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MENTORSHIP PREPARATION. In partnership with. Expectations. Overall Aim of Workshop To prepare registered nurses for the role of mentor, enabling them to support and assess the 50% clinical component of the pre-registration nurse education programme (NMC 2008). Programme. DAY I Welcome

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MENTORSHIP PREPARATION

In partnership with



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Overall Aim of Workshop

To prepare registered nurses for the role of mentor, enabling them to support and assess the 50% clinical component of the pre-registration nurse education programme

(NMC 2008)


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Programme

  • DAY I

  • Welcome

  • Expectations

  • Rationale for changes in Nurse Education

  • Overview of Curricula

  • COFFEE

  • Mentorship

  • Roles and responsibilities

  • Assessment of Mentors

  • Brief Overview of course documentation


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Rationale for Changes to Nurse Education

  • Identify factors that affect nurse education

  • Identify the purpose of the changes to nurse education

  • Explore the purpose of mentorship preparation in line with NMC Standards (2008)


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Reasons for Change


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FfP~All Wales Initiative.

In response to the Peach Report

  • Access/entry

  • Accreditation of prior experiential learning (APEL)

  • Defined standards for mentor preparation (NMC 2008)

  • Research elements in the curriculum

  • Competency/skills based

  • 1year CFP 2 years Branch

  • Assessment strategy theory/clinical practice

  • Student portfolio

  • Educational clinical audit

  • Evaluation mechanisms

  • Closer links between HEI’s and Healthcare Providers



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Essence of Care (2001) curriculum changes?

Wannless (2002)

Designed for life (2005)

Modernising Nursing Careers (2006)

Healthcare standards for Wales (2006)

Designed to realise our potential (2008)

NMC Standards (2008)

Clinical Governance

Developing Nursing Roles


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Pre Registration curriculum is designed to : curriculum changes?

“Prepare the student to provide nursing

care that patients require, safely and

competently and to assume the

responsibility and accountability

necessary for public protection”

(UKCC 1999a)


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Curriculum curriculum changes?

  • Aim

    • To discuss the Curriculum for pre-registration Nurse Education

  • Objectives

    • Identify key elements of the curriculum

    • Explore the implications for practice

    • Discuss the implications for mentors


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Course Structure curriculum changes?

ENTRY TO PROFESIONAL REGISTER

BACHELOR

NURSING

120 Credits level HE 3

120 Credits level HE 2

Exit with Diploma

in Care Studies

120 Credits Level HE 1

Exit with Certificate

in Care Studies


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COURSE STRUCTURE curriculum changes?

  • 3 YEARS DURATION

  • 3 MODULES/TERMS PER YEAR

  • 10 WEEKS HOLIDAY PER YEAR


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Core curriculum changes?Elements of the Programme

  • 50% Theory & 50% Clinical Practice

  • Outcomes for the end of each year

  • Skills led with early placements

  • Diversity of placements

  • Key Skills


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Key Skills curriculum changes?

Managing and developing self

Working with and relating to others

Communication

Managing tasks and solving problems

Applying numeracy

Applying technology

Applying design and creativity


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Common Foundation Programme curriculum changes? UniGlam Cardiff University


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Current Changes curriculum changes?

Year one Health individual and society

(Cardiff) incorporates EU component

Week 1 – in practice

Week 2 – 2 days practice 3 days M/H workshop

Week 3 – 2 days practice 3 days L/D workshop

Week 4, 5, 6 in practice

Maternity and child workbook, half day feedback

session arranged in week 6


Branch programme uniglam cardiff university l.jpg
Branch Programme curriculum changes?UniGlam Cardiff University


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Tripartite Assessment Strategy curriculum changes?


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Mentorship curriculum changes?

  • Aim

  • Explore the role and responsibilities of the mentor in clinical practice

  • Objective

  • Define the term mentor

  • Explore the role/responsibilities of the mentor

  • State the qualities of an effective mentor

  • Describe the challenges of the mentoring role.


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What is a Mentor? curriculum changes?

“ A Registrant who facilitates learning and supervises and assesses students in the practice setting”

(NMC 2008)


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Definition of a Mentoring Relationship curriculum changes?

“is one in which two people relate to each other with the purpose of the one assisting the other to learn”

(Jarvis and Gibson 1997)


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Mentoring is a complex process: curriculum changes?

“a good mentoring relationship is a dialogue between two people committed to improvement”

(Neary 2004)


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Mentors are responsible and accountable for: curriculum changes?

Orientating student to ward/area

Organising and coordinating learning

Supervising and providing constructive feedback

Setting and monitoring achievement of realistic learning objectives

Assessing total performance – skills, knowledge, understanding, attitudes, behaviour


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Providing evidence of achievement or lack of achievement curriculum changes?

Liaising with others on students performance, identify concerns agree action plan

Working with the student 40% of time

Providing evidence to act as a mentor/sign off mentor

Clinical credibility/CPD

Attending required mentor updates

The Code


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NMC – The Code (2008) curriculum changes?

(share information with your colleagues)

“you must facilitate students and others

to develop their competence”


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  • Delegate Effectively curriculum changes?

  • You must:

  • Establish that anyone you delegate to is able to carry out your instructions

  • Confirm that the outcomes meets the required standards

  • Make sure that everyone you are responsible for is supported and supervised

  • Be willing to share your skills and experience for the benefit of your colleagues


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Welcoming curriculum changes?

Friendly

Approachable

Knowledgeable

Patient

Good listener

Dependable

Flexible

Understanding

Organised

Innovative

Dynamic

Open and Honest

Enthusiastic

Qualities of an Effective Mentor


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Envisioner curriculum changes?

Energiser

Investor

Supporter

Challenger

Teacher/Coach

Feedback Giver

Door Opener

Idea Bouncer

Problem Solver

Career Counsellor

Standard Prodder

Eye Opener

Role Model

(Darling 1986

cited in Neary 2004)

Characteristics of a mentor



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Be registered in the same part or sub part of the register curriculum changes?

as the students they are to assess:

Part 1 Nurses

Part 2 Midwives

Part 3 Specialist Community Public Health Nurses

Criteria for Supporting Learning and Assessing in Practice


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Working in the same field of practice as the curriculum changes?

students they are to assess

Adult

Child Branch

Mental Health

Learning Disabilities

Criteria for Supporting Learning and Assessing in Practice


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1 year post registration curriculum changes?

Developed knowledge, skills and competence

Completed NMC approved Mentor

preparation programme

Ability to facilitate and assess learning

Support interprofessional learning

Accountable for assessment decisions

Criteria for Supporting Learning and Assessing in PracticeMentors


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Additional criteria for a Sign-off Mentor curriculum changes?

Identified on local register as sign-off mentor

Clinical currency and capability in the

field of practice in which the student intends

to qualify

Meet NMC requirements to remain on local

register

Have been supervised on at least 3 occasions

for signing off proficiency at the end of a final

placement


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Knowledge of programme requirements, curriculum changes?

assessment strategies and relevant changes

An understanding of NMC registration

requirements

An in-depth understanding of

accountability to the NMC for final assessment

decisions to pass or fail a student, at the end

of the programme.


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Why do we need curriculum changes?

mentors and who

benefits from the role?


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Who benefits from mentorship? curriculum changes?

Patient/service user

Student

Qualified Staff/mentor

The Organisation


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Benefits for the student. curriculum changes?

Facilitation of learning/development

Reduced anxiety

Increase motivation

Improves self confidence

Improved understanding of

clinical environment/service delivery

Appreciation of workload management

Socialize into clinical environment


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Benefits for the mentor curriculum changes?

Job satisfaction/motivation

Boosts self esteem

Improves communication networks

Up to date

Supports the maintenance and

development of standards

Supports Continuous Professional

Development/lifelong learning

Maintains competence


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Benefits for the Organization curriculum changes?

Improves communication at

senior levels

Links between Trust and University

The skills of staff are recognised

Recruitment and retention of staff

Supports the requirements of KSF


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What do you see as curriculum changes?

the challenges

of the role?


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Limitations of time curriculum changes?

Increased workload, dual responsibilities

Knowledge and skills deficit

Theory practice gap

Providing honest constructive feedback

Personality

Accountability

Burn Out

SET THE GROUND RULES

Challenges for mentors


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Ground Rules curriculum changes?

Time –Neither party should make excessive demands

Authority-student should only use mentors authority with consent

Autonomy – Mentor should assist student to achieve objectives and encourage them to be responsible for personal and professional development

Privacy – mentor should only enquire into personal life by invitation, and only share information with others with consent


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GROUPWORK curriculum changes?

Roles and Responsibilities of:

The Student

Clinical Teachers

Link Tutors

Personal Tutors


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Student curriculum changes?

Turn up

Need to learn

Motivated

Objectives paperwork

team player

Flexible

Neat and tidy

Trustworthy

Know their limitations

supervision


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Clinical Teacher curriculum changes?

Teach

Evidence based practice

Visible in clinical area

Ensuring clinical standards

Assessment of mentors

Clinical audits

Developing learning environment


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Link Lecturer curriculum changes?

Link between uni and trust

Educational audit

Support students


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Personal tutor curriculum changes?

Academic support

Pastoral role

Teach

Teach clinical skills

Mark

Develop programmes


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  • Professional Behaviour curriculum changes?

  • Sickness and absence policy

  • Uniform policy

  • No smoking policy

  • Time keeping

  • Study time

  • Bank Holidays

  • Shadow designated mentor


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Assessment of Mentors curriculum changes?

  • Aim

  • To prepare the trainee mentor for their clinical assessment

  • Objectives

    • To outline the NMC standards for mentor preparation

    • To inform the trainee mentor of the AWI assessment strategy

    • To discuss the assessment criteria the traineementor will be measured against


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    Mentorship Programme consists of: curriculum changes?

    10 study days

    2.5 days taught

    2.5 days distance learning(15 hours)

    5 days work based learning

    APEL

    NMC Standards to Support Learning and Assessment in Practice (2008)


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    Shadowing a trained mentor curriculum changes?

    Acting as co mentor

    Developing a learning plan

    Teaching a Clinical Skill

    Giving Feedback to a student

    Reflecting on the learning that has

    taken place

    Completing formal clinical assessment

    Work Based Learning


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    Assessment Strategy curriculum changes?

    The assessment will consist of the trainee mentor being assessed evaluating a student’s progress towards or achievement of an agreed learning outcome

    It is the trainee mentors responsibility to contact the appropriate assessor within three months of completing the programme


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    Assessment Mechanism curriculum changes?

    • The trainee mentor will negotiate, with a student, an area of clinical competence

    • The trainee mentor will meet with the student and agree a learning plan to achieve the area of clinical competence

    • The trainee mentor will establish the assessment time and place and agree this with the student and with the link lecturer or clinical teacher

    • The trainee mentor will be assessed evaluating the student’s progress towards/or achievement of the agreed area of clinical competence


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    Assessment Mechanism curriculum changes?

    • The trainee mentor’s performance at the assessment will be judged against the AWI criteria

    • Those trainee mentors who do not achieve all criteriaat the first attempt will be provided with an action plan to help work towards the achievement of outstanding areas

    • Those who fail to achieve on three consecutive occasions will be discussed with trainee mentor’s manager and opportunities identified via the IPR route to improve professional performance


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    Student Learning Plan curriculum changes?

    Aim (TSSBAT)

    Measure and accurately record a

    patient/client blood pressure.

    Objectives

    1. Demonstrate safe and effective use of equipment

    2. Describe and demonstrate the procedure

    3. Evaluate and record result


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    Documentation curriculum changes?

    SWOT

    Learning Contract

    Clinical Competencies

    Reflective Accounts

    Professional Attitude Scale

    Practical Skills Worksheets


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    THANK YOU curriculum changes?

    WE LOOK FORWARD TO

    SEEING YOU ON DAY TWO


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    DAY TWO curriculum changes?


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    • DAY 2 curriculum changes?

    • Review of day one

    • How do individuals learn?

    • Coffee

    • Competence

    • Assessing students

    • Lunch

    • Student Documentation

    • Group work

    • Providing effective feedback

    • Group work

    • Revisit group expectations


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    Aim curriculum changes?

    To enable the trainee mentor to understand learning and the assessment strategy.

    Objectives

    To critically analyse and define learning, assessment and competence

    To identify the key components of the AWI Clinical Practice Assessment Documentation.

    To discuss feedback and its application to the assessment process


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    How do curriculum changes?

    individuals

    learn?


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    Activist curriculum changes?

    Theorist

    Pragmatist

    Reflector

    (Honey and Mumford 1982)

    Learning Styles


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    Activist (doer) curriculum changes?

    Immerse themselves fully in new experiences

    Enjoy the here and now

    Open minded, enthusiastic, flexible

    Act first, consider consequences later

    Seek to centre activity around themselves

    Types of Learning


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    Reflector (review) curriculum changes?

    Stand back and observe

    Cautious

    Collect and analyze data

    Slow to reach conclusions

    Uses a variety of information to

    reach a conclusion


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    Theorist curriculum changes?

    Think through problems in a logical

    manner

    Perfectionist, aiming to fit things into

    a rational order

    Analytical and detached

    Learn better in complex situations

    Question and probe ideas


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    Pragmatist curriculum changes?

    Keen to try things out

    Link theory and practice

    Consider new ideas and

    experiment

    Act quickly and confidently

    Impatient with endless discussion

    Practical and down to earth


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    Barriers to Learning curriculum changes?

    Language

    Dyslexia/disabilities/medical conditions

    Personality

    Gender

    Learning Style

    Cultural/religious beliefs

    Norm Referencing (Wallace 2003)

    Academic Level of student

    Learning environment

    Time available

    EQUALITY AND DIVERSITY


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    If learning has taken place the student will know something they did not know before or be able to do something they could not do before.

    (Honey and Mumford 1982)

    How do you know what the student has learned?


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    If learning has occurred it they did not know before or be able to do something they could not do before.

    must stand up to some form of assessment.

    (Quality Assurance Agency 2000a section 6)

    Learning


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    Two key principles of any assessment: they did not know before or be able to do something they could not do before.

    - it is based upon agreed criteria which the student is aware of

    it is a continuous process in which a single incident should not ‘make or mar’ any final judgement

    (University of Nottingham 2002)


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    “Determining the extent to which an individual has reached the desired level

    of competence in skill, knowledge, understanding or attitudes in relation to

    a specific goal” (Rowntree 1987)

    It is concerned with student progress and

    attainment

    Defining Assessment



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    • Purpose of assessment the desired level

    • The aim is to facilitate personal and professional development to help students clarify how much they still need to learn and to determine when they have learnt enough, in relation to what is being assessed

    • (Simpson 1991)


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    Why the desired level assess student performance

    in clinical practice?

    • Enables mentors to evaluate their teaching

    • Diagnosis and feedback

    • Motivate student

    • Measure achievement monitor progress

    • Assess Competence

    • Fit for practice/accreditation Nicklin and Kenworthy (2000)


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    Assessment should encourage: the desired level

    Higher order thinking

    Self monitoring

    Acquisition of knowledge and skills


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    Responsibility of the assessor/mentor the desired level

    Gate keeping mechanism through which students do or do not progress

    Assessment incorporates:

    Critical analysis

    Reflective practice

    Intuitive knowledge/Tacit knowledge


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    Types of Assessment in Nurse Education the desired level

    Formative

    Summative

    Criterion referenced

    Performance

    Continuous


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    Types of Assessment the desired level

    Formative

    • Is informal

    • Measures progress so far

    • Diagnostic/ provides feedback

    • Helps students gain insight into strengths/areas for development

    • Guidance for future learning

    • Incorporates reflective practice

    • Not usually counted towards final mark or grade


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    TYPES OF ASSESSMENT the desired level

    Summative

    Formal assessment of learning that has taken place, this is usually a public exam or assignment

    • (moderated by an external examiner)


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    Summative Assessment in Clinical Practice the desired level

    Takes place at the end of each year and is demonstrated by the achievement of:

    All Clinical Learning Outcomes

    Attitude Rating Scale


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    Criterion Referenced Assessment the desired level

    Judging outcomes against pre defined standards

    Linked to work based learning

    Knowledge is not enough/problem solving

    Tests knowledge, skills, ability, behaviour

    Student has to demonstrate the attainment of knowledge skills and attitude to prove competence

    Total performance


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    Performance Assessment the desired level

    Higher order thinking

    Depth of knowledge

    Theory to practice

    Communication

    Providing support to facilitate achievement


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    Continuous the desired level Assessment

    A concept that embraces:

    A planned series of progressively up-dated measurements of achievement and progress

    It should integrate different assessment strategies


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    Continuous assessment in clinical the desired level

    practice

    Learning outcomes-skills/theory based

    Learning contract

    Self assessment – SWOT analysis

    Action plan

    Reflective accounts

    Attitude Rating Scale

    Makes up student Portfolio


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    Characteristics of Effective Assessment the desired level

    For an assessment to be fair it must be:

    Valid

    Reliable

    Discriminatory


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    Characteristics of Effective Assessment the desired level

    Validity

    is concerned with whether the assessment is suitable for measuring the attainment of specific learning outcomes (Fordham 2005)

    Reliability

    refers to how consistent and standardised the assessment format is, to provide assurance of comparable standards (Ilott and Murphy 1999)

    N.B Reliability is hard to measure because outside influences may affect results


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    Characteristics of Effective Assessment the desired level

    Discriminatory

    The assessment must be able to discriminate between those who perform correctly and those who do not.

    Language must be fair to all students i.e. jargon

    Assessment should be unbiased. Personal opinions should not cloud your professional judgment.


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    Clinical Practice Assessment Criteria the desired level

    The students learning should be assessed

    according to the following criteria:

    Year One, direct supervision

    Year Two, supervision

    Year Three, minimum supervision

    (page 77-81)


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    Domains of Proficiency the desired level

    Professional and Ethical Practice

    Care Delivery

    Care Management

    Personal and Professional Development

    (NMC 2004)


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    Criteria for clinical assessment the desired level

    Direct observation and questioning

    Patient/client documentation

    Section two of student portfolio

    Feedback from others


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    • Evidence to support assessment the desired level

    • Processed by the student – reflective accounts

    • Mapped to the learning outcomes

    • Quality over quantity

    • Demonstrates progression


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    CLINICAL ASSESSMENT the desired level

    Measures the achievement of learning outcomes commensurate with the experience of the student within the pre-registration curriculum, leading to competence - registration.

    Should consider time, anxiety assessment method


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    ….describes the skills and ability to practice safely and effectively without the need for direct supervision.

    (UKCC 1999)

    Competence


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    effectively without the need for direct supervision. Competence includes a broad range of

    knowledge, attitudes and observable

    patterns of behaviour which together

    account for the ability to deliver a specified

    professional service”

    (Neary 2001)

    How do we measure competence?

    Competence


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    • Four Stages of Competence effectively without the need for direct supervision.

    • (Dubin 1961)

    • Unconscious incompetence

    • Conscious incompetence

    • Conscious competence

    • Unconscious competence


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    Benner’s assessment of competence: effectively without the need for direct supervision.

    Entry to nurse training - Novice

    End of CFP - Advanced beginner

    End of Branch - Competent

    Competence is never lifelong

    (Benner 1989)


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    Failing Students effectively without the need for direct supervision.

    Why do you think students

    do not achieve clinical

    competence?


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    Failing Students effectively without the need for direct supervision.

    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

    (Duffy 2003)


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    What difficulties do you think effectively without the need for direct supervision.

    mentors experience when

    failing a student?


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    Mentors experience effectively without the need for direct supervision.

    There are emotional issues involved

    Time consuming

    You may feel responsible

    You may want to take the students personal circumstances into account

    Inexperienced assessors lack confidence in failing a student

    (Marsh 2005)


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    The All Wales Assessment Strategy (2002) acknowledges: effectively without the need for direct supervision.

    The concept of competence is fundamental to the autonomy and accountability of the individual practitioner.

    It enables the student to make the transition from student to registered nurse/midwife.

    NMC Reliant on mentors assessment decision for conferring professional registration upon the nurse/midwife


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    Presentation of Documentation effectively without the need for direct supervision.

    SWOT

    Learning Contract

    Clinical Practice Outcomes

    Reflective accounts

    Professional Attitude Scale

    Practical Skills Worksheets


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    Group work effectively without the need for direct supervision.

    scenarios


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    Feedback effectively without the need for direct supervision.

    • Aim

  • To understand the importance of feedback

  • within the continuous assessment process

    • Objectives

    • Identify the purpose of constructive feedback

    • Critically examine the feedback process

    • Discuss the mentors role and responsibility


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    Feedback effectively without the need for direct supervision.

    The All Wales Policy for Pre registration

    Nursing and Midwifery Education (2002)

    assessment of competence should include

    “provision of constructive feedback”


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    Rowntree (1987) states that: effectively without the need for direct supervision.

    ‘feedback

    is the lifeblood of learning’


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    Definition of Feedback effectively without the need for direct supervision.

    “Effective feedback enables the student

    to identify his strengths and weaknesses

    and shows him how to improve where

    weak and build upon what he does best”

    (Rowntree 1987)


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    Giving Effective Feedback effectively without the need for direct supervision.

    Process of telling another individual how

    they are perceived

    Anxiety provoking

    Should improve confidence

    Increase motivation

    Increase morale

    Help develop team work


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    Giving Effective effectively without the need for direct supervision. Feedback

    • Always in private

    • As soon as possible

    • Consider your tone and language

    • Let the student have the first say

    • Give praise before criticising

    • Be specific


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    Give the student time to think and respond effectively without the need for direct supervision.

    Constructively criticise the behaviour not the person

    Explore what they did wrong and what you would like them to do

    Listen to how the feedback is received

    End on a positive note

    Adapted from Neary (2001)


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    Without effective feedback the student effectively without the need for direct supervision.

    will not be able to determine:

    whether they have undertaken and

    demonstrated their knowledge and skills

    effectively

    whether they have achieved their objectives

    what they need to do to develop


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    Avoid: effectively without the need for direct supervision.

    Walking away without saying anything

    Criticising without suggesting ways

    to improve

    Criticising the student for doing

    something you do yourself


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    Effective Feedback effectively without the need for direct supervision.

    • Identify positive aspects

    • Highlight specific areas of concern

    • Concentrate on future learning


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    Poor quality feedback effectively without the need for direct supervision.

    Demoralise the student

    Reduce confidence

    May cause conflict


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    GROUP WORK effectively without the need for direct supervision.


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    Conclusion effectively without the need for direct supervision.

    Revisit group expectations


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    ANY QUESTIONS? effectively without the need for direct supervision.


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    THANK YOU effectively without the need for direct supervision.

    WE LOOK FORWARD TO

    SUPPORTING YOU

    IN YOUR ROLE AS

    MENTOR


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