UWE Bristol

You will need to click your mouse to

progress through the animated slides

Find a quiet space

Have pen and paper ready to write notes

Access a printer today if

possible

PLAN TIME IN THE NEXT FEW MONTHS

TO COMPLETE THE ACTIVITIES

Completing the mentor update activities will

be a continuous process throughout the year

allocating a maximum of 20 minutes for each

one

This slide show will take no longer than

30 minutes to view

You are expected to complete FIVE activities

provided at the end of the presentation.

Prompts to think about these are made

during this online resource.

Pen and Paper

During this mentor update

YOU WILL:

Watch , think and dig

deeper

Take a break of a few minutes midway-

• to move from your computer!

• to make a drink and reflect on what you have

read and students you have mentored

You will need:

To make notes and complete five activities

provided at the end of the resource

Watch the slides for :

Reminder of the

responsibilities of the

mentor

New

documentation

Problem solving

through

reflection and

sharing

Curriculum News

UWE’s Vision for Nursing:

“With practice; for practice; transforming practice”

Values & Behaviours

Practice Partnerships

Research & Knowledge Exchange

Dynamic, innovative &

interactive programmes

The VisionWe thank all our mentors for supporting our students

The mentor must have:

• Mentored at least two

students within a

three year period

• Participated in annual

updating

• Mapped ongoing

development in their

role against current

NMC standards

• Been deemed to have

met all the requirements

needed to be maintained

on the local register as a

mentor or sign off mentor

• A triennial review

organised by the

placement provider

SEE NEXT SLIDE

Triennial Review If you work for the NHS or a Social Enterprise (ex-pct) ...

• This is the responsibility of your employer. Organisations can approach this differently, however the core expectations are as follows:

• Every three years you must have– Completed annual mentor updates

– Mentored a minimum of two students in the last three years

– Have evidence of CPD in relation to Mentoring / Practice Teacher standards

– Practice teachers have mentored one Specialist Practice Student in the last three years

If you work for the Private sector or an Independent provider ...

• The triennial review is the responsibility of UWE.

• If you need further information please look on the practice support net.

Activity 1-

Documenting your evidence

This link will take you to the Practice

Support Net site for the following example

form [pdf doc.]:

‘Recording your mentor activities’

If your organisation does not provide you

with a proforma, document in this one each

time you have discussed mentoring students

as evidence of continuous development.

The following slides act as prompts

Recording your mentor activities

It is good practice each year to document:

• Your nurse and mentor qualifications

• Update activities including meetings with

the AiP and/or education lead/key mentor

• Students mentored and dates

• Triennial review date

• Last date educational placement audit

performed and by whom

Updating activities

This online resource can be used only twice

in a three year period with attendance at a

‘face to face’ mentor update with other

mentors at least once in a three year period.

This is because group discussions on

experiences and best practice have been

identified by the NMC as valuable in

maintaining standards in practice as well as

education.

Mentor updatesYou may wish to attend a face to face

session every year- dates and venues can

be found on the Practice Support Net.

You may wish to complete the workbook

available via your education lead or use this

online resource for two out of the three

occasions.

It is important to reflect on your learning

and mentoring by using the activities

provided

Year 1

• Realigned the Learning Outcomes to create two new modules:

• - Appreciating Evidence for Practice

• - Physiology and Pharmacology

• - Simulation weeks/underpinned by case study approach

Year 2

• Revised all modules to create larger field specific modules

• Assessment and Clinical Reasoning

• Simulation weeks/case studies

• Formative Grading in Practice

Year 3

• Choice Modules

• Dissertation – Service Improvement

• Summative Grading in Practice

Curriculum Changes

Moving towards a Case Based Curriculum

Grading of Practice: A timeline

2013 2014 2016

Steering Group (Stakeholders and Students)+ Information road shows planned

Mentor updates to

include an overview

of grading and

include activities and

scenarios relating to

the grading of

students

Include information

on format of grading

structure in FLAP

module

Identify target pilot

areas and prepare

mentors

Pilot study to

commence in

February 2014 with

third year students in

preparation for

implementation

The first cohort of

pre-registration

students will use the

summative Grading

of Practice in Year

Three

NEWS Continued

Year 1

• PASS (No Grade)

• FAIL (No Grade)

Year 2

• PASS (Formative Grade)

• FAIL (Zero Grade)

Year 3

• PASS (Summative Grade)

• FAIL (Zero Grade)

Grading of Practice: To place equal value of students contribution in practice and theory (Francis Report, 2013

and NMC 2010a)

Look on the Practice

Support Net for

more information

and a video of a

grading of practice

interview between

the SoM and

student.

NEWS Continued

Peer Assisted Learning

PAL is an active ‘student-centered’ learning

method whereby students who have just

completed a module are trained to

facilitate the learning of students on the

same theory or practice module in the

following year.

PAL and NMC competencies

– Links with OAR Assessment of Practice

NEWS Continued

You can assess the student against this criteria

Look at the available sources of evidence you can select from above

including Service User/Carer Testimony (SUCT). SEE NEXT SLIDE

Patient and Carer Testimonies

“A very compassionate and dedicated nurse, she

will be a tribute to the nursing profession”

“She sets a good example of the type of young student nurse which the modern NHS would be pleased to

have on their staff”

“She will make a fine nurse, she showed care

and compassion throughout the time I

needed it most”

“Dedicated to his nursing duties long after he finished his shift”

The mentor should select two patients

for the student to ask to complete the

form. The student will bring these into

placement.

Remember to write your comments

too.

These will also feed into the mentor's

grading of the student’s practice

TAKE A BREAK!

• You have just read some of the exciting

developments in the September 2013

curriculum

• More information on the documentation

follows

• Think about how you plan for a student

e.g. local orientation and date planning for

the midpoint and final summary

Activity 2-

Self assessmentThis link will take you to the Practice

Support Net site for the following example

form [pdf doc.]:

Self assessment: how I prepare for

students (best practice ideas)

Discuss with other team members and work

on an action plan together if possible.

Complete and keep in your portfolio and

use as evidence for your triennial review,

and annual PDP/appraisal

Planning for the student

• Expect contact from the student prior to

placement start date

• Identify the named mentor for them

• Have off duty clearly organised

• Plan first introductory meeting and

induction with mentor (or buddy in their

absence)

• Agree learning contract and set dates for

the midpoint and final summary

Preparing for a student

• The student experience in placement is

enhanced when the mentor and team

have planned the initial contact and

learning opportunities available.

• Student nurses report how much they

enjoy working with their mentors and how

being made to feel welcomed at the start

by the team makes them feel valued.

Named Mentor

• If a student does not know the name of

their mentor at the start this can create

anxiety and decrease their confidence in

the learning environment.

• Demonstrating that the mentor and team

have control over the student’s learning

opportunities will often result in the student

maintaining focus and responding

positively to feedback.

The Midpoint Summary

• The midpoint summary meeting is viewed as a

positive event in the students time in placement,

focusing on improvements to be made for the

remainder of the time as well as learning

outcomes and skills already achieved

• However, it is good practice to raise concerns

with the student’s performance early and not

wait till the midpoint review. This helps them

understand and be guided by the mentor on how

they can demonstrate improvements in their

practice and reduce the risk of failing in practice.

Activity 3-

Your own experienceNot all students have a smooth journey and

require the mentor to provide extra support

through feedback and action planning.

Reflect on a student you may have supported in

this way. Jot down some of the key aspects of the

support and the challenges you faced as a

mentor.

Where and how did you access your own support?

SEE FOLLOWING SLIDES FOR BEST

PRACTICE

Identify reasons for non-

achievement• Discuss with student

• Agree action plan

• Set dates for review

• Document meeting and action plan

• Student has improved/achieved- continue

with assessment

• Student not improved/achieved- contact

UWE

• The AiP can be contacted via the Practice

Support Line

SEE NEXT SLIDES FOR ADDITIONAL

DETAILS

Review Action

Practice Support Net - This isavailable on the UWE website andno password is needed:

• You can use it to book onto your mentor update. You can also update online, or complete a workbook from your NHS trust.

• Copies of the Ongoing Achievement Record are available to read or download.

• There is useful information for mentors e.g. Managing student sickness, off duty, student disabilities.

• You can undertake the Self –Assessment Audit on your placement area.

This is the LINK to PSN: http://www1.uwe.ac.uk/students/

practicesupportnetYou can no longer call to book mentor

updates. All mentor updates need to be booked online through the PSN

The Practice Support Line covers many practice issues including:-

• Work or Assessment related worries• Difficulties with work relationships• Personal/Health Issues• Extenuating Circumstances• Learning Outcome Concerns

Please note: Any absences due to

sickness or authorised leaveshould be reported directly to the

Professional Practice OfficeAbsence Reporting Line:

0117 3283 283and the Placement

Concerned by the student.

The Practice Support Line -0117 3281152

Email: hscpsl@uwe.ac.uk

Academic in Practice (AiP) Role

• Build relationships between the placement

provider and the education provider in

order to meet the responsibilities outlined

by the NMC including audit and capacity

• To problem solve with and support

mentors and students when placement

issues are identified and where learning

outcomes are not being met resulting in

action plans

Activity 4 a review of activity 3

- Support to studentsTake five minutes to think about students

that have required additional support

Write down and keep in your portfolio the

following:

• Who have you contacted for your own

support

• Was the AiP with the student

• What was the outcome?

Access Plans• Some students will have access plans which

support reasonable adjustments in practice.

• All access plans for practice are developed alongside the student, AiP, student disability advisors and representation from the Trust (LEF / PEF).

• If a student has an access plan they are encouraged by the AiP to share this with the mentor so that they are aware. This demonstrates the student’s professionalism .

• The AiP will be involved if required. Where possible we will try to ensure this happens prior to students arriving on placement.

Student SupportThe mentor or academic may need to terminate/disengage

the professional relationship developed and refer them on

to others who can help.

The way that mentors and academic staff role model how a

student is referred to others for specific support can

highlight/mirror the skill that the student has to

demonstrate: Terminating a therapeutic relationship;

Act ethically when maintaining and disengaging from

professional caring relationships.

The next slide identifies support mechanisms which

can be accessed direct by the student or the mentor

can contact the Practice Support Line who will refer to

the AiP or appropriate person.

Support Available for the Student

The Student

Mentors and Sign Off Mentors

Educational leads and Practice

Education Facilitators

Academics in Practice

Professional Practice Office

And PracticeSupport

Line

Supervision of Learning Days

(SoLD) Facilitaotr

Clinical Staff; Registered

and Unregistered

staff

Programme Manager

Practice Module leader

Student Advisors

Wellbeing Service

Disability Services

Academic

Personal tutors

NEWS

The following slides explain the new

documentation and requirements for completion

by both student and mentor.

Take time to become familiar with the

September 2013 Curriculum and the new

OAR document. These can be found on the

Practice Support Net.

The first 19 pages are full of useful

information for the mentor

Assessing against the essential

skills and the NMC criteria

‘An ongoing achievement record including

comments from mentors, must be passed

from one placement to the next to enable

judgements to be made on the student

progress’ (NMC 2008)

The student is responsible for the safe keeping

of the ‘OAR’ and must respond to the mentor’s

request for access to read and complete.

The Academic Personal Tutor will have a 1:1 meeting with the

student at least twice per year to discuss progress on the programme.

This page will be completed and the yellow copy left in the OAR for

the mentor to read.

The student portfolio will

include written reflections,

assignment feedback and

marks and Patient /Carer

feedback forms

Improvements have been made in the September

2013 OAR to include a full page for both mentor

and student to complete individually

Skill Sheets Requirements

The requirement for skill sheets vary from

programme to programme

Explanations are in branch specific OAR documents

(page 8)

•Skill sheets can be completed (handwritten unless

exceptional circumstances) once a selected and agreed skill

has been observed or discussed as part of the student

assessment. These should be placed in their portfolio of

development

• Skill sheets are a key way of demonstrating both knowledge

and understanding. Referencing the underpinning evidence

base should be included.

• Where appropriate policy can also be referred to

Individual outcome as

identified by the student + mentor

Learning outcome 1: Focusing on service

users needs holistically

Learning outcome 3: Needs being met / Risk

assessment

Learning outcome 5:

Legal Frameworks

Target date

Review care plan /

documentation at midpoint

Presentation –towards end of

placement

Midpoint

Sections –

Mid point

Safeguarding –End point

Evaluation

PO

N

Q&A

Relating skills sheets 1&2

PO

Q&A

Relating skills sheets 42. 43

Q&A

N

Additional learning

opportunity filled in

Relating skills sheets 41

Focus on a service user and write a

basic care plan around an identified

need.

Write the notes for this service user

at least 2 shifts week.

Present Service users needs to

mentor at end of the placement

Complete a risk assessment for

chosen service user

Talk through the process of risk

assessment with mentor

Student to be able to talk through the mental health act with mentor, with knowledge around sections used in this clinical area.Student to read Safeguarding policy and arrange to spend an afternoon with Unit social worker

Selecting Sources of EvidenceAction

It is rare that a learning outcome cannot be assessd by any of

the above methods. Ask your education lead or AiP for

assistance.

Activity 5-

Reflection

What would you consider to be successful

mentoring?

What aspects of the mentor role are you

most comfortable with / do you most enjoy?

What aspects of mentoring do you find most

challenging / difficult / do not enjoy?

What have you learnt about yourself as a

mentor as a result of your experiences?

Just to recap - NMC Requirements

• A student must have a named qualified mentor for each

period of practice learning.

• Mentors should not support more than 3 students at once.

• Whilst giving direct care in the practice setting at least 40%

of the student’s time must be spent being supervised by a

mentor/practice teacher.

• When in a final placement this 40% of the student’s time is

in addition to the protected time (one hour per week) to be

spent with a sign-off mentor

• An ongoing achievement record including comments from

mentors must be passed from one placement to the next to

enable judgements to be made on the student’s progress.

• Assessment of competence can be undertaken through

either direct observation in practice or evidence gained

from indirect observation as appropriate.

Don’t forget to complete all 5

activities as part of your mentor

update and development.

Print off activities:

1 and 2 at the end of this

sideshow by returning to the PSN

and retain all your notes in your

portfolio.

SEE NEXT SLIDE

And finally …………

Make sure your update is

recorded…………

Once you have viewed this presentation and

printed off the activities it is essential to notify

the

Professional Practice Office

This information is recorded on the

appropriate mentor database for your

organisation

click here to enter your details