Supporting learning and assessment in practice
Download
1 / 124

Supporting Learning and Assessment in Practice - PowerPoint PPT Presentation


  • 102 Views
  • Updated On :

Supporting Learning and Assessment in Practice. achieving the NMC stage 2 standards for mentors. Information. fire alarm and fire escapes toilets coffee and tea group work respect and confidentiality. Underpinning Principles. same part / sub part of the register

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Supporting Learning and Assessment in Practice' - naif


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Supporting learning and assessment in practice l.jpg
Supporting Learning and Assessment in Practice

achieving the NMC

stage 2 standards

for mentors


Information l.jpg
Information

  • fire alarm and fire escapes

  • toilets

  • coffee and tea

  • group work

  • respect and confidentiality


Underpinning principles l.jpg
Underpinning Principles

  • same part / sub part of the register

  • knowledge, skills and competence

  • professional qualifications

  • preparation programmes


Group discussion l.jpg
Group Discussion

A

B

the best thing about having students is…

the worst thing about having students is…

C

D

the best thing about being a student is…

the worst thing about being a student is…


10 day programme l.jpg
10 Day Programme

2 days theory

mandatory

+

APEL: previous mentorship training & experience

3 days distance learning

or

+

5 days supervised practise

APEL: evaluation of learning

or


10 credit module l.jpg
10 Credit Module

(Bsc pathway)

10 day programme

reflective assignment

+


Day 1 objectives l.jpg
Day 1 Objectives

  • understand the student experience

  • describe the effective mentor

  • structure a student placement

  • complete clinical practice assessment documents


Day 2 objectives l.jpg
Day 2 Objectives

  • ‘sign off’ clinical competence

  • provide constructive feedback

  • address the failing student

  • create an environment for learning

  • teach a clinical skill


Mentor portfolio l.jpg
Mentor Portfolio

  • useful information

  • learning in practice

  • peer review

  • mentor assessment

  • professional portfolio



Traditional training l.jpg
‘Traditional’ Training

  • apprenticeship model

  • direct observation and practice in clinical settings

  • competence assessed through ward based examinations, written papers and a national exam

RCN 2007


1970s l.jpg
1970s

  • devolution of training

  • assessment in each country overseen by their board of nursing

RCN 2007


Project 2000 1992 l.jpg
Project 2000 (1992)

  • transferred nurse training to HEIs

  • diploma level

  • critical research based profession

  • students supernumerary

  • health rather than illness model

  • CFP and branch programmes 

  • primarily academic assessment

RCN 2007


Fitness for practice 2002 l.jpg
Fitness for Practice(2002)

education in partnership

all-graduate preparation

clinical skills (rebuilt skills lab)

50% theory / 50% practice…

…reflected in assessment schedule

practice education facilitators

CFP reduced to 12 months

UKCC 1999


The future l.jpg
The Future…

Develop a competent and flexible workforce

  • reconciling demand and need with safety and quality

  • enable nurses to lead and coordinate care

DoH 2006


The future16 l.jpg
The Future…

Update career pathways and career choices

  • standardise advanced and specialist roles

  • develop a fast track scheme for nurse leaders

  • develop a careers framework with post graduate career pathways

  • continuity of care within and between clinical settings

DoH 2006


Slide17 l.jpg

NHS Modernisation

growing trend of chronic and complex illness

an aging population

focus on prevention and health promotion

managing disease in primary care settings

tackling determinants of health status such as poverty andsocial exclusion

holistic practice that links health and social care

DoH 2006


Slide18 l.jpg

Modernising Nursing Careers

increased public expectations and demands

review the level and content of pre- registration education

engaging the public and greater public responsibility

DoH 2006



Year 1 cfp l.jpg
Year 1 (CFP)

42 weeks + 10 weeks holiday (3 terms)




Slide23 l.jpg

CARDIFF UNIVERSITY

School of Nursing and Midwifery Studies

Health, Individuals & Society Module

Student Placement Planner


Slide24 l.jpg

‘specific learning outcomes for the visit (minimum 3)’

practitioner

‘student reflective account of learning experience’

mentor


Assessments cfp l.jpg
Assessments CFP

Module 1

Module 2

Module 3

Communication Applied to

Nursing - Reflective Assignment

Week 14

&

Nursing Theory applied to

Practice

Week 28

3000 word essay

‘Social Policy &

Multi-professional

Approach’

Week 30

4 ECDL Modules

Hr Numeracy Exam (70% pass)

Hr Clinical Science MCQ

1.5 Hr unseen exam on

Nursing Practice

Week 35


Year 2 branch l.jpg
Year 2 (Branch)

42 weeks + 10 weeks holiday (3 terms)



Assessments year 2 l.jpg
Assessments Year 2

Adult

Child

Mental Health


Year 3 branch l.jpg
Year 3 (Branch)

42 weeks + 10 weeks holiday (3 terms)



Assessments year 3 l.jpg
Assessments Year 3

Adult

Child

Mental Health



What is a mentor l.jpg
What is a Mentor?

‘A nurse, midwife or specialist community public health nurse who facilitates learning and supervises and assesses students in a practice setting’

NMC 2005

facilitates

supervises

assesses


Mentor responsibilities l.jpg
Mentor Responsibilities

  • organising practice learning

  • supervision and feedback

  • working with learning objectives

  • assessing performance

  • providing evidence of achievement

  • liaison with others

  • sign off mentoring

NMC 2008


Why become a mentor l.jpg
Why Become a Mentor?

‘You must facilitate students and others to develop their competence’

‘You must be willing to share your skills and experience for the benefit of your colleagues’

NMC Code 2008



What makes a good mentor l.jpg
What Makes a Good Mentor?

Quinn & Hughes 2007


What makes a poor mentor l.jpg
What Makes a Poor Mentor?

Quinn & Hughes 2007



Assessment l.jpg

Assessment

‘Mentors must ensure that assessment of clinical skills does occur as required. Passing students who should have failed in the hope that they will improve puts patients at risk’

Duffy 2004


Group questions l.jpg
Group Questions

A

B

what is the purpose of assessment?

what should we be assessing?

C

D

what are the features of good assessments?

what are the methods of assessment?



Purpose of assessment l.jpg
Purpose of Assessment

  • to monitor the student’s progress

  • to motivate the student

  • to measure the effectiveness of teaching

  • to assess competence

  • to ensure patient safety


Validity l.jpg
Validity

ensures that a test measures what it was designed to measure

  • appropriate methods need to be used depending on what is being assessed

Stuart 2002


Reliability l.jpg
Reliability

assessment should give similar results when used on separate occasions & with different assessors

consistency of student performance

consistency of interpretation

consistency between assessors

Stuart 2002


Discriminatory l.jpg
Discriminatory

assessment must be able to discriminate between those who perform well and those who do not

  • language must be fair to all students

  • assessments should be unbiased


Methods of assessment l.jpg
Methods of Assessment

simulation

patient documentation

self assessment

assignments

examinations

  • observation

  • questioning

  • discussion

  • reflection

  • testimony of others



Self assessment l.jpg
Self Assessment

  • what makes you a good mentor?

  • how could you develop your mentorship practice?

  • what opportunities does the role offer you?

  • what could be threatening about being a mentor?

Action Plan


Slide50 l.jpg

Clinical Learning Contract

first week

middle weeks

final week


Slide51 l.jpg

Sally is a second year student. She is keen to learn about risk assessment and drug administration. She is quiet and doesn’t generally ask many questions or approach other healthcare professionals. However, she is generally interested and always offers to help


Slide52 l.jpg

Write down a learning objective: risk assessment and drug administration. She is quiet and doesn’t generally ask many questions or approach other healthcare professionals. However, she is generally interested and always offers to help

  • based on Sally's SWOT

  • based on an opportunity offered within you clinical area


Portfolio assessments l.jpg
Portfolio Assessments risk assessment and drug administration. She is quiet and doesn’t generally ask many questions or approach other healthcare professionals. However, she is generally interested and always offers to help

  • Professional Attitude Rating Scale

  • Practical Skills Sheet

  • Reflective Accounts


Practice assessment l.jpg
Practice Assessment risk assessment and drug administration. She is quiet and doesn’t generally ask many questions or approach other healthcare professionals. However, she is generally interested and always offers to help

  • Professional & Ethical Practice

  • Care Delivery

  • Care Management

  • Personal & Professional Development

NMC 2002


Slide55 l.jpg

Clinical Practice Assessment Document risk assessment and drug administration. She is quiet and doesn’t generally ask many questions or approach other healthcare professionals. However, she is generally interested and always offers to help


Slide56 l.jpg

A.Mentor risk assessment and drug administration. She is quiet and doesn’t generally ask many questions or approach other healthcare professionals. However, she is generally interested and always offers to help

A.Mentor

Student

A.Mentor

‘Signing Off’ Practice Outcomes


Slide57 l.jpg

A.Mentor risk assessment and drug administration. She is quiet and doesn’t generally ask many questions or approach other healthcare professionals. However, she is generally interested and always offers to help

Gordon has reviewed care well when we have worked together, but needs more experience of working with the rest of the multi-disciplinary team

A.Mentor

21/1/08

Recording Progress Towards Competence


Assessing practice l.jpg
Assessing Practice risk assessment and drug administration. She is quiet and doesn’t generally ask many questions or approach other healthcare professionals. However, she is generally interested and always offers to help

  • Who signs the overall clinical record? P.19-21

  • What is the difference between the level required of a first year and that of a second year?P.23 & 48

  • What more would you expect from a second year student taking a BP than you would from a first year?


Slide59 l.jpg


Slide60 l.jpg

  • What elements of a student’s portfolio would need to be completed to achieve the outcomes on p.115 ?

  • Students must reflect on their visits for the health, individuals & society module. Which outcomes could then be assessed as completed? P.45

  • A number of outcomes relate to risk assessments. Think of two types of risk assessments which may be undertaken in your clinical area


Day 1 objectives61 l.jpg
Day 1 Objectives completed to achieve the outcomes on

  • understand the student experience

  • describe the effective mentor

  • structure a student placement

  • complete clinical practice assessment documents


Day 2 objectives62 l.jpg
Day 2 Objectives completed to achieve the outcomes on

  • ‘sign off’ clinical competence

  • provide constructive feedback

  • address the failing student

  • create an environment for learning

  • teach a clinical skill


Supporting learning and assessment in practice63 l.jpg
Supporting Learning and Assessment in Practice completed to achieve the outcomes on

achieving NMC stage 2 standards for mentors


Information64 l.jpg
Information completed to achieve the outcomes on

  • fire alarm and fire escapes

  • toilets

  • coffee and tea

  • group work

  • respect and confidentiality


Day 1 objectives65 l.jpg
Day 1 Objectives completed to achieve the outcomes on

  • understand the student experience

  • describe the effective mentor

  • structure a student placement

  • complete clinical practice assessment documents


Day 2 objectives66 l.jpg
Day 2 Objectives completed to achieve the outcomes on

  • ‘sign off’ clinical competence

  • provide constructive feedback

  • address the failing student

  • create an environment for learning

  • teach a clinical skill


Using the clinical practice assessment document l.jpg
Using the Clinical Practice Assessment Document completed to achieve the outcomes on


Practice assessment68 l.jpg
Practice Assessment completed to achieve the outcomes on

  • Professional & Ethical Practice

  • Care Delivery

  • Care Management

  • Personal & Professional Development

NMC 2002


Slide69 l.jpg

Clinical Practice Assessment Document completed to achieve the outcomes on


Slide70 l.jpg

A.Mentor completed to achieve the outcomes on

A.Mentor

Student

A.Mentor

‘Signing Off’ Practice Outcomes


Slide71 l.jpg

A.Mentor completed to achieve the outcomes on

Gordon has reviewed care well when we have worked together, but needs more experience of working with the rest of the multi-disciplinary team

A.Mentor

21/1/08

Recording Progress Towards Competence


The final assessment of practice l.jpg
The Final Assessment completed to achieve the outcomes on of Practice


Group questions73 l.jpg
Group Questions completed to achieve the outcomes on

A

B

manage care

appropriate attitudes

manage team

ethical dilemmas

C

D

drug administration

peer support

communication

supervision and teaching


Sign off mentors l.jpg
Sign-Off Mentors completed to achieve the outcomes on

a mentor who:

  • meets NMC registration requirements

  • has been supervised on 3 occasions

    has an in-depth understanding of their accountability when making the final assessment of proficiency


Slide75 l.jpg

Sign-Off Mentors completed to achieve the outcomes on

The Trust Position:

  • APEL of all practicing mentors

  • ‘exceptional circumstances’

  • status monitored through annual IPR


Provision of effective feedback l.jpg
Provision of Effective Feedback completed to achieve the outcomes on


Effective feedback l.jpg
Effective Feedback completed to achieve the outcomes on

  • as soon as possible

  • prepare for the session

  • oral, written or both

  • ensure privacy

  • give full attention


Feedback process l.jpg
Feedback Process completed to achieve the outcomes on

don’t tackle too many things at once – try to foster a sense of progress

always try to make the session a learning situation for the student


Slide79 l.jpg

Learning from Feedback completed to achieve the outcomes on

  • listen to the student

  • student self assessment

  • do not be confrontational

  • focus on behaviour & facts and not on opinions, personalities & generalities

  • negative feedback must not be avoided

  • use open-ended questions

  • give rationale for questions and comments

  • encourage frankness and share worries & uncertainties


Feedback outcomes l.jpg
Feedback Outcomes completed to achieve the outcomes on

  • ask the student how performance can be improved

  • show how performance can be improved

  • be specific: offer alternatives

  • ensure that the student knows what is expected

  • make a written agreement with the student in the form of an action plan

  • try to end the session on a positive note


Management of the failing student l.jpg
Management of the Failing Student completed to achieve the outcomes on


Group activity l.jpg
Group Activity completed to achieve the outcomes on

think of a student or a member of staff who you felt was unsuitable for clinical practice (no names!)

discuss in your groups your rationale and experiences


Common indicators of student underachievement l.jpg
Common Indicators Of Student Underachievement completed to achieve the outcomes on

  • unsafe practice

  • inconsistent clinical performance

  • lack of insight into weaknesses

  • unable to respond to feedback


Slide84 l.jpg

Common Indicators Of Student Underachievement completed to achieve the outcomes on

  • lack of interest or motivation

  • limited interpersonal skills

  • absence of professional boundaries

  • unreliable or poor attitude

  • lack of theoretical knowledge


Failing students l.jpg
Failing Students completed to achieve the outcomes on

‘As a professional, you are personally accountable for actions and omissions in your practice and must be able to justify your decisions’

NMC 2008


Failing students86 l.jpg
Failing Students completed to achieve the outcomes on

failing students is essential in order to safeguard the public and uphold the profession

Ask Yourself:

would I be happy for this person to care for me or one of my relatives?

Duffy 2004


Supporting mentors in practice l.jpg
Supporting Mentors in Practice completed to achieve the outcomes on

  • clinical teachers

  • link lecturer

  • personal tutor


Scenario l.jpg
Scenario completed to achieve the outcomes on

you are mentoring a module 9 student who still has many learning outcomes to achieve

it quickly becomes apparent that the student is not of the standard expected of a 3rd year and requires close supervision

the student feels the placement is going well

discuss the management of this student in practice


Clinical learning environments l.jpg
Clinical Learning Environments completed to achieve the outcomes on


Student welcome pack l.jpg
Student Welcome Pack completed to achieve the outcomes on

What should be included?

  • welcome letter

  • ward philosophy

  • general introduction to the area

  • information on relevant clinical conditions

  • glossary of terms used/abbreviations

  • clinical area layout

  • ward team


Slide91 l.jpg

Student Welcome Pack completed to achieve the outcomes on

What should be included?

  • student link nurses

  • clinical teacher contact details

  • shift patterns

  • sickness policy/ phone numbers

  • learning opportunities

  • induction check list / safety checks


Welcoming students l.jpg
Welcoming Students completed to achieve the outcomes on

  • mentor and co-mentor allocated prior to placement

  • provide student welcome pack

  • organize orientation to the placement

  • introduce to the clinical team

  • plan a meeting with the student during the first week


Slide93 l.jpg

Welcoming Students completed to achieve the outcomes on

  • agree a timetable for working together and assessment meetings

  • establish roles & responsibilities in terms of standards and attitudes

  • be aware of the programme & the student’s level of training

  • ensure that the student knows who will be supervising them in the absence of the mentor


Supporting dyslexia in clinical practice l.jpg
Supporting Dyslexia in Clinical Practice completed to achieve the outcomes on

‘difficulty with words’

specific learning difficulty

neurological in origin

persists across the lifespan


Presentation l.jpg
Presentation completed to achieve the outcomes on

  • problems processing information

  • memory problems

  • sequencing problems

  • difficulties with motor skills

  • perceptual difficulties

  • problems concentrating

  • difficulties with orientation


Approaches l.jpg
Approaches completed to achieve the outcomes on

  • respond positively

  • ask how you can help and what they may need

  • don’t share information unless they grant permission

  • be clear about your expectations

  • consider reasonable adjustments


Reasonable adjustments l.jpg
Reasonable adjustments completed to achieve the outcomes on

  • communicate in more than one format

  • allow the student to repeat information to check understanding

  • use a phonetic dictionary

  • regular breaks

  • develop & explain schedule / routine

  • agree priorities / order of work


Teaching clinical skills l.jpg
Teaching Clinical Skills completed to achieve the outcomes on


Teaching clinical skills99 l.jpg
Teaching Clinical Skills completed to achieve the outcomes on

assess


Assessment guidelines l.jpg
Assessment Guidelines completed to achieve the outcomes on

knowledge

informed

consent

appropriate

assessmentcompleted

observed

confidence


Learning styles l.jpg
Learning Styles completed to achieve the outcomes on

Honey & Mumford 1989

hands-on; throw themselves in; ‘here and now’; willing to try

activists

practical; experimenter; meet challenges; make decisions

pragmatists

cautious; meticulous; analytical; observer

reflectors

perfectionist; rational; methodical; objective

theorists


Adult learning l.jpg
Adult Learning completed to achieve the outcomes on

pedagogy

andragogy

teacher-centred

dependency

dominated by curriculum

external motivation

learner-centred

self directed

problem solving orientation

internal motivation


Teaching clinical skills103 l.jpg
Teaching Clinical Skills completed to achieve the outcomes on

assess

assess

plan


Teaching clinical skills104 l.jpg
Teaching Clinical Skills completed to achieve the outcomes on

assess

plan

undertake


Teaching clinical skills105 l.jpg
Teaching Clinical Skills completed to achieve the outcomes on

assess

evaluate

plan

undertake


Teaching clinical skills106 l.jpg
Teaching Clinical Skills completed to achieve the outcomes on

A

B

what do I need to assess for?

what should be in my plan?

C

D

what should I consider to undertake this?

how will I evaluate performance?


Teaching clinical skills107 l.jpg
Teaching Clinical Skills completed to achieve the outcomes on

assess

evaluate

plan

undertake


Professional issues and practice placements l.jpg
Professional Issues and Practice Placements completed to achieve the outcomes on


Professional behaviour l.jpg
Professional Behaviour completed to achieve the outcomes on

  • sickness & absence policy

  • uniform policy

  • time keeping

  • study time

  • bank holidays

  • shadow the mentor’s shifts for at least 40% of placement


Student timesheet l.jpg
Student Timesheet completed to achieve the outcomes on


Slide111 l.jpg

‘Please enter below the TOTAL number of practical outcomes that have been achieved during this placement’

mentor’s signature


Preceptorship and the nurse foundation programme l.jpg
Preceptorship and the Nurse Foundation Programme that have been achieved during this placement’


Preceptorship l.jpg
Preceptorship that have been achieved during this placement’

‘Preceptorship is about providing support and guidance enabling new registrants to make the transition from student to accountable practitioner’

NMC 2006


Preceptorship114 l.jpg
Preceptorship that have been achieved during this placement’

  • Peach Report recommendations

  • Nurse Foundation Programme

  • NMC standards


Trust policy l.jpg
Trust Policy that have been achieved during this placement’

Role Profile:

  • band 5 / 6

  • same part of register

  • 2 years’ post-reg experience

  • 1 year in clinical area

  • mentorship training and practice


Trust policy116 l.jpg
Trust Policy that have been achieved during this placement’

Process:

  • 12 monthly meetings

  • working together

  • learning contract

  • preceptor toolkit


Frequently asked questions l.jpg
Frequently Asked Questions that have been achieved during this placement’


Slide118 l.jpg
FAQs that have been achieved during this placement’

RCN 2007

Must the student ‘work’ with me the whole time?

No. Students can spend time with others, depending upon their learning needs and the opportunities available. However, in order to effectively teach and assess the student, they should work with you at least 40% of their time


Slide119 l.jpg

FAQs that have been achieved during this placement’

RCN 2007

What do I do if the student doesn’t cooperate with me?

Make the student aware of your thoughts. Document the incident / issues. Contact senior staff / personal tutor / clinical teacher.


Slide120 l.jpg
FAQs that have been achieved during this placement’

RCN 2007

What can I do if the student is unsafe in practice?

They should be removed from the clinical area. Inform the university and senior staff and record rationale in their documentation.


Slide121 l.jpg
FAQs that have been achieved during this placement’

RCN 2007

What can I do to reward the student who is exceptional?

Overt praise and recognition are the best rewards. Be sure to record it in the students documentation.


10 questions l.jpg
10 Questions that have been achieved during this placement’


Clinical teaching team l.jpg
Clinical Teaching Team that have been achieved during this placement’

  • Tricia Brown 0797457918

  • Dawn Casey 07966 440657

  • Jane Gray 07966412664

  • Janet Keggie 07974579716

  • Alex Nute 07968697788


Day 2 objectives124 l.jpg
Day 2 Objectives that have been achieved during this placement’

  • ‘sign off’ clinical competence

  • provide constructive feedback

  • address the failing student

  • create an environment for learning

  • teach a clinical skill


ad