mentor update 2013. nmc standards criteria for mentorship role of the ‘sign off’ mentor ...
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Mentor Update 2013
NMC standards Criteria for mentorship Role of the ‘sign off’ mentor Triennial review Supporting students who have a
disability or a weak student Assessment of competence/
professional attitude New curriculum – ‘Nursing 2012’
Standards to Support Learning and
Assessment in Practice - NMC standards for mentors, practice
teachers and teachers
Implemented September 2007 –
updated 2008Full document
available from NMC website
http://www.nmc-uk.org/
Framework to support Framework to support learning and learning and
assessment in practice assessment in practice – 8 domains– 8 domains
• Establishing effective working relationships
• Facilitation of learning• Assessment and accountability• Evaluation of learning• Creating an environment for
learning• Context of practice• Evidence based practice• Leadership
Local Register of Local Register of mentors and practice mentors and practice
teachers NMCteachers NMC• Placement providers responsible
for:– Holding and maintaining up to date local
register of current mentors and teachers– Regular review of register to ensure
currency– E roster – register
• Educational providers should use register to:– Ensure sufficient mentors and PT to
support students
Mentor at least two students within a three year period
Attended an annual update
Demonstrated maintenance and development of knowledge skills and competence as a mentor as part of triennial review
Criteria for becoming Criteria for becoming Sign Off MentorSign Off Mentor
• Same part of register and same field of practice
• Meet NMC requirements to remain on mentor register
• Been supervised on at least 3 occasions for signing off proficiency at end of course by existing sign off mentor (first 2 can be simulated)
• Knowledge of programme / assessment requirements
• Understanding of NMC registration requirements and contribution made
• Understanding of their accountability to NMC for decisions made to pass or fail a student
Sign off mentorsSign off mentors
• Must be identified on local registers
• Accountable for decision that student:– Is fit for practice with necessary
• Knowledge
• Skills
• Competencies
• Attitudes(1 hr per week in addition to 40% of time with
student)
• Registration provides licence to practice
• Prime means of protecting of public
Mentor and assess 2 final placement students in a three year period
Attended an annual update Demonstrated maintenance and
development of knowledge skills and competence as a mentor as part of triennial review
A requirement of the NMC standards is that each mentor and practice teacher undergoes a review every three years (triennial review) to ensure they continue to meet the requirements to remain on the local mentor register.
It is the responsibility of the Mentor or ‘Sign Off’ Mentor to undertake a self assessment and complete documentation prior to their Triennial Review.
Review of mentorsReview of mentors The ward/department Sister or Charge Nurse The deputy ward/department Sister/Charge
Nurse A nurse mentor with a minimum of two years
experience as a mentor or sign off mentor who is able to facilitate any development and/or action plans that may arise from the review
Review of sign off mentorsReview of sign off mentors The reviewer can be the ward/department
Sister or Charge Nurse or deputy with a minimum of two years mentoring experience.
Copies of (anonymous) student/mentor learning contract
Evidence of placement audit report inc student feedback
Reflective accounts of learning situations
Record of meeting/ liaison with HEI staff Student placement info / induction pack Individual student feedback Documentation re action plans/ extra
learning contracts if drawn up
Lack of practical skills commensurate with the student’s level of training
Inconsistent clinical performance Exhibits poor preparation and
organisational skills Poor communication / interpersonal skills Lack of interest Absence of professional boundaries
(Duffy, 2004)
The NMC have reprinted their guidance on professional conductfor nursing and midwifery students(NMC 2011)
Opinions of others/ colleagues Review portfolio Reflective discussions with students Triangulation of evidence - attitude
scales/ learning outcomes/ learning contract
Avoid making snap judgments/ stereotyping
Make individualised judgments, not comparisons to other students
Students with learning differences - support
Service Users and Carers
Students
‘‘Nursing 2012Nursing 2012’’
Generic and FieldGeneric and Field• More generic elements in year 1
which reduce as course progresses• Fewer field elements in year 1 which
increase as course progresses
Year 1
Year 2
Year 3
GENERIC
FIELD SPECIFIC
Overview of year Overview of year 1119 weeks theory
Wk 5 -19 1 day/week in
practice
50% of Modular Credits - Clinical/Practice
10 week placement with 7
study days
11 week placement with 8
study days
Holidays and reading weeksinterspersed throughout the year
Overview of year Overview of year 22
16 weeks theory
1) 12 week HUB placement with SPOKE placements(1-3 weeks) - arranged by HEI.
Short spokes negotiated between student & mentor.PLUS 7 study days set
by HEI
2) 12 week placement as for placement1
but with 8 set study days
Holidays and reading weeksinterspersed throughout the year
Overview of year Overview of year 33
16 weeks theory
1) 11 week HUB placement with SPOKE
placements(1-3 weeks) - arranged by HEI.
Short spokes negotiated between student &
mentor.PLUS 5 study days set by
HEI
13 week placement with
NO Spoke placement
Plus 5 set study days
Holidays and reading weeksinterspersed throughout the year
Assessment of Assessment of competencies in HUB competencies in HUB
placementplacement Students summatively assessed as
previously Responsibility of hub mentor to assess
and sign competencies Decision informed through
documentation by SPOKE supervisorNB: In placement 2 – yrs 1& 2 achieved
practice outcomes must be completed by set submission date to enable student progression into following year.
SPOKE SPOKE placementsplacements
No formal summative assessment required but the learning must contribute to students ability to achieve NMC competencies
Appropriate learning opportunities must be identified to ensure learning needs are achieved in SPOKE
Staff in SPOKE to liaise with mentor in HUB if there are areas of concern or excellence
Practice Learning Experience Record must be completed by the qualified supervisor
• Course 360 credits – 120 at level 4, 5 & 6
• Opportunity to select English medium or bi-lingual module
• Exit Awards:• 120 credits level 4 - Certificate• 120 credits both level 4 and level 5 - Diploma
• BN (Hons) for achievement of all credits
Meeting NMC standards in Meeting NMC standards in WalesWales
How to access mentor information & student
documentation on the BCUHB intranet
Go to home page then:
1.Click on ‘Nursing and Midwifery’ link on left hand side column
2.Click on the picture below ‘Local learning and Development’
3.Click on ‘Nursing and Midwifery education’ on top right hand side of page in the LINKS section
4.Click on ‘Mentor Newsletter’ on top right hand side of page in the LINKS section
In addition to the mentor newsletter this link includes other useful mentorship information, and all current
mentor training/ update dates.
Gopee, N; (2010), Mentoring and Supervision in Healthcare, 2nd edition London: SAGE Publications Ltd
Kinnell, D; Hughes, P; (2010) Mentoring, Nursing and Healthcare students. SAGE
Publications Ltd Learning and Teaching Support Network (2003) Continuing professional development
series. York: LTSN Generic Centre.
Nash, S., Scammell, J., (2010), Skills to ensure success in mentoring and other workplace learning approaches. Nursing Times, 106, 2.
Nursing & Midwifery Council (2008) Standards to Support Learning and Assessment in
Practice, 2nd edition. London: NMC
RCN Toolkit (2007) http://www.rcn.org.uk/__data/assets/pdf_file/0008/78677/002797.pdf
Rhodes, C ;Stokes M Hampton G (2004) A practical Guide to Mentoring, Coaching and Peer-networking London: Routledge Falmer
Scholes, J. Webb, C. Endacott, R. Miller, C. Jasper, M. McMullan, M. (2003) Making portfolios work in practice. Journal of Advanced Nursing. 46 (6) 595 - 603
Stuart C.C, (2007) Assessment, Supervision and Support in Clinical Practice: A Guide
for Nurses, Midwives and Other Health Professionals, 2nd edition. Oxford: Churchill Livingstone
Veeramah, V., (2012), What are the barriers to good mentoring? Nursing Times,108, 39, pp12-15
Walsh, D (2010) The Nurse Mentor’s Handbook: Supporting Students in Clinical
Practice. Berkshire: Open University Press
Karen Hughes: [email protected] 01978316318 Sandra Roberts: [email protected] 01978316356 Alison Owen Traynor:
[email protected] 01978293599 Gill Truscott: [email protected] 01978293407