Annual Mentor Update
for Nurses and ODPs
2013
Clinical Learning Environment
What makes an effective learning
Environment?
2
Clinical Learning Environment
• The Mentor for Nurses or
ODPs
• The Student
• The Ward/department
• The University
• Preparation for student:
• mentor allocation
• induction pack
• orientation
• duty rota
• learning opportunities
• appropriate support/meetings
What are the professional
requirements to remain on the ‘live’
mentor register as stated by the
NMC (SLAIP 2008) or
CODP(2009)?
4
NMC Mentor Standards
(SLAIP 2008)
• Have successfully completed an NMC approved mentor
preparation programme
• Have participated in an annual (12 months) Mentor
Update
• Have an understanding of ‘due regard’
• Participate in a Triennial Review process to ensure NMC
standards are met
• Support and summatively assess two students within the
three year cycle
5
CODP Mentor Standards ( 2009)
• To be maintained on the local register the individual must have
evidence of having:
• 1. Mentored at least two students within the two year period.
• 2. Participated in ODP specific update every two years.
• 3. Undertaken work based / informal learning relevant to their role as
a mentor.
• 4. Undertaken professional activity
• 5. Develop knowledge and understanding of their role through
formal education activity.
• 6. Undertaken the appropriate mentorship qualifications
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Triennial Review (nurses)
• 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.
• The Mentor Register is then updated
7
Biannual review (ODPs)
• Two yearly cycle of reflection of mentor practice against CODP
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.
• The Mentor Register is then updated
Due regard
•
•
•
•
•
A mentor for nurses
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
has completed a mentor
qualification
can mentor ODPs
•
•
•
A mentor for ODPs
has completed a mentor
qualification
can only mentor ODPs not nurses
Associate mentor
• Nurses
• No mentor qualification
• Cannot sign paperwork
•
•
•
•
•
ODP’s
Minimum 6 months experience
Attend mentor update
Complete biannual review
Performs formative
assessment
Mentor
•
•
•
•
Nurses
Holds a mentor qualification:
at level 2 or 3
Performs summative
assessments
•
•
•
•
ODPs
Holds mentor qualification:
at level 3 (6) or
at level 2 (5) and completed
level 3 (6) study
• Performs summative
assessments
Practice Educator
• Nurses
• Not required
• ODP’s
• Minimum 3 yrs experience
• Holds a degree or working
towards a degree
• Has overall responsibility for
students in placement
Sign Off mentors for nursing students
(not required for ODP students)
• Sign Off mentors are required for:
• All student nurses in their final placement
• Overseas Nursing programmes
• Return to Practice students
• A Sign Off mentor is a nurse who has met the
additional criteria
• Sign Off Mentors make judgements as to whether a
student has achieved the required standards for entry on
to the NMC register.
13
Prospective Sign Off Mentor
To become a Sign Off mentor you will need:
• To be supervised by a qualified Sign Off Mentor on
3 occasions assessing a student
– two via simulation
– one with an actual student
– annotated on to the Mentor register following review
of evidence of above
(NMC 2008, NMC Circular 05/2010)
Sign Off Mentors for nursing
students
• Sign Off Mentors make the final
decision
– as to whether a student has achieved
the required standards for entry on to
the NMC register
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RESPONSIBILITIES OF THE
STUDENT
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Student responsibilities
• To arrive on duty on time, smartly dressed.
• To follow the stated sickness/absence procedure.
• To take responsibility for his/her own learning by coming
prepared to meetings with the mentor
• Ensure that deadlines are met
• To act professionally at all times
• Work with their mentor
• Work the shift patterns such as nights and weekends
• Fixed annual leave
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YOUR RESPONSIBILITIES
WHEN WORKING WITH
STUDENTS
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Francis report
• Report commissioned by the Secretary of State for
Health carried out by Robert Francis QC
• Published 6th Feb 2013
• 209 recommendations:
• Focus on developing the right culture in the NHS through
leadership, training, information and transparency
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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 in Nursing:
–
–
–
–
–
–
Care
Compassion
Competence
Communication
Courage
Commitment
It is important to ensure that all
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
21
You may be supervising:
• ARU nursing students on the September 07
nursing programme.
• ARU nursing students on the all graduate
programme which commenced in September’11.
• ARU ODP students on 2 year diploma
programme.
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NURSES
ODP student journey
Year 1
Year 2
Trimester 1
Trimester 2
Trimester 3
Anaesthetics
Surgery
Post-anaesthetic care
Anaesthetics
Surgery
Trimester 4
Trimester 5
Trimester 6
Anaesthetics
Surgery
Post-anaesthetic care
(critical Care/ED)
Supporting students
• What obstacles do you envisage?
• What support is available?
25
Assessing students
•
•
•
•
•
•
•
•
Induction/Initial Meeting
Learning Contracts/Action plans
Interpersonal skills profile / core professional values
Service user views – why?
Cause for Concern
Fine Grading
Formative assessment
Summative assessment
26
Grading in practice
• When deciding the grade/score for the individual
student assessment consider carefully;
– How you are going to evidence/explain the
reason for your decision
27
Supporting the failing student
• Essential to have robust and transparent
processes in place
• Investigate why your student may be having
difficulties
• Clear action planning
• Comprehensive documentation as evidence
• Use of support networks
• Pick up problems early!!!
28
Learning Contracts /Action Planning
• Use of Specific, Measurable, Achievable,
Realistic, Timely, (SMART) objectives
• Clear review dates
• Use of support networks
29
Support in practice
Remember
• you are not expected to deal with student issues or
concerns on your own
• there is a network of support for mentors available from
your own Organisation, the HEI and the Commissioning
body
RESPONSIBILITIES OF THE
HIGHER EDUCATION INSTITUTE
31
• To provide theoretical and practical teaching (skills lab)
which will inform students in practice
• To liaise closely with, and support, mentors and
placement providers
• With placement providers, monitor, develop and
evaluate the quality of the learning environment eg
audits
• To respond to driving forces such as statutory bodies ,
placement providers and the public
32
RESPONSIBILITIES OF THE
PLACEMENT PROVIDER
33
• Works with the HEI to maintain an up-to-date register of
current mentors, sign off mentors and practice teachers.
• Local agreement to undertake triennial review
• Supports mentors to access annual updates
• Ensures mentor works 40% of time with their student
• Ensure one hour protected time allocated for individuals
acting as sign off mentors
• Supports the triennial review process
34
Monitoring the quality of the learning environment:
Educational Audit
• NMC require evidence of 2 yearly audits of the learning
environment
• The audit needs to provide evidence of:
• Orientation/induction for students
• Professional development of staff
• Scope of the learning environment
• Student evaluations and responses to these
• Action plans in response to issues/concerns
• Review of capacity
35
The good news:
• NMC visited ARU in November 2012
• Nursing Times award
• Student focus groups feedback
36
Thank you….
for attending today and for your continued support
of students in practice.
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
Scenario For Discussion
1st year Student nurse Louise Martin approaches
you and is very tearful. She says that her mentor
is off sick and her second mentor is on annual
leave. Her practice document is due to be
handed in to the University in three weeks time
and she does not want to fail.
What should you do?
39
• Find out who Louise’s mentor and co-mentor are and verify when
they went off on holiday/sick leave and when they are likely to be
back
• Look at Louise’s practice document and establish how much has
been completed/how much still needs to be completed
• Establish when the document is due be handed in and if the
formative assessment is due
• Depending on your seniority, take your findings to the ward
manager/student link nurse to resolve the situation
• Inform the Education Champion/Link Lecturer/PEF of the situation
Scenario For Discussion
As Julie’s mentor you have approached a patient
anonymously to obtain feedback on the patient
experience of being cared for by your student
The patient replies that she would ‘never want to be
nursed by her again’
Will You
• Decide to ask another patient for her views in the hope
that they will be more positive?
• Sit down with the patient and ask her why she feels like
this?
• Go straight to Julie and ask her why she thinks ‘a’
patient might have said this?
• Ask Julie to reflect on the patient views and all the
formative feedback given so far?
• Fail Julie in this placement because of the effect she has
had upon the patient?
42
Scenario For Discussion
You are mentoring a student nurse who is at the end of
the second year of her course.
It is the time for her formative assessment and you are
very concerned about her attitude and her ability.
When you try to discuss this with her, the student
becomes very defensive saying that she has never
received such negative comments before.
This makes you feel very uncomfortable and you do not
feel that you can proceed with writing the action plan.
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DO YOU:
• E mail your PEF to discuss the problem
• Seek support from your colleagues
• Seek support from the HEI/link team
• Decide to give the student the benefit of the
doubt and write a more positive formative report.
• Fill in a ‘cause for concern’ form.
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