
24th Jan 2014
John Rutherford
Wednesday
27/11/2013
Human Biology
Coursework
18th Dec 2013
17th Jan 2014
Helen Lowes
Tuesday
03/12/2013
IT
Coursework
24th Dec 2013
7th Jan 2014
Debbie Hall
Friday
19/12/2013
IIP
Coursework
20th Jan 2014
N/A
Geraint Owen
Tuesday
14/01/2014
ODP Foundations
4th Feb 2014
18th Feb 2014
Frankie Milton
Friday
17/02/2014or
18/02/2014
ODP Foundations
Gateway 1 Electronic
Submission
11th March2014
N/A
Frankie Milton
Thursday
14/03/2014
Human Biology
Short Answer Phase Test
4th April 2014
3rd June 2014
Helen Lowes
Thursday
27/03/2014
Anaesthetic
Practice
Coursework
17th April 2014
25th June 2014
Karen DeMasi
Friday
11/04/2014
Surgical Practice 1
2nd May 2014
1st Aug 2014
Debbie Hall
Friday
09/05/2014
AP & SP1
Gateway
Electronic Submission
30th May 2014
N/A
Karen DeMasi/Debbie Hall
Friday
20/06/2014
AP & SP1
Gateway Electronic
Submission
11th July 2014
N/A
Karen DeMasi/Debbie Hall
Friday
01/08/2014
AP & SP1
Gateway Electronic
22nd Aug 2014
27th Aug
Provisional feedback
will be received 3 weeks from
the2014
submission date
Submission
Coursework
Coursework
Karen DeMasi/Debbie Hall
(Please note provisional means the marks have not been ratified by the board and are still subject to change following external moderation)
YEAR TWO ASSESSMENT GUIDE
(Always check with Module leaders to ensure information is correct and up to date)
Date
Module
Assessment
Feedback
In module Retrieval
IMR
Module Leader
Gateway
Electronic Submission
22nd November 2013
N/A
Martin Reilly/
John Rutherford
Friday
01/11/2013
AREC & SP2
Thursday
21/11/2013
Advanced Human Biology
Coursework
12th December 2013
23rd Jan 2014
Helen Lowes
Thursday
19/12/2013
Advanced Human Biology
Short Answer Phase Test
17th January 2014
N/A
Helen Lowes
Friday
24/01/2014
AREC & SP2
Gateway
Electronic Submission
14th February 2014
N/A
Martin Reilly/
John Rutherford
Friday
21/02/2014
AREC
Poster & Supporting Paper
14th March 2014
1st Aug 2014
Martin Reilly
Friday
07/03/2014
Prep for Professional
Practice
Authentic World
7th March 2014
10th April 2014
Karen DeMasi
10/03/2014 –
21/03/2014
Surgical Practice 2
Presentation (1st Years to
Observe) + Annotated
Bibliography
10th – 21st March 2014
28th May -6th June
2014
John Rutherford
Monday
14/04/2014
UEEIP
Coursework
12th May 2014
N/A
Clare De Normanville
Tuesday
29/04/2014
DCP
Coursework
20th May 2014
N/A
Friday
09/05/2014
AREC & SP2
Gateway
Electronic Submission
30th May 2014
N/A
Martin Reilly/
John Rutherford
Wednesday
21/05/2014
Prep for Professional
Practice
Skeleton Portfolio for CPD
11th June 2014
N/A
Karen DeMasi
Friday
20/06/2014
AREC & SP2
Gateway
Electronic Submission
11th July 2014
N/A
Martin Reilly/
John Rutherford
Friday
01/08/2014
AREC & SP2
Gateway
Electronic Submission
22nd Aug 2014
27th Aug 2014
Martin Reilly/
John Rutherford
Provisional Feedback will be received 3 weeks from the submission date.
(Please note provisional means the marks have not been ratified by the board and are still subject to change following external moderation)
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• End of year
assessments
• The failing
student
• Placement
Website
Student Learning - Timesheets & Reflections
Students complete 34hours in clinical practice per week and
are given 3.5 hours per week to write a 2000 word reflection per
gateway
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
From 2012 onwards
Sheffield Hallam university
ODP Clinical Skills Passport
CLINICAL COMPETENCIES
GATEWAYS
A number of competencies are required to be completed by the end of
the level 4 and level 5. The competencies map the curriculum for the
DipHE in ODP and are associated with the learning outcomes and
assessments for the ODP modules. Submission is via PEBBLEPAD.
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Year 1
Year 2
Year 2- further
detail
Gateway 1 Foundations
Gateway 5
Anaesthetics &
Surgery
Gateway 6
Anaesthetics &
Surgery
(Formal Assessment)
Gateway 2 Anaesthetics &
Surgery
Gateway 3 Anaesthetics &
Surgery
Gateway 7
Anaesthetics &
Surgery
(Assessments)
Gateway 4 Anaesthetics &
Surgery
Gateway 8
Recovery
(Assessment)
Gateway 9
Emergencies &
Obstetrics
Must
be in
order
in first
year.
Any
order
in 2nd
year.
LEARNING AGREEMENT FOR GATEWAY1
(GENERIC- FOR ALL STUDENTS )
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• End of year
assessments
• The failing
student
• Placement
Website
The foundation competency gateway is a vital introduction to the clinical environment. The aim of the gateway is to provide the student with the
necessary basic tools to practice safely in a critical care environment. Foundations competence statements are centred on generic issues
associated with baseline requirements of the Operating Department Practitioners role. Without core knowledge, skills, principles and values it
would not be possible to complete any further gateway, therefore it is not only imperative that the student understands the content o
foundations, but that they have the ability to continue to practice and implement such knowledge and skill.
To successfully complete this gateway the student must;







Familiarise themselves with the work place and clinical environment.
Familiarise themselves with clinical staff so the student has a clear support network and the mentor/s understands their requirements.
Acts within professional boundaries and has a clear understanding of their role, to facilitate safe working whilst in the clinical
environment.
To successfully meet all the learning outcomes required of this first placement which includes competencies 1.1 - 1.7 in the foundation
gateway.
Have an understanding that should the mentor/s or student feel that a failure to proceed is occurring then the causes for concern
pathway will be followed and adhered to.
Understand that they are continually being assessed, where one bad day does not make an overall failure, alternately, one good day in
a collection of bad, does not make a pass.
Should openly discuss any issues both personal and professional that will hinder progression with their mentor for an alternate learning
pathway to be developed if required.
Student name:
Mentor name:
Student signature
Example
LEARNING AGREEMENT FOR GATEWAY1
Placement:
(STUDENT
SPECIFIC REQUIREMENTS / ADDITIONAL INFORMATION )
Date of agreement
Mentor Signature
This is for any learning opportunities available within the different theatre environments. An example would be specific
requirements of a shared airway, or the use of double lumen ET tubes.
Mid term review
If there is a cause for concern or a lack of progression then please consult the 'Cause for Concern' Process
Student name:
Mentor name:
Student signature
GATEWAY
1 PROGRESSION STATEMENT (SUMMATIVE)
Placement:
Date of agreement
Student strengths
Mentorrecognised
Signatureon placement (by student and mentor/s)
If there is a cause for concern or a lack of progression then please consult the 'Cause for Concern' Process
Any student weaknesses / areas for improvement that require attention for future career learning
By signing this declaration I assure the ODP assessment team at SHU that I have examined the work in my capacity as
CPC/nominated mentor, and am confident that
___________________________ has fulfilled the required learning
outcomes and associated competencies for this gateway and the student is able to proceed to the next gateway.
Student name:
CPC/ Nominated Mentor Name:
Student signature
Placement:
Date of agreement:
CPC Signature
If there is a cause for concern or lack of progression then please consult the 'Cause for Concern' process and do not sign this form
COMPETENCY 1.3 PROFESSIONAL ATTRIBUTES
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• Learning
agreements
• End of year
assessments
• The Learning
Environment
• The failing
student
• Placement
Website
During the Operating Department Practitioner programme students will be expected to uphold key professional attributes in order to be able to
progress to the next gateway. By the end of this gateway a student should achieve a minimum of satisfactory in all of the sections highlighted
below. Failure to do so may trigger a referral opportunity, thus preventing the student to move onto the next gateway.
Gateway assessment
Communication
=
Mentor Comments: Sign and Date
Team working
=
Motivation
=
Application of theory to practice
=
Care delivery
=
Punctuality and attendance
=
Key
1 = Excellent
2 =Good
3 = Satisfactory
4 = Poor
5 = Very poor
Student Name:
Placement:
Student & CPC declaration
The student believes they can demonstrate practical competence and supporting knowledge regarding the above elements and
this is supported by the CPC.
Student
CPC
If there is a cause for concern or a lack of progression then please consult the 'Cause for Concern' Process.
Example
COMPETENCY 1.3 PROFESSIONAL ATTRIBUTES
(REQUIREMENTS )
Communication
Uses appropriate language and communication skills as required for their developmental level on the
programme. During this initial placement it is expected that the student may be quiet. If this is the case the
student should be encouraged to participate. The main objective is that the student uses the appropriate
communication techniques and language with patients and staff whilst maintaining professional boundaries.
Team working
Understands the roles within the MDT and embraces a team ethic towards patient care.
Motivation
Motivated towards learning and working within the various roles within the theatre environment. Not just the
roles they prefer, but all aspects of theatre practice.
Application of theory to practice
Has an understanding of their actions and is able to discuss their activities within the clinical environment in
relation to their clinical competence and theoretical concepts.
Care delivery
Is aware of patient care pathways and is able to contribute where possible towards the continuity of care within
a department to ensure patient, personal and staff safety.
Punctuality and attendance
Students should attend placement as required. They should be punctual for the start of each shift which may
vary in accordance with their learning environment and they should be aware of sickness and absence
procedures.
COMPETENCY 4.6 END OF YEAR SURGICAL ASSESSMENT
Activities addressed from a circulation and scrub expectancy
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• End of year
assessments
• The failing
student
• Placement
Website
Comments
Circulating
Pass/Safe Fail/Unsafe
Scrubs
Pass/Safe Fail/Unsafe
Surgical preparation of equipment is undertaken with consideration
of the requirements of the surgery and local policy and guidelines
Scrubbing and gowning is undertaken within guidelines
The opening and positioning of instruments and equipment is
undertaken to complement the surgery and maintain the sterile field
Pre operative checks are carried out within local and national policies
The sterile field is created and maintained including draping of
patients.
Equipment and instruments are passed to the surgical team timely
and safely
Checks are undertaken at appropriate times for instruments, swabs
and sharps
Effective communication is maintained throughout the procedure
Dressings/ drains are applied appropriately and in the correct
manner
Post operative checks are undertaken and all instruments, waste and
sharps are disposed of appropriately
Overall comments
Student Name:
CPC/Mentor Name
Time and Date:
Student signature
Placement:
CPC/Mentor signature
Example
COMPETENCY 4.5 END OF YEAR ANAESTHETIC ASSESSMENT
Activity
Comments
Pre anaesthetic equipment checks are carried out in line with local and
national policy
Prepares appropriate equipment in line with the requirements of the case
Patient received and identified into the theatre with local and national
guidelines
Communication with the patient is appropriate to the patients needs
Monitoring of the patient is undertaken and maintained throughout the
procedure
Assisting the Anaesthetist in the airway management of the patient
effectively
Moving and handling and positioning of the patient is undertaken with care
for the needs of the patient and the procedure being undertaken
The rights and dignity of the patient are upheld at all times
The use of equipment in the theatre is undertaken with regard for Health
and Safety and the requirements of the procedure
Immediate post operative care of the patient is appropriately carried out
Overall comments
Student Name:
CPC/Mentor Name
Time and Date:
Student signature
Placement:
CPC/Mentor signature
Pass/safe Fail/unsafe
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Times of Stress from ‘Life’
Being a student
Money
Travel
Family
Relationships
Health
Academic work
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
How to alleviate stress on clinical
placement
• Welcome students
• Introduce students to staff and to the clinical placement area
• Work collaboratively to create clear goals
• Have realistic expectations - for the student and the mentor
• Evaluations
• Give the student clear study opportunities / reflection time
• Give timely feedback and reviews of progress
• Ensure the students' personal wellbeing whilst on placement
• Understand utilise support mechanisms for students who
struggle
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Learning Styles - what is your
learning style?
Activists involve themselves fully and without bias in new
experiences. They enjoy the here and now and are happy to be
dominated by immediate experiences.
Reflectors like to stand back to ponder experiences and observe them
from many different perspectives. They collect data, both first hand
and from others, and prefer to think about it thoroughly before coming
to any conclusion.
Theorists adapt and integrate observations into complex but logically
sound theories. They think problems through in a vertical, step-by-
step logical way.
Pragmatists are keen on trying out ideas, theories and techniques to
see if they work in practice. They positively search out new ideas and
take the first opportunity to experiment with applications.
Honey and Mumford (2006)
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Experiential Learning
This is heavily dependent on
the work of Lewin (1942)
Kolb (1984) and Schonn
Kolb developed a much cited
learning cycle which
provides the most useful
descriptive model of the
adult learning process.
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Kolb's cycle of experiential learning
•
Kolb and Fry (1975) argue that the learning cycle can begin at
any one of the four points - it should really be approached as a
continuous spiral. It is suggested that the learning process
often begins with a person carrying out a particular action.
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Motivating Students
• A student who, whilst not actually failing,
shows disinterest and limited motivation to
learn can be difficult to manage.
• What are the tell tale signs of a student who
may have an ambivalent attitude to learning
whilst on placement?
• What issues might cause the student to lack
motivation or come across as ambivalent?
Reason why students may lack motivation
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Fatigue
Vary shifts, ensure breaks
Distraction
Know academic assessment
schedule
Transition
Be patient, student support
service
Avoidance
Ensure inducted into the
team, gain trust
Boredom
Challenge, goals
Wrong course
Advise, discuss the future
CONFRONT THE ISSUE AND ACT AS EARLY AS POSSIBLE
“Causes for Concern paperwork”
Mentorship
at SHU
Complete cause for concerns form
D O C U M E N TAT I O N
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Guidance on what to do if you have
concerns about a student
about a student
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
CONCERNS ABOUT A STUDENT?
CONFRONT THE ISSUE AND ACT AS EARLY AS POSSIBLE
“Causes for Concern paperwork”
Cause for concerns paperwork can be found @
https://www3.shu.ac.uk/hwb/placements/OperatingDepartmentPractitioners/documents/ODPCauseforConcern.pdf
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Access to the Cause for Concerns Form
http://www3.shu.ac.uk/hwb/placements/OperatingDepartmentPractitioners/documents/ODPCauseforConcern.pdf
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Failing to fail….
There has been some research completed
into the reasons why we fail to fail
(Duffy, 2004)
Why do you think we fail to fail students?
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Why do we fail to fail?
 Loath to fail students as awarding a fail meant
additional work plus have to deal with the rancour of
the student -Lankshear (1990)
 Assessors reported feelings of anxiety, guilt, distress,
self-doubt, regret and relief. For some of the assessors,
the emotions were so strong that a pass grade was
awarded over a fail - Ilott and Murphy (1997)
 Assessors felt an acute sense of personal failure
when students failed - Ilott and Murphy (1997)
 Failing a student is incongruent with being a health
care professional whose central role is to ‘care’ and
nurture - Duffy (2004), Fraser et al (1997), Ilott and
Murphy (1997)
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Giving Feedback
• Placement
Website
continued

Where mentors lacked confidence in assessing,
had poor preparation for their role, do not know
the student very well or where they did not
have sufficient assessment evidence, the benefit
of the doubt was more likely to be given - Duffy
(2004), Fraser et al (1997), Bedford et al (1993)

Assessors and/or the system are manipulated
by students to avoid failure - Duffy (2004),
Fraser et al (1997), White et al (1994)

Inadequate support from colleagues and
education staff to fail incompetent students;
mentors pressurised to pass - Duffy (2004),
Green (1991)

Difficult to fail students in their third year;
equally difficult is failing students in their fist
year - Duffy (2004), Phillips et al (2000)
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Giving feedback
• Placement
Website
Who will deliver
the feedback?
What feedback
will be given?
Plancollaboratively
Provide time
for reflection
Compromise
Be assertive
Constructive
Feedback
Objective
Specific
How is the
feedback given written, verbal?
Sensitive
- the feedback
sandwich
Where will the
feedback be
given?
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Giving feedback
• Placement
Website
Feedback should be...
•
Descriptive rather than evaluative – describe what the
student said or did and the impact that had on you or
others, but do not make judgements
•
Focus on behaviour which the applicant can do
something about – the purpose of feedback is to learn,
so suggest practical ways to rectify any shortcomings
•
Well timed – formative assessment / summative
assessment
•
Clearly and quickly stated – get to the point without
being brutal. Avoid beating around the bush or getting
bogged down in self-justification. Ensure the student
understands the feedback by asking them questions
and summarising
•
Sufficient and appropriate – ensure that your feedback
is useful to the student, can they take it to their next
placement?
(adapted from SHU Human Resources (2011))
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
S.W.O.T
A swot analysis is a management tool
designed to map strengths and weaknesses.
Developed from research in the 1960's and
70's. It provides a means to create action
plans and manage change.
Complete a SWOT analysis of your work
area.
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Influences on The Learning Environment
The leadership style of the clinical manager
Being part of the team
The amount of support offered to the student
The degree of challenge offered to the student
The learning opportunities
Resources for access to theory
The opportunities provided for reflective
discussion
The culture within the area
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Toxic mentors
Darling (1986)
DUMPERS
BLOCKERS
DESTROYERS/
CRITICISERS
Not available or accessible
Throw people into new roles
Leave them to ‘sink or swim’ strategies
Avoid meeting others needs by:
Refusing requests (the Refuser)
Controlling through withholding information
(the Withholder)
Arresting development by over supervising
(the Hoverer)
Set out to destroy others by:
Subtle attacks to undermine confidence (the
Underminer)
Open approaches of verbal attack and
argument to deliberately destroy confidence
(the Belittler) constant put downs and
questioning of abilities (the Nagger).
Mentorship
at SHU
Further resources
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
-Placement website
http://www3.shu.ac.uk/HWB/placements/OperatingDepartmentPractitioners/
Other discussion points
Student & Mentor evaluations
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Maintaining your professional
registration and further Study
CPD Anywhere & Mentorship Level 6
http://www.shu.ac.uk/faculties/hwb/cpd/anywhere/odp.html
http://www.shu.ac.uk/faculties/hwb/cpd/modules/detail.html?cpd_id=530
CPD Anywhere™
Mentorship
at SHU
• What is a
mentor?
• Mentorship at
SHU
• The ODP
Calendar
• Programme
Overview
• Times of stress
• How to alleviate
stress
• Student Learning
• The Learning
Environment
• Learning
agreements
• Competencies
• End of year
assessments
• The failing
student
• Placement
Website
Further resources
CPD development
As part of your development, now that you have completed
this resource, write a reflective account of the mentor process,
relating what you have observed within this learning resource,
but also relating it to practical experience on the job.
This can be used as evidence towards your CPD portfolio.
*******Keep an eye out for.....
NEW LEVEL 6 ODP MODULES
AND THE
TOP UP DEGREE
soon to be released by SHU******
Thank you......
......for your continued support of our students
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