Annual Mentor Update

Thank you for completing the

Mentor Evaluation form

2

What are the professionalrequirements to remain on the

‘live’ mentor register as stated by the NMC

(SLAIP 2008)?

3

4

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.

• The Mentor Register is then updated

Due Regard

For nursing this means the mentor:

• 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 placement module

6

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

7

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

Working Together

Pre-registration nurse education is

• 50% theory and 50% practice

Therefore we need to work together

• to deliver a curriculum that is credible to both HEIs and

practice environments AND a good student learning

experience

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

FRANCIS REPORTIn 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

Quality Assurance of the Practice Learning Environment

The HEI and Placement Providers work together to assure the quality of the student practice learning experience through the process of: •Audits•Practice Education Committees•Student/Mentor Evaluations•Moderation of Practice Assessment•External reviews from CQC, Monitor, PQAF, Professional Body, NHSLA

11

12

Assessing the students

• Induction/Initial Meeting• Learning Contracts/Action plans• Interpersonal skills profile / core professional values• Service user Views• Cause for Concern• Fine Grading• Formative assessment• Summative assessment

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

Moderation of Practice Assessment

• The NMC require HEIs to review the parity and quality of practice assessment. This is achieved through:– External examiner review of practice

documentation– HEI review of practice documentation

14

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

Online information

• To support this presentation please access the link below for the information and guidance included in this presentation

• www.anglia.ac.uk/mentors• www.essex.ac.uk/hhs/placements/

default.aspx

THE GOOD NEWS:

• Student evaluations ..........

17

Finally...

Please would you complete and hand in a mentor update evaluation form

Thank you

for attending today and for your continued support of students in practice.