Mentorship Preparation Programme

Week 6

Clinical Assessment processes

Queen’s University Belfast

Open University

University of Ulster

Structure for the Morning • 9.30 - 9.45 Introduction and Recap

• 9.45 -10.30 Presentation: Principles of assessment

• 10.30 -11.00 Coffee

• 11.00 -12.45 Workshop : Developing Learning Contracts,

Action Plans and Teaching Plans

• 12.45 -13.00 Questions and Close

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University of Ulster2

Aims • Discuss issues raised in Week 1

• Outline General Principles of Assessment

• Outline practice elements (NMC Essential skills clusters ESC’s) of all Programmes

• Discuss Assessment including:

Responsibility and Accountability

Fitness for Practice

Managing the Failing Students

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University of Ulster3

Current Pre registration Nursing Programme Structure

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University , University of Ulster4

Year 1 “Common Foundation Programme” NMC (2004) 20 Learning Outcomes to be achieved

Year 2 and 3 “ Branch Programme” NMC (2004) 17 Proficiency Standards to be achieved for entry to the register

Pre registration programmes will change in structure, in line with new NMC standards forPre registration nursing programmes approved from September 2011 (NMC 2010)

NMC (2004) Outcomes and Standards• Learning Outcomes based around 4 key areas • Enhanced now also with the Essential Skills Clusters

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University of Ulster5

Types of Clinical AssessmentTwo key principles:

•Formative - diagnostic in nature, highlights strengths and limitations concerned with student development and provides feedback on progress

•Summative – end of clinical module assessment, has pass and fail criteria which assesses student achievement against NMC outcomes (CFP) or proficiency standards in branch programmes

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University of Ulster6

Key Stages of Assessment • Complete a Development plan having reviewed Students

Ongoing Achievement Record, Learning Contracts and Action Plans

• Orientation interview pack on placement• Midway review of progress (use student portfolio

documentation) Provide feedback• Progress Report and Action Plan if required• Personal and Professional Development Statement• Sickness and absence record

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University of Ulster7

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University of Ulster8

Required and

Additional Practice OutcomesWhat do I have to achieve?

Action PlanHow will I achieve this?

ResourcesWhat do I need to

achieve this outcome?

Target DateWhen do I need to achieve this by?

Evidence of achievementHow do I know that I have

achieved this outcome?

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University of Ulster9

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University of Ulster10

Progress Reports• Normally completed at end of placement (final week):• Refer to:

Ongoing Achievement record Clinical NMC essential skills achievedPersonal and Professional Development StatementAction Plan for future learningSickness and Absence Record

• Core Clinical Skills achieved (Branch)

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University of Ulster11

Mentors’ JudgementEvidence based on:

• Observation of the student demonstrating skills in clinical practice, following demonstration and teaching

• Feedback from colleagues • Answers given by the student to questions about

theory and evidence that underpins clinical skills (theory practice links)

• Personal Professional Development Statement and Action Plan for future learning recorded by the student (Ongoing Achievement Record)

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University of Ulster12

Progress Reports and Clinical Practice Assessment

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University of Ulster13

• Requires a partnership approach “Practice and the University”

• Is dependent on ‘professional judgment’ of the mentor which contributes to the sign-off mentor’s decision making, in relation to achievement of the 17 standards of proficiency for safe and effective practice” (NMC, 2008, p21).

What are Essential Skills Clusters?These are UK – wide generic skills statements that support achievement of standards proficiency

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University of Ulster14

Core Clinical Skills

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University of Ulster15

Causes for Concern• Professional behaviour

• Clinical skills deficit identified

• Knowledge Development - lack of application of theory to practice

• Elements that impact on a students ability to perform or achieve

• Other

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University of Ulster16

Managing Failing StudentsDuffy (2004) suggests that the main problems found after a “settling in” period were:

• Poor communication and interpersonal skills

• Lack of interest and failure to participate in practice

learning

• Persistent lateness

• Lack of personal insight

• Lack of insight into professional boundaries

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University of Ulster17

Managing Failing StudentsMentors must remember to access support from Link Lecturer and Practice Education Facilitator

• Early exploration and intervention … ask why?

• Be fair, avoid making assumptions or jumping to

conclusions

• Clearly articulate expectations – (use documentation)

• Prompt removal of any obstacles to allow facilitation of

progress

• Negotiate learning opportunities (Marsh et al. 2004)

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University of Ulster18

Managing Failing Students• Give formal, written feedback at an early stage

• Arrange tripartite meeting with Student, Link Lecturer

and Mentor.

• Develop an Action Plan agreed by all parties

• Regular formal progress feedback meetings

• Give student every opportunity and support to progress

• Recognise that some students need to fail(Marsh et al. 2004)

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University of Ulster19

Fitness for Practice, Purpose and Award

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University of Ulster20

NMC

Learning Outcomes &

Proficiency Standards

Theory Outcomes Practice Outcomes

ASSESSMENT:

Knowledge / Skills / Attitudes

Tripartite Partnership

Student / Mentor / Lecturer

NMC SLAIP STANDARDS (2008)• Make use of the standards• Make use of supportive networks - Link Lecturers,

Programme Tutors (OU), Practice Education Facilitators, Managers and Mentors

• Document students meetings, progress and achievements

• Discuss concerns early with Link Lecturer or Practice Education Facilitator

• Discuss assessment principles with other mentors• Become familiar with student documentation

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University of Ulster21

Recommended Reading • Nursing Midwifery Council (2008) Standards to Support Learning and Assessment

in Practice, London: NMC

• Turnock C and Mulholland J (2007) Learning in the Workplace: A Toolkit for Placement Tutors, Supervisors, Mentors and Facilitators, Chichester: Kingsham Press

• Nursing Midwifery Council (2008) Good health and good character: guidance for educational institutions, London:NMC

• Duffy K (2004) Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice: Glasgow,Caledonian University

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