Paramedic Science
Mentor update
• 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 HCPC/COP?
Bi-Annual Review
• Two yearly cycle of reflection of mentor practice
• 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:
– 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
Practice Assessment
Team
• Paramedic Educator
• Associate Paramedic
Educator
Paramedic Educator
The role of the paramedic educator is to contribute to
the students learning experience by:
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Supporting the student in practice
Teaching clinical skills
Providing feedback on performance
Mentors two student paramedics within a two year time
period to remain “Live on the Register”
• Performs summative assessment
Practice Educator Qualifications
• Registered practitioner minimum of six months post
qualification experience.
• Attendance at a specific Trust mentorship preparation
course
• Completes cycle of mentor development every two
years
• Implements evidence based practice
• Can provide evidence of CPD
Associate Paramedic Educator
The role of the Associate Paramedic Educator is to contribute to
the students learning experience by:
• Supporting the student in practice
• Teaching clinical skills
• Providing formative feedback on
performance
• Support the paramedic educator
• Must demonstrate competence assessment area
Associate Paramedic Educator
Qualifications
• Same as a Paramedic Educator additionally holds or is
working towards (to be completed in a two year period):
• Mentorship qualification or
• PGCE or
• Post graduate award in healthcare education
It is important to ensure that
Students:
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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 Paramedic Educator who is available for a minimum
of 40% of the time
• Placed with Associate Paramedic Educator for 60% of time
• Participate in the 24 hour cycle of care.
Assessment Process
Student & Practice Supervisor familiarise themselves
with:
TAXONOMY LEVEL
Review Elements of Practice
Utilise Practice Assessment Document
student undertakes self-assessment
Initial assessment – student/ paramedic educator
Practice Elements of Practice
Paramedic Educator & student paramedic
undertake formative assessment
Complete Elements of Practice 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
• Formative assessment
• Summative assessment
Assessment Taxonomy – (Steinaker and Bell)
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Grade 0
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
PAD)
Disengagement (Cause for Concern)
Exposure
Participation
Identification
Internalisation
Dissemination (not used within assessment
Exposure
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Performance is directed with limited autonomy by following
policies/procedures/guidelines which apply in this setting.
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No experience to draw from
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On observing a competent practitioner, the student shows awareness but
lacks knowledge and skills.
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The student demonstrates a willingness to listen, observe and ask questions
related to the outcome.
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The student is able to react to the experience and recognise their
responsibilities in identifying sources and types of information that may
enhance their knowledge of the observed practice
Participation
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Accepts constructive feedback and adapts practice accordingly.
Is able to identify own limitations
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Under regular supervision, the student is able to participate in aspects of
care related to the outcome.
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In relation to this outcome, the student is able to discuss rationale for care
and explain their own decisions in care delivery. Problem solving with
guidance is evident.
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The ability to acquire further information to support their practice in relation
to this outcome is evident.
Identification
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The student shows evidence of safely participating in the patient care
related to this outcome with less direct supervision. Their ability / attempts
to problem-solve in relation to this outcome are more prominent.
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The student is able to identify areas of their knowledge related to this
outcome that need to be developed and demonstrates the motivation and
skills to address this.
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The student recognises their professional limitations in relation to this
outcome and seeks advice when appropriate.
Internalisation
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The student is able to reflect on previous experiences and show
development of their practice related to this outcome as a result.
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The student’s performance in this outcome is good and requires minimal
supervision. Professional limitations are recognised.
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The student will need little prompting and has the ability to consistently
use their initiative, based on their previous experience and/or level of
knowledge.
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The student is able to discuss and apply underpinning theory to their
practice and consider any discrepancies that may exist.
Disengagement (Cause for Concern)
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The student fails to show interest during observation of the skill /
outcome.
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The student fails to recognise and action their responsibilities in
identifying sources and types of information that may enhance their
knowledge of the observed practice.
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A cause for concern form needs completing
Assessment Documents…
Self Assessment:
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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 discuss
with their paramedic educator so as to allow an assessment of where the
student’s strengths and weaknesses lie.
The paramedic Educator will implement strategies for the student to achieve
the taxonomy level required
Future meetings should be mutually arranged to discuss the student’s
progress.
Types of evidence
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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
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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 element of practice or core skill.
Summative Assessment
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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.
Interpersonal skills
• The interpersonal skills profile is to be completed
at formative and summative stages of the
assessment process.
• Please refer to the practice assessment
document
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?