Mentorship Preparation for
Healthcare Professionals
Session 5
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Introduction
This theme is structured around the following key
topics:
Professional and legal accountability of the mentor.
Making judgements and decision-making including
how to deal with failure
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Types of Assessment
Summative Assessment
Formative Assessment
 Formal assessment at end of
placement
Monitoring progress
during placement
Informs learning process
Can inform the final
grade
 Constitutes the final
judgement of
competence/achievement
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Decision-making
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Failing to fail
Mentors although not satisfied that a student has reached a
satisfactory standard by the end of the placement, gave the
student a satisfactory grading on their summative assessment
(Duffy, 2004)
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Professional & Legal Accountability
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Mentorship Debate
Teams
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2 teams
2 topics to debate
3 speakers from each team
Each speaker will discuss one topic on behalf of their team
15mins is given to the 2 teams to plan their debate for each
topic
 Each speaker gets 3 minutes to discuss their point
 The floor is then opened up to questioning –– only one
person to speak at a time
 Any member of the team can answer the question poised
by the opposite team
DUTIES OF SPEAKERS
FOR and AGAINST
 Introduction of yourself : your name, job title & area of work
 If debating FOR = Give a definition and your interpretation
 If debating AGAINST = Give a definition: agree, amend, or reject definition
of affirmative - If reject then you must justify why
 FOR/AGAINST - Give your arguments, reasons and evidence
 FOR/AGAINST - Summary of own case
 FOR/AGAINST - Conclusion
Mentor prosecuted over fatal jab
A nurse is being prosecuted for allegedly failing to supervise a
student who accidentally killed a 91-year-old patient.
Edna Alker died after she was given an injection of potassium
chloride at Whiston Hospital in Merseyside. It was given by a student
nurse who was training at the hospital in 2003.
The student faces no charges, but Karen Edwardson, 36, who was
allegedly supervising her, is being prosecuted under Health and
Safety rules.
http://news.bbc.co.uk/1/hi/england/merseyside/4794631.stm
Nurse struck off for plagiarism
In 2013, Emmanuel Ajala was removed from the Nursing and
Midwifery Council (NMC) register after admitting he
plagiarised while he was a student at Essex University.
A hearing by the NMC’s conduct and competence
committee heard how two essays entered by Ajala in 2008
and 2009 were 53 per cent and 59 per cent similar to one
published article which were detected by the university
checking system.
http://www.gazette-news.co.uk/news/10601788.Nurse_struck_off_for_plagiarism/?ref=rss
Professional & Legal Accountability cont….
Duty of care
 A standard of behaviour endorsed by the
NMC/Trust and HEI
 Nurses owe a duty of care to patients i.e. must
behave with skill and competence.
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Professional & Legal Accountability cont.
Negligence
 A breach of the legal duty resulting in damage/harm to the
patient.
Accountability
 Answerable for your decisions
 Implies an obligation to disclose what you have done, why you
have done it that way and what were the results of your
actions.
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How does professional & legal accountability
relate to the mentor for passing an unsafe, final year
student?
Public
Patient
Professional Accountability
Employer
Profession
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Final Interview
Purpose of the final interview is to:
 To finalise progress and performance
 Identify essential skills achieved and not achieved
 Provide feedback and document this in the ongoing achievement record
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Chris’ Final Interview
You will now watch a video clip.
•Was evidence provided to support the achievement
of the chosen Essential Skills?
•Was the Ongoing Achievement Record completed?
•Are there any unresolved issues?
•What could have been done differently?
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Ongoing Achievement Record
Complete Chris’ OAR
 The student’s strengths and achievements
 The student’s learning needs and areas for development
 Any issues which arose and how they were resolved or
remain unresolved
Remember, the information you provide is useful
for the next mentor and/or sign-off mentor also the student
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Summative Assessment Brief
•18
Workbook Tutorial
•19
Level 6 - Reflective Essay
Introduction
Include an outline of the key points for discussion in the essay. The key points should be in the order they will be discussed.
Main Body
Your critical analysis on the mentorship of the virtual student (Chris) should include the following:
-Your role as an effective role model and which skills you adopted throughout the mentorship of the virtual student.
-Planned learning activities such initial, mid-point and final interview processes.
-Factors which influenced how you helped the virtual student integrate into practice e.g. orientation.
-How you developed your mentoring relationship with the virtual student.
-How did you identified learning needs appropriate for the virtual student’s stage of learning with reference to learning styles e.g. Honey
and Mumford, practice assessment document and ongoing achievement record.
-Your role as an advocate in supporting the virtual student in accessing appropriate learning opportunities with other professionals,
patients, clients and carers.
-The effectiveness of the use of various coaching styles e.g. ‘Joint Experimentation (Schon’s Model).
-The component and the essential principles that were used to underpin the assessment e.g. validity.
-How you monitored the student’s progress and provided constructive feedback.
-How you managed poor performance in practice with reference to the action plan.
-Factors that may influence your decisions.
-Your professional accountability and how it relates to the assessment of practice.
-Support mechanisms available for you as a mentor.
Conclusion:
The conclusion should be used to summarise the main points of the essay. No new information should be introduced.
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Level 7 – Innovative Learning Resource
 Develop an innovative learning resource for your
practice setting.
 The learning resource should offer students new insights
into their chosen discipline.
 The learning resource must cover one of the NMC
(2008) eight domains
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The resource must cover one of the NMC domains:
Domain 1
Establish effective working
relationships
Domain 2
Facilitation of learning
Domain 3
Assessment and accountability
Domain 4
Evaluation of learning
A resource which helps students to
integrate into your practice area.
A resource which helps mentors to
assess and facilitate students’
learning styles.
A tool which helps students review their
own performance and identify further
learning needs.
A tool to help students evaluate your
performance as a mentor.
Domain 5
Create an environment for learning
Domain 6
Context of practice
Domain 7
Evidence-based practice
Domain 8
Leadership
A resource which indicates how an
aspect of the learning environment in
your area of practice could be further
enhanced to meet students’ needs.
A resource which assists students in
your area to develop appropriate
professional attitudes.
A resource which helps students to link
evidence based theory with an aspect of
practice they commonly undertake in
your area of practice.
A planned pathway which students
can undertake with members of the
inter-professional team in your area
of practice to enhance students’
learning.
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Presentation Brief
 A 20 minute PowerPoint Presentation of your innovative learning resource to a panel
Presentation must relate to learning outcomes:
- The rationale for the development the resource and identification of the NMC (2008)
domain covered.
- A brief overview of the resource and critical analysis of your approach to its development.
- A Critical analysis of how this resource addresses competing influences on your role as a
mentor and enhance teaching, learning and assessment in your practice area
- A Critical evaluation of the challenges implementing this resource.
- Justify your rationale with reference to learning theory and current evidence base which
informs mentoring and assessing.
Level 7 - Presentation Brief
Presentation outline:
o A brief profile of your clinical area (maintain confidentiality), your role and responsibilities.
o An overview of the resource – aims and objectives.
o A rationale for the identified learning resource – SWOT analysis may help to illustrate your
rationale and stakeholder consultation. This should be ‘Specific, Measurement,
Achievable, Realistic and Timely’ (SMART).
o Critical discussion on the development of the resource.
o Critical evaluation of the challenges faced on implementing the resource and how these were
addressed.
o Critical analysis and evaluation of a wide range of relevant and current literature on sociopolitical and governmental contexts with regard to the mentorship role in accordance with the
NMC Standards and guidelines.
o A conclusion – which highlights key issues of the mentorship role in relation to teaching,
learning and assessment. Also continuous professional development through reflection.
Level 7 - Presentation Brief
 References must be included in the PowerPoint presentation. All notes
documented in the notes section must be referenced.
 Following the presentation:
- The panel may ask questions to seek clarification and explore any areas of
concern.
- The panel will provide feedback following the presentation.
- Presentation will be graded by an academic.
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Level 7 – Annotated Bibliography
The annotated bibliography:
- Is an organised list of resources cited adhering to Harvard’s Referencing System.
- Should be followed by a brief descriptive and evaluative paragraph (the annotation).
The following aspects should be included in the annotated bibliography:
• AUTHORITY- Who wrote it? What are their credentials? (i.e. Professor)
• AUDIENCE - Who are the intended audience – e.g. Students?
• USEFULNESS - How useful is it to your resource ? e.g. Is it a research article?
• COMPARISON - Is it similar to another work?
• CONCLUSIONS - Have the author(s) made any conclusions? What methods were used
for evaluation?
• LIMITATIONS - Are there any limitations?
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Turnitin
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Turnitin
Frequently asked Questions:
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What happens if I copy someone else work? Disciplinary Hearing
Why is my similarity score high (>35%) Check by clicking ‘originality
What happens if I do not submit my work? Fail
What happens if I am unable to submit on time? Contact your group tutor
Who can help if I am experiencing problems submitting
my work? Ring IT on: 0300 -111 4895 - 24hour service, 7days a week
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Results
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When will I receive my results? 15 working days (Provisional)
Turnitin / MyRegistry
Where can I see my results?
Where can I see my feedback? Turnitin
When can I start mentoring? Once results are ratified at assessment board
•29
What next?
• Review online learning materials and activities in weeks
10 – 12 folder on Blackboard
• Complete sections F, G, in your Workbook
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End of Course Evaluation
Complete Course Evaluation Form
•31
References
 Duffy, K. (2004) Failing students: a qualitative study of factors
that influence the decisions regarding assessment of students'
competence in practice. NMC, London.
 Stuart, Ci Ci. (2013) Mentoring, learning and assessment in
clinical practice: a guide for nurses, midwives and other health
professionals. Sheffield, Churchill Livingstone.
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