In partnership with

1. MENTORSHIP PREPARATION In partnership with

2. Expectations

3. 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)

4. 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

5. 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)

6. Changes in health care • Project 2000 Evaluative Studies Peach report (33 recommendations) Current Curriculum Reasons for Change

7. 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

8. What local and national initiatives may influence future curriculum changes?

9. Essence of Care (2001) 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

10. Pre Registration curriculum is designed to : “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)

11. Curriculum • 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

12. Course Structure 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

13. COURSE STRUCTURE • 3 YEARS DURATION • 3 MODULES/TERMS PER YEAR • 10 WEEKS HOLIDAY PER YEAR

14. Core 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

15. Key Skills Managing and developing self Working with and relating to others Communication Managing tasks and solving problems Applying numeracy Applying technology Applying design and creativity

16. Common Foundation Programme UniGlam Cardiff University

17. Current 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

18. Branch Programme UniGlam Cardiff University

19. Tripartite Assessment Strategy

20. Mentorship • 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.

21. What is a Mentor? “ A Registrant who facilitates learning and supervises and assesses students in the practice setting” (NMC 2008)

22. Definition of a Mentoring Relationship “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)

23. Mentoring is a complex process: “a good mentoring relationship is a dialogue between two people committed to improvement” (Neary 2004)

24. Role of the Mentor

25. Mentors are responsible and accountable for: 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

26. Providing evidence of achievement or lack of achievement 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

27. NMC – The Code (2008) (share information with your colleagues) “you must facilitate students and others to develop their competence”

28. Delegate Effectively • 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

29. Qualities of a Mentor

31. Welcoming Friendly Approachable Knowledgeable Patient Good listener Dependable Flexible Understanding Organised Innovative Dynamic Open and Honest Enthusiastic Qualities of an Effective Mentor

32. Envisioner 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

33. NMC Standards to Support Learning and Assessing in Practice

34. Be registered in the same part or sub part of the register 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

35. Working in the same field of practice as the students they are to assess Adult Child Branch Mental Health Learning Disabilities Criteria for Supporting Learning and Assessing in Practice

36. 1 year post registration 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

37. Additional criteria for a Sign-off Mentor 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

38. Knowledge of programme requirements, 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.

39. Why do we need mentors and who benefits from the role?

40. Who benefits from mentorship? Patient/service user Student Qualified Staff/mentor The Organisation

41. Benefits for the patient • Safe, effective, competent practice • Evidenced based • High standard of care

42. Benefits for the student. 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

43. Benefits for the mentor 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

44. Benefits for the Organization 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

45. What do you see as the challenges of the role?

46. Limitations of time 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

47. Ground Rules 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

48. GROUPWORK Roles and Responsibilities of: The Student Clinical Teachers Link Tutors Personal Tutors

49. Student Turn up Need to learn Motivated Objectives paperwork team player Flexible Neat and tidy Trustworthy Know their limitations supervision

50. Clinical Teacher Teach Evidence based practice Visible in clinical area Ensuring clinical standards Assessment of mentors Clinical audits Developing learning environment