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Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources January 2015 (version 2) © www.healthcare.ac.uk/mentor-resources
FACULTY OF HEALTH, SOCIAL CARE AND EDUCATION
In partnership with local NHS Trusts and Organisations in London and Surrey
NMC Mentor and
Practice Teacher Handbook
School of Midwifery and Child Health
School of Nursing
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INTRODUCTION
Section 1 – General mentor information
• Introduction for all nursing and midwifery student mentors
• How the University allocates nursing and midwifery students to practice experiences
• Preparing students for learning experiences – the role of the University
• Educational quality review – summary of the audit cycle
• Facilitating learning and assessing students
• Support for students and mentors in practice – key people
• Advice for mentors – supporting a failing student
• Advice for mentors – supporting a student who has failed Section 2 – Pre-registration programmes
• BSc (Hons) Nursing (Registered Nurse: Adult, Child, Learning Disability and Mental
Health) [2011 curriculum]
PgDip Nursing (Registered Nurse: Adult, Child, Learning Disability and Mental Health)
[2011 curriculum]
BSc (Hons) Registered Midwife
BSc (Hons) Registered Midwife for Registered Nurses
PgDip Registered Midwife
PgDip Registered Midwife for Registered Nurses
Section 3 – Mentor updating
• Overview of mentor updating
• Introduction to mentor and practice teacher passport
• Undertaking your triennial review Section 4 – Roles and responsibilities of mentors
• Supervising pre-registration students in practice
• Insight learning experiences – Nursing
• Outreach learning experiences
• Snapshot/episode of care practice assessments - Nursing
• Service users’ contribution to assessment
• Documenting the ongoing achievement record
• How your students evaluate practice Section 5 – NMC sign-off mentors
Accountability of sign-off mentors
Support for sign-off mentors
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Criteria for sign-off mentors
How to become a sign-off mentor
References
Abbreviations
Appendices
1. Mentor and Practice Teacher Passport (Version January 2015)
2. NMC Stage 2 Mentors checklist for triennial review (Version January 2015)
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Introduction
This handbook is produced for Mentors and Practice Teachers to use to assist them in
supporting learning and assessment in practice. It outlines key information that will enable you to
successfully undertake your role in supporting student’s in their practice learning experience.
The Schools of Midwifery & Child Health and Nursing offer a range of programmes of study that
lead to registration as either a midwife or a nurse. Equally, the registered midwife or nurse can
access a variety of modules in the Continuing Personal and Professional Development
programme to enable the development of specialist or professional knowledge and skills.
This mentor and practice teacher handbook relates the principles of mentorship and will enable
you to support students from pre-registration and post-registration midwifery and nursing
programmes.
The Standards to Support Learning and Assessment in Practice: NMC Standards for
Mentors, Practice Educators and Teachers.
The Nursing and Midwifery Council introduced the Standards to Support Learning and
Assessment in Practice: NMC Standards for Mentors, Practice Educators and Teachers in
September 2007. The Standards:
are a single developmental framework to support learning and assessment in practice
describe the knowledge and skills Registrants need to apply in practice when they
support and assess students undertaking NMC Approved programmes that lead to
registration or a recordable qualification on the NMC Register
designed f o r a p p l i c a t i o n w i t h i n c o n t e x t o f
i n t e r -professional learning and working in modern healthcare
The Standards – also known as SLAiP – are the foundation for the way
we support learning and assessment in practice. You can download a
copy directly from the NMC website. http://www.nmc-uk.org/
All resources in the handbook reflect the professional role and responsibility of Mentors and
Practice Teachers as outlined in the NMC Standards for Mentors, Practice Educators and
Teachers (NMC, 2008).
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1.1 Introduction for all nursing and midwifery student mentors
The Standards to Support Learning and Assessment in Practice (NMC, 2008) include a number
of underpinning principles for NMC Registrants who make judgments about pre-registration
students. Mentors/practice teachers must:
Have developed their skills, knowledge and competence beyond the point of registration to
support their role
Hold professional qualifications at an appropriate level to support and assess the student
Been prepared formally to fulfill the role
Keep records e.g. of students mentored, decisions made, actions etc.
Be accountable and honest in their decision making and to seek support when necessary
As a mentor or practice teacher, it is important for you to understand the programme that
students in your practice area are undertaking. This means you will be able to:
• i d e n t i f y the academic level they are trying to achieve
• i d en t i f y the learning and practice outcomes of the student’s programme/
module
• i d en t i f y how they relate to your practice
area
• o f fe r practice learning opportunities to help the student to meet their
outcomes.
Unique identification number
It is a requirement that all pre-registration students are mentored by a verified mentor or a
verified practice teacher. On successful completion of either the mentor or practice teacher
programme, you will receive a Unique Identification number (U.I.). This number, local to
Kingston University: St. George’s, University of London, is used to verify your right to practice as
a mentor or practice teacher. You will be required to use your U.I. number on all student practice
documentation.
Your U.I. and a Mentor Resource Pack is issued to the person in your Trust/Organisation who is
responsible for student placements. This person will forward your U.I. and Mentor Resource Pack
onto you.
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1.2 How the University allocates nursing and midwifery students to
practice experiences Pre-registration nursing and midwifery students
Practice learning opportunities for pre registration students undertaking NMC approved
programmes are organised by the Placement Team within the Student Services and
Programme Office. Kingston Hill. Practice experiences are organised in liaison with the Trust
or Organisation Named Person. An annual forecast of student practice experiences is agreed
between the Faculty and Trusts/Organisations, taking into account student capacity and range of
experiences offered. Individual placements are notified at least six weeks in advance of student
placements.
If you have an issue that you wish to discuss regarding the allocation of pre registration nursing
or midwifery students please contact your Trust or Organisation Named Person. If necessary,
they will contact The Placement Team at the Faculty.
Student numbers agreed by
university and organisation
University sends letter to nominated contact in practice area informing of students arrival
Nominated contact confirms students
can attend
Nominated contact informs mentors to expect students
• Mentors plan off duty for students to ensure direct and indirect supervision
Post-registration nursing and midwifery students
In some cases the practice learning opportunities which are required for completion of a CPPD /
Workforce Development module are arranged by the module leader in conjunction with the
student and appropriate Trust/Organisation. Students are informed of this if this is the case and
will be provided with contact details of the relevant module leader. Return to Practice programme (RTP) & Overseas Nurses Programme (ONP)
Practice learning opportunities for these students are organised and supported by Trusts,
Organisations o r b y an Independent Agenc y . If you a re seek ing i n f o r ma t i on
a b o u t t h i s programme or have an issue that you wish to discuss regarding student
allocation please contact the named RTP/OMP/ONP Trust, Organisation or I nd e p en d e n t
Agency co-ordinator in the first instance. The course or module leader can also be contacted.
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1.3 Preparing students for their learning experiences – the role of the
University Mentors can expect that students will be prepared for each practice learning opportunity.
Preparation takes place in a variety of ways depending upon the stage of the programme and
field of practice. Students in their first year of the programme will have minimal experience of learning in practice.
For this reason, the university and local Trusts/Organisations will work together provide a
comprehensive preparation programme. In later years of the programme students will be
expected to take greater responsibility for their preparation for practice learning. Typically a preparation for practice programme includes advising students to make appropriate
contact with a practice area at least 1 week prior to commencing the practice learning
experience. A pre-practice visit is strongly recommended to ensure students are fully prepared
to commence practice learning. Preparation for practice requires a student to engage with a range of learning experiences
including tutorials, group work and practice visits. Mentors can expect that specific aspects of
preparation for practice will change year by year according to relevant changes in practice
learning opportunities.
Examples of preparation for practice
• Guided tutorials
• Practice preparation checklists
• Explanation of practice assessment document
• Community study
• Practice visits
• Mandatory training
• Pre practice reading
1ST YEAR
2ND YEAR • Explanation of practice assessment document
• Practice visits
• Planning of learning experiences
• Pre practice reading
• Explanation of practice assessment document
• Practice visits
• Planning of learning experiences
• Pre practice reading
3RD YEAR
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1.4 Education quality review – summary of the audit cycle The NMC requires that all practice learning areas undertake a regular Education Quality Review.
This is to ensure that the practice area meets the NMC ‘Standards to Support Learning and
Assessment i n P r a c t i c e ’ ( NMC, 2 0 0 8 ). The e d u c a t i o n a l q u a l i t y r e v i e w w i l l
r e f l e c t t h e opportunities available for student learning in the area and the support
mechanisms in place to facilitate student learning and assessment. The audit cycle takes place over a two year period. The cycle begins with an educational quality
review, undertaken by a representative from the University, usually a Link Lecturer in partnership
with the Trust/Organisation Named Person and senior member of the practice team e.g. Ward
Sister, Senior Staff Nurse – Community Team Leader etc. The educational quality review will
involve the development of action plans that support the improvement of the practice learning
environment.
The action plan will indicate a plan for keeping the learning environment under review. The
second stage of the educational quality review cycle will be focused primarily on a review of the
action plans developed during the first stage of the cycle.
Stage 1
Full audit and develop action plan
Implement
action plans
Education Audit Cycle
Implement action plans
Stage 2
Review audit and action
plans If there are any changes in the practice area between educational quality review the
Trust/Organisation Named Person should be notified so the educational quality review
coordinator within the Placement Office can be informed.
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1.5 Facilitating learning and assessing students The NMC expects that mentors will facilitate a range of suitable learning experiences for a
student during their practice experience. Facilitation of learning requires mentors to plan,
supervise, guide, and provide feedback so that students are exposed to a wide range of
opportunities relevant to the practice learning outcomes.
Orientation and Initial Review This should occur within 48 hours of the student commencing a practice learning opportunity
and at be completed within the first week of the placement. You should use this time to discuss
the range of learning activities available to fulfill the designated outcomes. Dates for interim
and final review should be agreed. The orientation should also include a plan for the total
learning experience, including an initial discussion on any ‘outreach’ learning opportunities that
could be accessed.
Interim Review
The interim review should be held at the midpoint of the practice learning opportunity, and be
documented for all students, regardless of whether they are on or off ‘track’. It provides the
mentor and student an opportunity to discuss progress towards achieving indentified learning
outcomes, reflect together on any areas that require development; document progress within the
practice assessment document and develop action plans as required. Feedback from any
‘outreach’ learning experiences, service users and members of the multidisciplinary team should
also be discussed. If there are concerns with the student’s practice or if it is considered that the
student may not achieve their leaning outcomes, please contact your link lecturer who will need
to be involved in the development of any action plan. Final Review and Assessment
The final review and assessment of the practice learning opportunity should are normally
conducted at the end the practice learning opportunity. The mentor and student should review
the practice learning outcomes and any evidence that supports achievement of these outcomes.
Feedback from ‘outreach’ learning experiences, service users and members of the
multidisciplinary team should be included in the discussion. The mentor is required to consider
all evidence in deciding if the student has achieved the learning outcomes. If action plans have
been developed, these should be reviewed in partnership with your link lecturer and student.
If the student has achieved a learning outcome this should be documented by the mentor as a
pass, if the student has not achieved this should be documented by the mentor as a fail. The
student should have undertaken their self assessment and should be able to provide evidence to
support this. The student and mentor should document a summary of the practice learning
outcomes following the final review in the pages provided within the practice assessment
document. Students should be encouraged to plan future activities and identify further needs for
learning in practice.
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Feedback
Students should be given regular feedback – ideally on a weekly basis - and the opportunity to
reflect formally and informally on their progress. Feedback should be both verbal and written to
ensure that information given is clear, factual and can be reviewed throughout the practice
experience.
Orientation
To include review of feedback in Ongoing Achievement Record
Verbal Feedback Verbal Feedback
Final Review and Assessment
To include documentation of feedback, OAR and
review of action plan
Interim review
To include documentation of feedback and development of action plans if
needed
Verbal and written
feedback
Ongoing Achievement Record
At the conclusion of every practice learning opportunity the mentor is required to provide a
summary of the experience for the next mentor. The ongoing achievement record should
include comments on the student’s strengths, any areas that of concern and any developmental
needs. The ongoing achievement record can be used to inform the discussion at the orientation
to the practice learning opportunity.
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1.6 Support for students and mentors in practice – key people Prior to the commencement of the learning experience the Trust/Organisation Named Person
will liaise with the university to ensure the student is allocated an appropriate practice learning
opportunity. Lecturers and Clinical Placement Facilitators, Trust/Organisation Named Person will
also coordinate mentor update events. Day to day support for the students practice learning
opportunity is the responsibility of mentors, who are required by the NMC to facilitate student
learning experiences and assess practice learning outcomes (NMC, 2008). Mentors are
supported by link lecturers, who are available to discuss the student’s progression through the
practice learning opportunity, providing advice and support in relation to practice learning
and assessment and support the development of action plans.
Link Lecturer
Organisation
Named
Person
Student
Mentor/ sign-off
Academic
Zone Lead
(Nursing)
The Link Lecturer This is a specifically allocated Academic member of staff from the School of Midwifery or
Nursing. The link lecturer acts as a source of reference for mentors and students allocated to
p r a c t i c e a r e a s . They a r e i n v o l v e d i n organising s t u d e n t s u r g e r i e s , m e n t o r
u p d a t e s , educational audits and visiting clinical areas and supporting mentors and practice
teachers as appropriate.
Link Lecturers will
• be able to advise on student’s learning needs,
• provide help in dealing with learning issues and
• offer advice on strategies to enable the learning environment to develop
Link Lecturers will keep practice areas informed of changes to the programme, including
information about the student’s practice assessment scheme.
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The Academic Zone Lead (Nursing) This is a specifically identified person from the School of Nursing who co-ordinates the activities
of the nursing link lecturers (student surgeries, mentor updates, educational audits) across a
specific area of practice which includes a number of clinical placements.
The Academic Zone Lead (Nursing)
Works in partnership with the Trust/Organisation Named Person to ensure quality
learning experiences are offered to students
Provides in conjunction with the Trust/Organisation Named Person, a strategic
communication link between the Health Care Provider and the Faculty.
Assists in identifying new learning environments.
Ensures quality of the learning environment. The Trust or Organisation Named Person
This person is nominated by the Trust or Organisation to specifically maintain the quality of their
practice learning areas. In some areas, the role of the Trust/Organisation Named Person is only part of their total role
and function within their Trust/Organisation and for others, it is a dedicated role. Mentors should ensure that they are aware of the person who is undertaking this role in their
Trust/Organisation and how to contact them.
Liaison meetings between the School of Midwifery & Child Health and the School of Nursing and Trust or Organisation Named Persons
Trust/Organisation Named Person and key staff (academic and professional support services)
meet regularly at the University. These are planned meetings with specific agenda items
related to student practice. If you have an issue that would be relevant for discussion at this
meeting, please ensure you forward it to your Trust or Organisation Named Person. You may
also wish to observe a meeting: your Trust or Organisation Named Person can also arrange this
for you.
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1.7 Advice for mentors - supporting a failing student A student can be considered to be ‘failing’ during a practice learning opportunity if they are
falling short of the standard set by the learning outcomes they are attempting. Learning
outcomes printed in each practice assessment document are based upon NMC standards;
therefore a failing student is defined as not meeting the NMC standard for their particular
programme. Students must always be judged against these standards rather than your own
expectations or personal criteria. Failure to meet the required standards may be noted by mentors or other members of the
multidisciplinary team; perhaps during outreach experiences. It is important that any concerns
regarding a student’s ability to achieve the required competence are addressed with them as
soon possible to allow the maximum time for help to be offered and improvements made.
Concerns raised about students achievement of required NMC
standard (Documented
Feedback)
Mentor and
student discuss concerns
(Documented Feedback)
Mentor and
student develop action plan to address
key concerns
Additional support offered to student and
mentor by notifying link
lecturer
Feedback If a student is failing to meet the required standard then this should be documented clearly within
their practice assessment document. This documentation should be undertaken in addition to
the documentation of any action plans. In most cases, the interim review is a good opportunity
for both mentors and students to reflect on progress and to clearly document achievements and
areas for improvement. The review of progress should be supported by evidence from the
practice experience. It may be that evidence has been witnessed by people other than the main
mentor, for example, members of the multidisciplinary team, service users or other mentors.
The source of the evidence and who observed the evidence should be clearly documented.
Action plans An action plan should be put in place by the mentor and student as soon as possible after
concerns regarding competence are acknowledged. An action plan should clearly state what
concerns are being addressed and what strategies will be put in place to aid a student in
developing competence. Link lecturers must always be involved in the development and review
of any action plans.
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Identified areas for development of practice
•Jenny is consistently failing to perform accurate drug calculations for oral medications
•Jenny will need to consistently achieve 100% accuracy in calculating oral medications
•The first review of this plan will take place in 2 weeks
Plan of support
•Jenny will be provided with sample drug calculations to practice her calculations
•Jenny will be given 30 minutes protected time per day to practice her calculations
Resources and activities required
•Protected time at 2pm every day
•Sample drug charts from some service users
•Contact the link lecturer
Support for students and mentors
This will obviously be a very difficult situation for the mentor and student so it is important that
both feel supported throughout the practice experience. If a student is not achieving the required
standard then a mentor should seek support as soon as possible. Support can be offered in a
number of ways by different people. Senior mentors and managers can offer support by sharing
their wealth of experience in dealing with similar situations and also offering to share the
workload or offering second opinions. Link Lecturers and the Trust/Organisation Named Person
can also offer support through helping to develop action plans and guiding the mentor
and student in ensuring NMC competencies are fairly assessed.
Senior Mentors
Senior Managers
Support for Mentors
and Students
Link
Lecturers
Trust or Organisation
named person
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1.8 Advice for mentors – supporting a student who has failed If a student does not achieve the required NMC standard of competence by the final assessment
and interview of a summative practice experience then they will have failed the overall
experience. Whilst an action plan can address areas of weakness; it does not always follow that
the provision of an action plan will ensure a student achieves the required standard.
Feedback If a student has failed to meet the required standard then this should be clearly and carefully
explained, with evidence provided to support the final decision. If clear feedback has been
provided throughout the practice learning opportunity then this should not come as a surprise to
the student. The reasons for the student not achieving the learning outcomes should be
documented clearly within their practice assessment document. It may be that evidence has
been witnessed by people other than the main mentor, for example, members of the
multidisciplinary team, service users or other mentors. The source of the evidence and who
observed the evidence should be clearly documented.
Ongoing achievement record The NMC requires the mentor who assessed the student to provide a summary of the students’
strengths, areas for development and weaknesses for the next mentor. It should provide an
accurate account of any areas which the student will need to focus on if there are any concerns
related to proficiency. If a student has failed to meet the required NMC standard at the
summative assessment then this should be clearly documented within the ongoing record of
achievement.
The main aim of the ongoing achievement record is to provide evidence of the student’s
progression throughout the programme. The sign-off mentor will be reliant on clear
documentation within the ongoing achievement record to confirm that all practice competencies
have been met and there are no ongoing concerns about a student’s fitness for practice.
Support for students and mentors
This will obviously be a very difficult situation for the mentor and student so it is important that
both feel supported during this time. Senior managers, mentors, the Trust/Organisation Named
Person and Link Lecturers can all offer valuable support.
A student fails to achieve required NMC
standard
Mentor and student document reasons for
failure
Mentor and student seek support
regarding future options
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2.3 BSc (Hons) Nursing (Registered Nurse: adult, child, learning
disability and mental health) (2011 curriculum)
Throughout this three year programme students undertake both generic modules and field
specific modules (adult field, child field, mental health field, learning disability field)
Structure and content of programme
Year Semester Theory Practice
Year 1 Focus: This year
introduces students to nursing and
enables them to actively engage in
developing their knowledge and
skills in the principles and practice
of nursing
Semester 1
14 weeks
5 weeks
Semester 2
12 weeks
10 weeks – split 4 weeks and 6 weeks
Year 2 Focus: Students engage in
reasoned and evidenced based
practice. The academic focus is on
service users, their families and
carers and establishing effective
partnerships in practice.
Semester 1
12 weeks
9 weeks
Semester 2
9 weeks
9 weeks
Year 3 Focus: Students will
develop professional attributes
enabling engagement in, and
recognition of social and political,
academic and healthcare
challenges that shape nursing
care.
Semester 1
4 weeks
14 weeks
Semester 2
6 weeks
14 weeks
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Practice outcomes
Students on this programme are required to achieve all eight practice outcomes by the end of
their three year programme plus essential skills clusters. Students demonstrate these practice
learning outcomes through undertaking practice learning opportunities, snapshot/episode of
care assessments and assessment of key skills. All outcomes to be achieved are
documented in the students practice assessment document.
Year 1
8 Practice Learning Outcomes
Snapshot/Episode of
care assessment
1. Communication
Year 2
8 Practices Leaning Outcomes
Snapshot/Episode of care assessment
2. Individualised Care
Year 3
8 Practice Learning Outcomes
Snapshot/Episode of care assessment
3. Medicines Management
4. Management of Care
Key Skills Assessment
Including field specific assessment
of competence
Key Skills Assessment
Including field specific assessment
of competence
Key Skills Assessment
Including field specific assessment
of competence
Assessment in practice – BSc (Hons) Nursing programme
Students will be assessed throughout their three years of practice. On the BSc (Hons)
programme the NMC requires that the mentor undertaking the assessment must:
Be a registered professional and be listed on the local mentor register (1st year)
Be a registered nurse and be listed on the local mentor register (2nd year)
Be a registered nurse on the part or sub-part of the NMC Register that the student is
intending to enter (3rd year, first practice experience)
Be a sign-off mentor, on the part or sub-part of the NMC Register that the student is
intending to enter (3rd year, final practice experience)
Be available to directly or indirectly supervise the student for 40% of the time they are
involved in delivering patient care
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2.4 Postgraduate Diploma in Nursing (Registered Nurse: adult, child,
learning disability and mental health) (2011 curriculum)
Throughout this two year programme students undertake both generic modules and field specific
modules (adult field, child field, mental health field, learning disability field)
Structure and content of programme
Year Semester Theory Practice
1
Semester 1
Developing Knowledge and Skills for Nursing practice
(generic)
Therapeutic Pharmacology in Nursing (field specific)
10 weeks
17 weeks
1
Semester 2
Applying Clinical Reasoning and Decision-making in
Nursing (field specific)
Implementation and Evaluation of Nursing (field
specific)
Evidence for Effective Nursing (generic)
8 weeks
11 weeks
2
Semester 1
Leadership, Management and Team working (generic)
Personal and Professional Development in Nursing
(generic)
Complexities in Nursing (field specific)
7 weeks
12 weeks
2
Semester 2
Complexities of Service provision in Nursing (field
specific)
Health Improvement in Nursing (generic)
Developing Nursing through Research and Innovation
(generic)
11 weeks
16 weeks
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Practice outcomes Students on this programme are required to achieve all eight practice outcomes and NMC
Essential Skills Clusters by the end of their programme. Students demonstrate these practice
learning outcomes through undertaking practice learning opportunities, snapshot/episode of care
assessments and assessment of key skills. All outcomes to be achieved are documented in the
students practice assessment document.
Year 1
8 Practice Learning Outcomes
Year 1
8 Practice Leaning Outcomes
Year 2
8 Practice Learning Outcomes
Snapshot/episode of care assessment
1. Communication
Snapshot/episode of care assessment 2.
Individualised Care
Snapshot/episode of care assessment
3.Medicines Management
4.Management of Care
Key Skills Assessment
Including field specific assessment
of competence
Key Skills Assessment
Including field specific assessment
of competence
Key Skills Assessment
Including field specific assessment
of competence
Assessment in practice – the postgraduate diploma in nursing programme
Students will be assessed throughout their practice programme. The NMC requires that the
mentor undertaking the assessment must:
Be a registered nurse and be listed on the local mentor register (1st year)
Be a registered nurse on the part or sub-part of the NMC Register that student is intending
to enter (2nd year, first practice experience)
Be a sign-off mentor, on the part or sub-part of the NMC Register that student is intending
to enter (2nd year, final practice experience)
Be available to directly or indirectly supervise the student for 40% of the time they are
involved in delivering patient care
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3.1 Overview of mentor updating
As a mentor/practice teacher, the NMC requires you to:
• attend a mentor/practice teacher update at least ONCE per annum
• keep a record of your mentoring activities in your Mentor Passport that will be issued to
you along with your U.I. number. Further copies of your mentor passport are available on
www.healthcare.ac.uk/mentor-resources
The NMC requires that practice/ placement providers maintain a record of current/live [verified]
mentors and practice teachers and in partnership with local education providers, make
provisions for annual face to face updating of mentors and practice teachers. These are
normally delivered by a link lecturer with a representative from your Trust/Organisation.
Face to face mentor updates
Annual face to face updates
Sign-off mentor update
Mentor workshops/briefings
Practice Assessment Document Audit
event
In addition, mentors/practice teachers should prepared to demonstrate to their employer and
NMC quality assurance agents how they have maintained and developed their knowledge, skills
and competence as a mentor/practice teacher.
Self-directed
Discussion with link lecturer
Review of Kingston University Mentor Website
Reading of mentorship articles / NMC circulars
Mentors should inform their Trust / Organisation named person when they have attended a
mentor update so this can be recorded on the live mentor register.
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3.2 Introduction to the mentor/practice teacher passport The NMC requires that you maintain a record of your role and activities as a mentor/practice
teacher. A mentor/practice teacher passport has been provided for you in order to maintain
these records. A copy of the mentor passport is available for you to download on the Faculty of
Health, Social Care and Education website. Mentor resources can be accessed at
http://www.healthcare.ac.uk/mentor-resources/
Your passport should be reviewed annually and available at your triennial review. Completion of
the passport will help you to demonstrate that you have facilitated students in your role as a
mentor/practice teacher and have also assessed their performance either formatively and/or
summatively. Mentor/practice teacher passport sections
The following sections are available in the passport to allow for clear documentation. Your
organisation will consider this and other evidence of updating and student support as part of
your triennial review.
RECORD OF STUDENTS MENTORED
MENTOR /TEACHING AND
ASSESSING QUALIFICATIONS
TRIENNIAL REVIEW
ANNUAL MENTOR/ PRACTICE TEACHER UPDATE
SESSIONS
MENTORING INFORMATION/R
ESEARCH REVIEWED
OTHER MENTORING
EVENTS/ MEETINGS
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3.3 Undertaking your triennial review
Once on the local register, mentors and practice teachers are required to undertake a triennial
review. This involves a review of your mentorship practice over a three year period. The
mentor/practice teacher passport allows you to document the evidence to show that you have
met the NMC requirement to remain on the local register.
Evidence required for triennial review
Mentored at least two students (for practice teachers
one student) within a 3 year
period
Participated
in annual updating
Explored the validity and reliability of judgements made when assessing in challenging
circumstances
Mapped your role against the NMC Mentor or
Practice Teacher
standards (NMC 2008)
Meet all
requirements to remain on the
local register of Mentors &
Practice Teachers
Triennial review event This would normally take place as part of appraisal/IPR process. You can expect that the
following will take place:
Discussion and evidence to support personal reflection of mentoring role/responsibility
Review of mentor/practice teacher passport
Confirmation of continuation as a mentor/practice teacher signed/authorised within your
annual appraisal/IPR system
Once your triennial review has taken place, please inform your local Trust/Organisation Named
Person responsible for maintaining the local Register of Mentors and Practice teachers who can
update the Register accordingly.
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4.1 Supervising pre-registration students in practice The NMC is very clear regarding the need for supervision of pre-registration students whilst
they are undertaking their practice learning opportunities.
‘At all times students must be directly or indirectly supervised in the practice setting. The
mentor’s responsibility is to plan and coordinate the student’s whole learning experience,
determining the amount of direct supervision required by the mentor, and what experience may
be through indirect supervision (student working independently). Some experience may be
supervised by others, (other professionals, mentors or practice teachers). The named mentor is
accountable for their decisions to let the student work independently with others’. (NMC, 2008, p. 31)
Direct Supervision
Mentor is directly observing and supervising the care the student is delivering.
Indirect Supervision
Mentor is not physically present for all aspects of the care episode
Directly watching or listening to care being delivered
The mentor is aware of the care the student is providing and can be readily contacted.
Indirect supervision can also mean that a mentor is available, rather than physically present.
Being ‘available’ can include telephone, Skype, email or bleep. This means that a student can
undertake a range of learning experiences with other healthcare professionals with a mentor
available for contact if required.
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Insight learning experiences – Nursing Practice learning opportunities are an essential element for developing registrants who are
competent to practice in primary, secondary and tertiary care settings in all fields across all
providers and within very diverse populations. A variety of practice learning opportunities will
provide students with the experiences they need to relate theory to practice; develop skills and
achieve their required competencies in their chosen field of nursing.
The NMC requires all pre-registration nursing students who commenced their programme after
September 2011 to have learning opportunities that provide contact with a range of client
groups. (NMC 2010a) These client groups include:
• Babies • Adults
• Children • Older people
• Young people • People with acute conditions
• Pregnant women • People with mental health problems
• Postnatal women • People with learning disabilities
• People requiring end of life care • People with long term conditions
In order to facilitate this learning some students may have an opportunity of undertaking a
practice learning opportunity in a field of practice that is different to their own field. Where this
occurs, it may be referred to as an insight learning experience. In addition, some students may
gain insight into other fields of practice through outreach learning experiences.
Mentoring students during insight learning experiences
Initial interview
Midpoint review
• Establish the field of nursing in which the student is enrolled
• Discuss the learning opportunities available for the student to gain insight into your field of nursing
• Plan together how learning outcomes can be met during the practice experience
• Reflect with the student on their progress in meeting learning outcomes
• Use the interim review action plan to highlight any learning needs and plan for specific learning experiences that will aid the student to gain insight into your field of nursing
Final review
• Final assessment and documentation of learning outcomes
• Document comments related to summative assessment
• Document in the ongoing achievement record indicating any areas of future development
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4.3 Outreach learning experiences In order to achieve learning outcomes and to engage with a wide variety of practice learning
opportunities it is expected that students will be encouraged to undertake a range of ‘outreach’
learning opportunities during the practice learning opportunity. Outreach learning experiences
should be relevant to their overall learning outcomes and expose students to a wider range of
learning opportunities than they would otherwise achieve by staying in one practice area.
Benefits of outreach learning experiences
Students experience
different fields of practice
Students can work with a wider range
of healthcare providers
Students exposed to
opportunities for inter-
professional learning
Students are able to follow the ‘patient / service user
journey’
Students are able to pursue
particular areas of interest
related to their learning
outcomes
The type, number and location of any ‘outreach opportunity’ will be dependent on the type of
practice experience and the local opportunities available.
Mentor indirectly supervises Mentor indirectly supervises
Outreach learning
experience
Outreach learning
experience
Base learning
experience
Mentor directly and indirectly supervises
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Examples of outreach learning experiences
Practice learning experience - adult student
Base experience - Surgical Ward in Hospital
Outreach
One day in theatre working with operating department
practitioners in the anaesthetic room
Outreach
One week working with acute pain team, assessing inpatients and attending
outpatient follow-up clinics
Outreach
Three days of working with occupational therapists,
undertaking home visits for patients being discharged
Practice learning experience - child student
Base experience - Paediatric Community Team
Outreach
One week in Children's Outpatient A&E working
with triage nurse
Outreach
Three days of working with London Ambulance Service attending emergency calls
Outreach
One day working with NHS Direct nurses
Practice learning experience - mental health student
Base experience - Acute Mental Health Service
Outreach
One day of working with 'Mind' art facilitators and
service users
Outreach
One week working with Community Psychiatric
Nurses
Outreach
Three days of working with Practice Nurses undertaking 'new patient' assessment in
GP practices
Practice learning experience - learning disability student
Base experience – Service Users home
Outreach
One day working with local adult education services
Outreach
One week working with social workers or care
managers
Outreach
Three days of working with local 'Mencap' drop-in
service
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Mentoring students on outreach learning experiences
Outreach learning experiences expose students to a wider range of learning opportunities than
they would otherwise achieve by staying in one practice area. The type, number and location of
any ‘outreach opportunity’ will be dependent on the type of practice experience and the local
opportunities available. As the mentor of a student undertaking outreach learning experiences
you will need to adopt a flexible approach to how you stay in touch with your student and ensure
that you are able to indirectly supervise them.
One day outreach experience with mental health art facilitator at
MIND
Three days outreach experiences with
occupational therapists based in hospital
One week outreach experiences with social workers in local council
services
Mentor aware of where student is for the day and able to contact
Mentor and student on the same shifts
Mentor aware of where student is and able to
contact
Mentor and student on the same shifts
Mentor aware of where student is for the week
and able to contact
Mentor and student on the same shifts
Student and art facilitator able to
contact mentor by phone if needed
Student and occupational therapists can phone or return to
ward to contact mentor
Student and social workers contact mentor by phone at midpoint in
the week
At the completion of the outreach learning experience the student and facilitator should document
the details of the experience within the practice assessment document. There is a section
available for the student to reflect on the experience and the facilitator to write comments related
to the students performance and learning. Staying in touch
For short outreach experiences the student and mentor may not need to contact each other
directly, especially if the student is being supported by another healthcare professional during
the learning experience. For longer outreach experiences, it is good practice for the mentor,
supervisor and student to agree a pre-arranged time to make contact, either in person or by
phone.
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4.4 Snapshot/episodes of care practice assessments As part of the practice assessment strategy some students may be required to undertake a
‘snapshot /episode of care practice assessment’ during their practice learning opportunity.
Snapshot/episode of care assessments generally focuses on one aspect of competence
where the student must demonstrate a range of related skills.
Example of snapshot/episode of care assessment
Communication with a service user
Establishes rapport
•Effective introduction
•Gains consent
•Demonstrates compassion, dignity etc
•Maintains confidentiality
Effective communication
•Appropriate verbal and non- verbal communication
•Demonstrates empathy
•Responds to, and poses questions
Engaging and responsive
•Attentive, warm and kind
•Responds appropriately
•Listens and watches for verbal / non- verbal clues
•Asks appropriate questions
Closes interaction
•Confirms what has been said
•Summarises conversation
•Takes leave in caring way
•Maintains professional boundaries
Role of the mentor in snapshot/episode of care assessments
A snapshot/episode of care assessment will be pre-printed for mentors in the students practice
assessment document. Mentors should discuss with students at the initial interview the most
appropriate time for the assessment to take place. This should include opportunities for the
student to gain experience in relation to the assessment criteria and obtain feedback on their
performance.
Mentor and student agree to undertake snapshot/episode of care assessment
Mentor directly supervises student undertaking snapshot/episode of care assessment
Mentor writes justifying comments to support assessment decision
• Mentor and student
familiarise themselves with assessment criteria
• Mentor judges if student
has demonstrated assessment criteria
• Mentor judges if student
has passed or failed snapshot/episode of care assessment
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4.5 Service users’ contribution to practice assessment The NMC requires service user and carers to contribute to the assessment process of pre-
registration students (NMC, 2010). This means that students who began their programme after
September 2011 need to obtain comment from service users during each practice learning
opportunity.
The term ‘service user’ includes clients, patients, relatives, carers and significant others. It is
recommended that mentors discuss with the student how service user feedback will be obtained
during the practice experience. This is best done at the practice orientation. The service user
feedback can be recorded in the ‘Service Users Comments’ pages in the Practice Assessment
Document.
Before obtaining feedback the mentor should ensure that the service user consents to having
their comments recorded in the practice assessment document. The service user should be
advised that they will remain anonymous and any discussion held in confidence by the student,
mentor and university.
Initial Interview
Mentor and Student discuss how service user feedback will
be obtained
Mentor gains consent from
service user
Service user documents feedback following explanation
from mentor
Mentor gains consent from service user
Mentor documents feedback obtained from service user
Final Interview
Mentor reflects on user/carer feedback to inform Ongoing
Achievement Record. .
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4.6 Documenting the ongoing achievement record The NMC requires the mentor who assessed the student to provide a summary of the students’
strengths, areas for development and weaknesses for the next mentor. It should provide an
accurate account of any areas which the student will need to focus on if there are any concerns
related to proficiency.
The main aim of the ongoing achievement record is to provide evidence of the student’s
progression throughout the programme. The sign-off mentor will be reliant on clear
documentation within the ongoing achievement record to confirm that all practice competencies
have been met and there are no ongoing concerns about a student’s fitness for practice.
Strengths
• Mentors should provide a documented overview of learning outcomes that have been achieved
• Specific examples of particular strengths should be included
Issues and areas of concern
• Mentors should provide a documented overview of learning outcomes that have not been achieved
• Specific examples of particular areas of concern should be included
Developmental needs
• Mentors should provide advice to the student and next mentor of what areas require development
• Specific examples of where improvement are needed should be included
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4.7 How your students evaluate practice Students evaluate their practice learning opportunities in a number of ways. Students and
mentors should evaluate the overall practice learning opportunity at the final interview. This will
give mentors/practice teachers first hand feedback on the students experience and assist with
planning learning opportunities for future students. This could be undertaken verbally and/or by
completion of a written evaluation. Evaluation can also take place in a student support group and may involve the
Trust/Organisation Named Person. This allows the organisation to gain an understanding of
students learning experience. Students are required to formally evaluate their practice learning opportunity once they return to
the university. Students are asked to respond to a series of questions that relate to the NMC
‘Standards to Support Learning and Assessment in Practice’ (NMC, 2008). The results of this
survey are collated by the university and shared with the Trust/Organisation Named Person.
Student completes University evaluation including multiple choice and free text responses
Evaluation results collated by University and shared with the Trust/Organisation Named Person
Trust/Organisation named person shares results of student evaluation with individual practice areas
Evaluation results Practice areas should use evaluation results to develop the practice learning opportunity for
students in their areas. Individual student feedback and overall evaluation results can be a
useful way for mentors to gauge their own mentoring performance and indentify changes that
could be made in the practice area to improve the student learning experience. Evaluation
results will also be reviewed within the Educational Audit for each practice learning area.
Improving the practice learning opportunity - example following student evaluation
Student evaluates they did not know who their mentor was on
first day
• Practice area identifies mentor allocated to student in orientation pack and off-duty
Students identify they would like to attend MDT meetings
• Dates, times and location of MDT meetings identified on student notice board
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5 NMC Sign-off mentors In order to safeguard the health and wellbeing of the public, the NMC must be assured that pre-
registration nursing and midwifery students have been assessed and signed off as capable of
safe and effective practice at the end of a programme.
Accountability of NMC sign-off mentors
Consider evidence from
students practice Judge if all competencies
have been met If proficient – sign off practice
part of programme
Consider evidence from students practice
Judge if all competencies
have been met
If not proficient – do not sign off practice part of
programme
Accountable
to the NMC
Nurse mentors make sign-off decisions at
the end of the programme
Midwife mentors make sign-off decisions at a progression point and end of the programme
Accountable
to the NMC
Support for NMC sign-off mentors
As a sign off mentor, as part of the role, you should have protected time of one hour per week to
perform the role.
Protected Time Protected Time Protected Time
• Reflection on student’s competence
• Feedback to student on their competence
• Documentation of feedback given in assessment document
Additional support f rom link lecturers, Trust/Organisation Named Person and other
mentors is also available to assist you in decision making.
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Criteria for NMC sign-off mentors
The NMC requires that mentors or practice teachers who make the final decision regarding a
student’s competence for registration must fulfill additional criteria to be a sign-off mentor.
Be on the same
part of the register and in the same field of practice as
the student
Clinical
currency and capability in the field of practice
in which the student is being
assessed
In-depth understanding
of accountability to the NMC
Understand the NMC
registration requirements
and the contribution they make to meet these
requirements.
Meet the NMC
requirements to remain on the local register
Working knowledge of
current programme
requirements, practice
assessment strategies and
relevant changes in
education and practice
How to become a NMC sign-off mentor From 2007, the NMC stipulated that midwives will complete their sign-off mentor development
as part of their mentorship preparation programme. Nurses complete their sign-off mentor
development (normally) outside of their mentor preparation programme via their employing
Trust/Organisation.
To become a sign-off mentor a mentor or practice teacher needs to assess 3 final placement
students (nursing) or 3 midwifery students at progression points under the supervision of a
mentor or practice teacher already designated as a sign-off mentor on the mentor register. The
NMC has stated that up t o t wo of these sign-off’s can be done as simulated learning. but
the final signing off must be with a final placement/progression point student. Local Trusts and
Organisations are responsible for the identification of suitable sign-off mentors.
Download the NMC sign-off criteria – (NMC Circular, 26 March 2010 - NMC 2010b)
Frequently asked questions
Who decides if I am a sign-off mentor?
• Your Trust/Organisation will let you know if you are required to undertake this role, it will not be your decision to opt in or out.
Can I mentor students while I am undertaking the additional sign-off mentor training
• Yes, as long as you are a qualified mentor you can continue to mentor and assess students.
If I leave my organisation can I be a sign-off mentor elsewhere?
• Yes, however you may need additional evidence to support your competency for this role within the new organisation.
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The role of the NMC sign-off mentor
As a sign-off mentor you will be expected to review all of the student’s previous practice assessment documentation to ensure that any concerns raised earlier in the programme by previous mentors have been appropriately addressed.
You must be satisfied that all appropriate practice assessments have been undertaken with any concerns or issues followed up/addressed.
If you are a nurse sign-of f mentor you will also undertake the final practice assessment of the student and complete the required documentation.
If you are a midwife s ign -o f f mentor you will also undertake assessment at the progression point and also the final practice assessment of the student and complete the required documentation.
You should use the protected time of one hour per week that you are allocated to perform this
role to reflect on the overall performance of the student, provide written and verbal feedback in
the student’s assessment document / ongoing record of achievement and maintain records in
your mentor passport.
Example
Sign-off mentor reviews students practice
assessment document
Previous mentor noted a weakness in
communication with service users
Sign-off mentor develops action plan with student to
address communication
Sign-off mentor arranges learning experiences that
support developing communication skills and
provides feedback
Sign-off mentor makes final decision related to practice
competency
Communication learning outcome, and all current
learning outcomes are achieved
Learning outcome related to communication not
achieved
Sign-off mentor continues to assess all current
learning outcomes and provide feedback
Sign-off mentor decides required practice
proficiencies have been achieved
If you consider that the student has not reached the desired level of proficiency; you must not sign
the student as proficient. In this case you should provide the student with clear feedback,
document your reasons clearly and seek support from your link lecturer and the Trust/Organisation
Named Person responsible for student support and placements
Becoming a sign-off mentor
If you are not a sign-off mentor and wish to become one. Please contact your local
Trust or Organisation Named Person who can advise you attending and completing a
sign-off mentor development programme.
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NMC Sign-off mentor checklist
NURSING - Is the pre- registration student in their final practice placement?
Ye s – allocate a sign-off
mentor No – sign-off mentor not
required, allocate a mentor
MIDWIFERY - Is the pre- registration student at a progression point or in their final practice placement?
Yes – allocate a sign-off mentor
No – sign-off mentor not required, allocate a mentor
Is the sign-off mentor in the same field of practice as the student?
Yes – no action needed No – check with your Trust/Organisations Named Person to identify a suitable verified sign-off mentor
Is the sign-off mentor available for 40% of the student’s time in practice
Yes – no action needed No – ensure the student is rostered to be at work with the sign-off mentor for 40% of the students’ time
Has the sign-off mentor been allocated an hour of protected time a week
Yes – no action needed No – address with
Trust/Organisation Named Person and manager for action plan/allocation of time
Is the sign-off mentor available to assess all the final practice requirements of the student and document the outcome?
Yes – no action needed No – inform manager and
contact the link lecturer and Trust/Organisation Named Person to discuss action plan.
Is the sign-off mentor available to review all of the students practice documents
Yes – complete documentation and declaration as such
No – contact your link lecturer and Trust/ Organisation Named Person to discuss concerns. Document these also.
Does the sign-off mentor have any concerns about the students practice?
Yes - contact your link lecturer and Trust/Organisation Named Person to discuss concerns document these.
No – no action needed
Does the sign-off mentor need any additional support?
Yes – seek support from colleagues and contact your link lecturer and Trust/Organisation Named Person
No – but reflect on your experience with colleagues and other mentors/sign-off mentors
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References
Nursing and Midwifery Council (2010a) Standards for pre-registration nursing education London:
Nursing and Midwifery Council Online Available at http://standards.nmc-
uk.org/Pages/Welcome.aspx (accessed 10 January 2015)
Nursing and Midwifery Council (2010b) Sign-off mentor criteria London: Nursing and Midwifery
Council Online Available at http://www.nmc-
uk.org/Documents/Circulars/2010circulars/NMCcircular05_2010-1.pdf (accessed 10 January 2015)
Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice
NMC Standards for Mentors, Practice Educators and Teachers (2nd edn.) London: Nursing and
Midwifery Council Online Available at http://www.nmc-uk.org/Documents/NMC-Publications/NMC-
Standards-to-support-learning-assessment.pdf (accessed 10 January 2015)
Abbreviations
CPPD Continuing Personal and Professional Development
IPR Individual Performance Review
MDT Multi Disciplinary Team
NMC Nursing and Midwifery Council
OAR Ongoing Achievement Record
OMP Overseas Midwifery Adaptation Programme
ONP Overseas Nursing Adaptation Programme
RTP Return to Practice
U.I. Unique Identification Number
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Appendix 1
Mentor and Practice Teacher Passport (updated January 2015)
FACULTY OF HEALTH, SOCIAL CARE AND EDCUATION
Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2015 ©
www.healthcare.ac.uk/mentor-resources
In partnership with local NHS trusts and organisations in
London and Surrey
Mentor and Practice Teacher Passport
Name:
Trust/Organisation
Base:
Mentor Unique
Identification no:
Passport valid From: To:
KSF Dimensions: Core 1 and 2, G1
Mentors/Practice Teachers must develop their own knowledge, skills and competence beyond that of
registration and be formally prepared for the role. (NMC 2008) A record of training and development
undertaken should be kept and made available for triennial review: the Mentor/Practice Teacher
Passport has been designed to aid this.
A Mentor is:
A registrant who has met outcomes of NMC Mentor stage 2 and who facilitates learning, and supervises and assesses students in a practice setting (NMC 2008)
A Practice Teacher is:
A registrant who has gained knowledge, skills and competence in both their specialist area of practice and in their teaching role, meeting the outcomes of NMC Practice Teacher stage 3, and who facilitates learning, supervises and assesses students in a practice setting (NMC 2008)
Reference: Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice NMC
Standards for Mentors, practice educators and teachers 2nd
edn. London: Nursing and Midwifery Council
Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2015 ©
www.healthcare.ac.uk/mentor-resources
Mentor/teaching and assessing qualifications
Date obtained Place of Study Course/Programme
Annual mentor/practice teacher update sessions to include sign-off mentor
development, mentor updates etc.
Date Where attended Facilitator - name/signature
Other mentoring events/meetings – e.g. Mentor Link Group
Date Event Facilitator - name/signature
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Mentoring information/research reviewed
e.g. articles read, web-based learning, moderating committees etc.
Date Activity/Evidence
Triennial review
Date of annual review and
discussion with Manager
Signature/Name of Manager Comments
NMC Eight Domains Self assessment competency statement completed:
Date: Date of Triennial Review:
Has the Mentor/Practice Teacher evidence of: Yes/No Signed Manager
Mentored two students with due regard in last 3 years (Practice Teachers one student)?
Participated in annual updating?
Explored the validity and reliability of judgements when assessing practice?
Mapped role development against current NMC Mentor/Practice Teacher standards?
Met all NMC requirements to stay on local register?
Please note: All points above must be met to remain on the local register
Outcome: Remain on the local register? Yes / No
Signature/Name of Manager
Mentor Register co-ordinator
informed of the decision of the
Triennial review
Name of Mentor Register co-ordinator
Date informed __________________________
41
Record of NMC Pre-registration or NMC Workforce development students mentored
Date
from:
Date to: Name of pre-registration
student / ID no:
Signature of
student
Cohort/Course
Developed in partnership between local Trusts/Organisations and Practice Partners and The Faculty
of Health, Social Care and Education, Kingston University/SGUL For review: January 2016
Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©
www.healthcare.ac.uk/mentor-resources
Appendix 2
NMC Stage 2 Mentors checklist for triennial review
(Updated January 2015)
Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©
www.healthcare.ac.uk/mentor-resources
FACULTY OF HEALTH, SOCAL CARE AND EDUCATION AND PARTNER TRUSTS AND ORGANISATIONS
Developmental framework for a standard to support learning and assessment in practice
Nursing and Midwifery Council Standards to support learning and assessment in practice 2nd edition NMC 2008
Name of Mentor/sign-off mentor ______________________________________________ Date completed _____________
Mentor/sign-off mentor to map their on-going development in their role as a mentor against the NMC Stage 2 Mentor Standards (NMC 2008 p11)
Domain NMC Mentor Stage 2 List of evidence to support achievement provided
Demonstrate effective relationship building skills sufficient to support learning, as part of a wider interprofessional team, for a range of students in
both practice and academic learning environments
1. Establishing
effective
working
relationships
Develop effective working relationships based on mutual trust and respect
Demonstrate an understanding of factors that influence how students integrate into practice settings
Provide ongoing and constructive support to facilitate transition from one learning environment to another
Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©
www.healthcare.ac.uk/mentor-resources
Facilitate learning for a range of students, within a particular area of practice where appropriate, encouraging self-management of learning
opportunities and providing support to maximise individual potential
2. Facilitation
of learning
Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet individual needs
Facilitate the selection of appropriate learning strategies to integrate learning from practice and academic settings
Support students in critically reflecting upon their learning experiences In order to enhance future learning
Assess learning in order to make judgments related to the NMC standards of proficiency for entry to the register or for recording a qualification at a
level above initial registration
3. Assessment
and
accountability
Foster professional growth, personal development and accountability through support of students in practice
Demonstrate a breadth of understanding of assessment strategies and ability to contribute to the total assessment process as part of the teaching team
Provide constructive feedback to students and assist them in identifying future learning needs and actions, manage failing students so that they may enhance
Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©
www.healthcare.ac.uk/mentor-resources
their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future
Be accountable for confirming that students have met or not met the NMC competencies in practice and as a sign-off mentor confirm that students have met or not met the NMC standards of proficiency and are capable of safe and effective practice
Determine strategies for evaluating learning in practice and academic settings to ensure that the NMC standards of proficiency for registration or
recording a qualification at a level above initial registration have been met
4. Evaluation of
learning
Contribute to the evaluation of student learning and assessment experiences, proposing aspects for change resulting from such evaluation
Participate in self and peer evaluation to facilitate personal development and contribute to the development of others
Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©
www.healthcare.ac.uk/mentor-resources
Create an environment for learning, where practice is valued and developed, that provides appropriate professional and interprofessional learning
opportunities and support for learning to maximise achievement for individuals
5. Creating an
environment
for learning
Support students to identify both learning needs and experiences that are appropriate to their level of learning
Use a range of learning experiences, involving patients, clients, carers and the professional team, to meet defined learning needs
Identify aspects of the learning environment which could be enhanced negotiating with others to make appropriate changes
Act as a resource to facilitate personal and professional development of others
Support learning within a context of practice that reflects health care and educational policies, managing change to ensure that particular
professional needs are met within a learning environment that also supports practice development;
6. Context of
practice
Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated
Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care
Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained
Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©
www.healthcare.ac.uk/mentor-resources
Apply evidence-based practice to their own work and contribute to the further development of such a knowledge and practice evidence-base
7. Evidence-
based practice
Identify and apply research and evidence based practice to their area of practice
Contribute to strategies to increase or review the evidence base used to support practice
Support students in applying an evidence base to their own practice
Demonstrate leadership skills for education within practice and academic settings
8. Leadership
Plan a series of learning experiences that will meet students defined learning needs
Be an advocate for students to support them accessing learning opportunities that meet their individual needs involving a range of other professionals, patients, clients & carers
Prioritise work to accommodate support of students within their practice roles
Updated January 2015 tg