Operating Department Practice
Mentor update
Session outcomes
• Practice Assessment
Team
• Current Teaching and
Assessing
Qualifications
• Assessment Taxonomy
• Assessment
Documents
• Assessment process
• Interpersonal skills
Thank you for completing
the Mentor Evaluation form…
What are the professional
requirements to remain on
the ‘live’ mentor register as
stated by the NMC/
HCPC/CODP?
• Tri-annual review (NMC)
• Bi-annual review (HCPC)
Triennial Review
• Three yearly cycle of reflection of mentor
practice against NMC standards
• The process is a self assessment of your skills
as a mentor
• As a quality process a discussion will be held
with your line manager or appropriate other
• Will need to provide evidence of professional
development
• A checklist is available to support this process.
Bi-Annual Review
• Two yearly cycle of reflection of mentor practice against
HCPC standards
• The process is a self assessment of your skills as a
mentor
• Will need to provide evidence of professional
development
• A checklist is available to support this process
• The Mentor Register is then updated.
NHS CONSTITUTION
• Working together to ensure students are
supervised and assessed by mentors who
support care that embraces the underpinning
principles and values of the NHS Constitution
and the 6 C’s:
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Care
Compassion
Competence
Communication
Courage
Commitment
Francis Report
In June 2010 Sec of State launched full public inquiry into
Mid Staffordshire Foundation NHS Trust
Inquiry chaired by Robert Francis QC:
Terms of reference: “to examine the operation of the
commissioning, supervisory and regulatory organisations and
other agencies, including the culture and systems of those
organisations in relation to their monitoring role at Mid
Staffordshire between January 2005 and March 2009 and to
examine why problems at the Trust were not identified sooner,
and appropriate action taken”
 290 recommendations
Due Regard
• Has the specialist skills required to
support the placement learning
outcomes.
• Is from the same part of the register
and field of practice as the student in
the final year of the programme
Practice Assessment
Team
• Associate Mentor
• Mentor
• Practice Educator
Associate Mentor
The role of the mentor is to contribute to the students
learning experience by:
• Supporting the student in practice
• Teaching clinical skills
• Providing formative feedback on
performance
• Support the practice supervisor
• Must demonstrate competence assessment area
• Qualifications/Requirements –
• ASSOCIATE MENTOR
• Registered practitioner minimum of six months post
qualification experience.
• Attendance at a specific local HEI preparation session
• Completes cycle of mentor development every two
years
• Implements evidence based practice
• Can provide evidence of CPD
Mentor
The role of the mentor is to contribute to the students
learning experience by:
•
•
•
•
Supporting the student in practice
Teaching clinical skills
Providing feedback on performance
Mentors two ODP students within a two year time
period to remain “Live on the Register”
• Performs summative assessment
• Qualifications/Requirements –
• MENTOR/Practice Supervisor
• Same as a mentor + holds or is working towards (to be
completed in a two year period)
• Mentorship qualification at level 3 or above
• PGCE
• Post graduate award in healthcare education
• Holds level 2 mentorship/CertEd and has completed
level 3 modules
Practice Educator
•
Responsible for overseeing the teaching and learning experience of the
environment to ensure quality standards are maintained at all times
•
Orientates students to the peri-operative environment and gives relevant
information on health and safety aspects, and channels of communication
•
Discusses the learning outcomes for the experience with the students, and
jointly develop strategies to enable the students to meet their educational
needs
•
Provides regular feedback to the students through formal weekly tutorials
on progress and performance and facilitate personal and professional
development.
Practice Educator
• Advises students on all aspects of clinical and theoretical experiences
• Engage students in the process of self assessment and assist them to
identify individual needs
• Review practice documentation by week ten, or as near as possible
• Ensure that the practice supervisor’s uphold the quality of the
assessment as agreed within the educational audit
• They must participate in the development and review of the practice
based infrastructure to ensure quality and consistency within the
programme delivery is maintained.
• Qualifications/Requirements –
• Practice Educator
• As per mentor
• Minimum 3 years post registration experience
• Relevant first degree
It is important to ensure that
Students:
• Are supernumerary
• Are on the duty rota for Health and safety
reasons
• Actively engage in hands on delivery of
care as appropriate
• Have a named mentor who is available for
a minimum of 40% of the time
• Participate in the 24 hour cycle of care.
Assessment Process
Student & Practice Supervisor familiarise themselves
with:
TAXONOMY LEVEL
Review Core Competencies
Utilise Competencies Assessment Documentation
student undertakes self-assessment
Initial assessment – student/ practice supervisor
Practice Core Competencies
Practice supervisor & student undertake formative
assessment
Complete Core Competencies Assessment Record
Identify action plan to support further development as appropriate.
Assessing the students
• Induction/Initial Meeting
• Learning Contracts/Action plans
• Interpersonal skills profile / core professional
values
• Service user Views
• Cause for Concern
• Fine Grading (Nursing practice only)
• Formative assessment
• Summative assessment
Assessment Taxonomy – (Benner)
•
•
•
•
•
Level 1
Level 2
Level 3
Level 4
Level 5
Novice
Advanced Beginner
Competent Practitioner
Proficient Practitioner
Expert
Novice practitioner
• Performance is directed with limited autonomy by
following policies/procedures/guidelines which apply in
this setting.
• No experience to draw from
• Has discussed the components of the skill with an
experienced member of the multi-professional team but
has limited opportunity to practice it and requires
supervision and guidance
• Acknowledges own limitations within their own scope of
practice.
Advanced beginner
• Accepts constructive feedback and adapts practice
accordingly.
• Is able to identify own limitations.
• Has knowledge and ability to perform skills but may lack
fluency.
• Requires support from supervisors, mentors and
colleagues.
• Performance and knowledge is demonstrated. Able to
observe and respond to the changing needs of the
patient, colleagues and situations, seeking advice when
appropriate.
Competent practitioner
• Has detailed knowledge and awareness of
polices/procedures/guidelines, which may be
applied
• Discriminate and chooses which of the
polices/procedures/guidelines apply within the
situation
• Able to analyse and challenge research
findings, evidence based practice
• Identifies priorities and key elements of
problems.
Assessment Documents…
Self Assessment:
• The student needs to be realistic
• The student needs to identify the level of taxonomy by number
Initial Assessment:
Once the student has completed the self-assessment they need to
arrange a meeting with their Mentor this will allow the practice
supervisor to have an idea of where the student’s strengths and
weaknesses lie.
The Mentor will implement strategies for the student to achieve the
taxonomy level
Future meetings should be mutually arranged to discuss the student’s
progress.
Types of evidence
• Accreditation of prior achievement - Previous
experience in another clinical area
• Reflection- Use of reflective commentaries
• Direct observation- Students should be observed on as
many assessment criteria as possible and their knowledge
can be assessed at any time
• Oral questions- Questioning of students whilst carrying
out a skill
• Simulation-Scenarios, i.e. mannequins
• Case study/Assignment/Project - Asking students to
discuss the specific care requirement of patients in
different care settings
• Testimony/Peer report- Practice supervisor or peers
provides written documentation of skill performance.
Assessment process
Formative Assessment
• This will involve a period of observation where the practice supervisor
will be able to observe, supervise and formatively assess the students
performance and ability related to a particular assessment criteria or
core skill.
Summative Assessment
• Is the final assessment to confirm the taxonomy level the student has
achieved.
Failure at summative assessment will mean the student will fail
the whole module they are undertaking.
Faculty of Health, Social Care and Education
Dip HE Operating Department Practice SEPTEMBER 2011 Cohort
YEAR 2 PRACTICE ASSESSMENT RECORD
MODULE: Care of the Patient Undergoing Anaesthesia
MOD001684
Name of Student………………………………………………………... SID………….……………………………………
Personal Tutor………………………………………E-mail……………………………….Tel no……..…………………..
Part 1
Dates of
Placement
From
……………
To
……………
Mentor Name
(Please print)
Confirmation of Mentor Status
MENTOR – To confirm validity of the student’s assessment please provide
the following details:
a. Mentor Signature………………………………………………………..
b. The date of your last mentorship update………………....................
c. The month and year of next triennial review………..........................
STUDENT - Within the first week of placement you must e-mail your
personal tutor the following information:
1. Name of your placement and education champion
2. Dates of placement allocation
3. Name of your mentor
4. The dates provided by your mentor in response to b and c above.
Education
Champion
Name
Part 2
Mentor Name
(Please print)
Confirmation of Mentor Status
Education
Champion
Name
Dates of
Placement
From
……………
To
……………
MENTOR – To confirm validity of the student’s assessment please provide
the following details:
a. Mentor Signature………………………………………………………
b. The date of your last mentorship update……………….................
c. The month and year of next triennial review……….......................
STUDENT - Within the first week of placement you must e-mail your
personal tutor the following information:
1. Name of your placement and education champion
2. Dates of placement allocation
3. Name of your mentor
4. The dates provided by your mentor in response to b and c above.
Example of Assessment Record Sheet – Year 2
Respiratory System
Core Competencies 1.1: Perform an accurate respiratory assessment
Weeks of Assessment
Taxonomy Level to be Achieved
Student A. Smith
3
Week 2
Self Assessment
Week 6
Formative
Assessment
1week 12
Summative
Assessment
Assessor J. White
Demonstrates the ability to perform an accurate assessment of central and
peripheral: pulse rate, rhythm volume, temperature and peripheral
perfusion. Cross reference with Assessment Criteria 5.1).
1
3
3
1
2
3
1
2
3
1
2
3
Demonstrates an understanding of monitoring fluid balance
Demonstrates an understanding of triad of anaesthesia
Demonstrates the ability to respond to adverse reactions
Interpersonal skills
• The interpersonal skills profile is to be completed
at formative and summative stages of the
assessment process.
• Please refer to the document
1.
(F)
Behaves in an unprofessional manner.
2.
(F)
Unsafe to practice.
3.
(F)
Displays a negative attitude.
4.
(F)
Blames circumstances for difficulties encountered.
5.
(F)
Appears to lack motivation.
6.
(F)
Does not define own learning needs.
7.
(F)
Lacks self-awareness and the effect of behaviour on others.
8.
(F/P)
Needs to take responsibility appropriate for this level.
9.
(F/P)
Lack of confidence inhibits effective performance.
10.
(F/P)
Needs more experience at this level.
11.
(F/P)
Reacts adversely to constructive criticism.
12.
(F/P)
Slow to settle.
13.
(F/P)
Lacks maturity.
14.
(P)
Needs to be more assertive.
15.
(P)
Could have made more use of available resources.
16.
(P)
Has not achieved full potential.
17.
(P)
Willing to try.
18.
(P)
Has developed in confidence.
On line information
• To support this presentation please access the
link below for the information and guidance
included in this presentation
• www.anglia.ac.uk/mentors
• Thank you for attending today
and for your continued support of
students in practice.
Any Questions?