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Briefing session on the NMC Standards to Support Learning and Assessment in Practice. 10.00 – Welcome and Introductions 10.10 – The purpose of the session; 10.20 – NMC Competencies and outcomes for a mentor 10.40 – Introduction to the role of the Sign Off mentor.

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briefing session on the nmc standards to support learning and assessment in practice

Briefing session on the NMC Standards to Support Learning and Assessment in Practice

10.00 – Welcome and Introductions

10.10 – The purpose of the session;

10.20 – NMC Competencies and outcomes for a mentor

10.40 – Introduction to the role of the Sign Off mentor.

10.55 – What does this mean to you?

11.30 - Reflection on current competencies, self assessment.

12.00 – How to implement these Standards in Practice

12.30 – UWE Student passport briefing

13.30 - Summary of the session and evaluations

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

nmc competence and outcomes for a mentor

NMC Competence and Outcomes for a Mentor

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

establishing effective working relationships
Mutual trust and respect

Integrate students into practice settings

Supporting transition between learning environments

Establishing Effective Working Relationships

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

facilitation of learning
FACILITATION OF LEARNING
  • Map students stage of learning to the placement learning opportunities
  • Link theory/practice gap
  • Support students to critically reflect

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

assessment and accountability
ASSESSMENT AND ACCOUNTABILITY
  • Professional growth, personal development and accountability
  • Assessment skills and managing the Failing student

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

evaluation of learning
EVALUATION OF LEARNING
  • Evaluate your own practice
  • Develop own practice and that of others

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

creating an environment for learning
CREATING AN ENVIRONMENT FOR LEARNING
  • Support students with their learning needs
  • Review learning environment and enhance as required
  • Act as a resource for others

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

context of practice
CONTEXT OF PRACTICE
  • Contribute to an effective practice environment
  • Set and maintain professional boundaries
  • Ensure an effective learning environment is maintained

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

evidence based practice
EVIDENCE-BASED PRACTICE
  • Identify and apply to your area of practice
  • Support students in applying this to their own practice

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

leadership
LEADERSHIP
  • Plan to meet student needs
  • Be an advocate for students
  • Prioritise work to accommodate supporting students
  • Constructive feedback

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

sign off mentor
Sign Off Mentor

An introduction to the role

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

slide12

2.1.3 Criteria for a sign-off mentor

Only sign-off mentors and practice teachers that are on the same part of the register and in the same field of practice may confirm to the NMC that students have met the relevant standards of proficiency for the particular programme leading to registration or a qualification that is recordable on the NMC register.

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

slide13

Your employer as the placement provider must ensure that the mentor designated to sign-off proficiency for a particular student at the end of a programme is:

  • Identified on the local register as a sign-off mentor or a practice teacher.
  • Registered on the same part of the register.
  • Working in the same field of practice as that in which the student

intends to qualify.

And Additionally to be a Sign Off Mentor.................

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

slide14
You must have:
  • Clinical currency and capability in the students field of practice.
  • Met the NMC requirements to remain on the local register.
  • Been supervised on at least three occasions (by an existing sign-off mentor or practice teacher) for signing off proficiency at the end of a final placement.
  • A working knowledge of current programme, practice assessment and relevant changes in education and practice for the student they are assessing.
  • An understanding of the NMC registration requirements and the contribution they make to meeting these requirements.
  • An in-depth understanding of their accountability to the NMC for the decision they make to pass or fail a student.

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

confirmation of proficiency
Confirmation of proficiency
  • The sign-off mentor, is responsible and accountable for making the final sign-off in practice – confirming that a student has successfully completed all practice requirements.
  • This confirmation will contribute to the portfolio of evidence considered by the AEI’s examination or assessment board.

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

expectations of a mentor sign off mentor
NMC requirements

Advice and guidance

Expectations of a Mentor/Sign Off Mentor

The NMC has identified

progression points where

confirmation is required that

students have met specified

outcomes and competencies.

Student may not progress past these points without a formal decision that they have met the outcomes or competencies of a previous part of the programme

A mentor may confirm achievement of competencies, including those to be achieved at, or by, a progression point. Only a sign-off mentor, who has met the additional criteria, may sign-off proficiency at the end of a final period of practice learning.

All mentors may assess specific

competencies throughout the

programme.

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

nmc requirements advice and guidance
Mentors must keep sufficient records

to support and justify their decisions

on whether a student is, or is not,

competent/proficient.

.

NMC requirements Advice and guidance

It is important that mentors have an audit trail to support their decisions. Throughout a placement the mentor should ensure that regular feedback is given to the student and that records are kept of guidance given.

In the final placement of a

pre-registration, mentors are required to

be either a sign-off mentor, or

supported by a sign-off mentor or a

practice teacher, in order to make

final decisions on proficiency.

Mentors are responsible and accountable for making decisions on the student’s achievement of outcomes and competencies..

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

nmc requirements advice and guidance18
Sign-off mentors must have time

allocated to reflect, give feedback

and keep records of student

achievement in their final period of

practice learning. This will be the

equivalent of an hour per student

per week. This time is in addition to

the 40% of the student’s time to be

supervised by a mentor

NMC requirements Advice and guidance

Sign-off mentors will require allocated time to ensure that students have effective feedback on their performance so that the ultimate decision on their proficiency is not unexpected.

Only sign-off mentors, who have met

the additional criteria, must sign-off

achievement of proficiency at the

end of the programme, unless the

mentor is being supervised by a

sign-off mentor or practice teacher

who should countersign that the

proficiency has been achieved by the

student.

The final assessment of proficiency draws on evidence of assessment over a sustained period of time. The sign-off mentor may use the student passport and other evidence to see if competence has been achieved and maintained previously, as well as demonstrated in the current placement.

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

discussion of the role

Discussion of the Role

Why has the NMC decided to make the changes?

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

fit for practice
Fit for Practice
  • Concern over the number of new registrants reported for fitness for practice issues

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

research
Research
  • Watson and Harris (1999) found that in Scotland some students were being allowed to pass clinical assessments without having demonstrated competence
  • They also found that some mentors did not feel that it was their role to fail students
  • 46% of mentors in their survey agreed that students were sometimes passed when not competent

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

research22
Research
  • Kathleen Duffy’s research asked the question
  • “Why are some student nurses being allowed to pass clinical assessments without having demonstrated sufficient competence?” (K Duffy 2004)

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

k duffy
K Duffy
  • it would appear that mentors when faced with a ‘borderline student’ will often pass the student giving the individual the ‘benefit of the doubt’

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

k duffy24
K Duffy
  • “What are the consequences for service providers and user, of decisions to employ nurses or midwives of borderline competence?”

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

k duffy25
K Duffy
  • Lecturers say that “clinical practitioners hold them responsible for problems with newly qualified staff. The lecturers’ view is that mentors who have ‘failed to fail’ are responsible,”

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

k duffy26
K Duffy
  • The sixth recommendation (from the research) is that the issue regarding the passing on of information between placements once a student has failed a clinical assessment requires to be debated.

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

student passport
Student Passport
  • UWE are introducing the student passport in line with NMC requirements

(NMC 2006)

  • As sign off mentors you will be able to see how the student has progressed by looking at previous assessments and comments from the previous mentors

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

student passport28
Student Passport
  • How will access to this passport help in the assessment process?

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

debate
Debate
  • You are happy with the student’s competence but they have only just scraped through all previous assessments.
  • How does this knowledge influence your decision to pass or fail?

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

debate30
Debate
  • All the previous assessments are good but you are not happy with the student’s competence.
  • How do the previous assessments influence your decision to pass or fail?

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

debate31
Debate
  • You are concerned about the student’s competence and your concerns are echoed by the previous mentors.
  • How does this knowledge affect your decision?

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

your accountability to the nmc
Your accountability to the NMC
  • How will the NMC hold you accountable?

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen

references
References
  • Duffy K (2004) available at http://www.nmc-uk.
  • Watson, H. E., Harris, B. (1999) Supporting students in practice placements in Scotland Glasgow Caledonian University: Department of Nursing and Community Health.

Developed by W. Ainsworth, S.Davies, D.Hassle, S.Parks, M.Wallen