update for nursing and midwifery practice assessor/mentors
TRANSCRIPT
Update for Nursing and Midwifery Practice Assessor/Mentors 2018 - 19
Lecturer guidance
This pack should have everything you need to facilitate a Practice
Assessor/Mentor update and provides a range of material for you to select
and use as appropriate:
Part one:
What is new – points for discussion
Basic overview of what Practice Assessor/Mentors need to know
What support is available for Practice Assessor/Mentors in Leeds
What to do if……………….
Part two:
New NMC standards hand out – for printing off
Part three:
Sign off Practice Assessor/Mentor guidance
Part four:
Scenarios – these can be used either to facilitate general discussion and learning , OR can
be used as sign off Mentor events. YOU CAN ONLY FACILITATE A SIGN OFF MENTOR EVENT
IF YOU HAVE A SIGN OFF MENTOR IN THE SESSION WHO IS WILLING TO SIGN OFF THE
MENTORS WHO WORK THROUGH THE CASE STUDIES
The scenarios can be printed off and taken with you for use during the session.
Part five:
Reflective accounts form – based on NMC Revalidation form to encourage Practice
Assessor/Mentors to use their learning from Practice Assessing / Supervising /Mentoring
students or attending Practice Assessor/Mentor updates as an opportunity to reflect
These forms can be printed off and taken with you for use during the session
Part six:
Practice Assessor/Mentor Update register – blank – Practice learning facilitators
(PLFs) may bring them if they are attending . Please email it to the PLF for the
relevant Trust or Private, voluntary, independent organisations (PIVO)
Statement of attendance -optional
The registers and statement of attendance can be printed off and taken with you for use
during the session
n.b. A PowerPoint presentation is available on the Practice Placement website
http://medhealth.leeds.ac.uk/info/2950/practice_placements click on Practice
Assessor/Mentors then find a Practice Assessor/Mentor update – link lecturer resources -
should it be needed –but not all Practice Assessor/Mentor update venues have accessible IT
facilities!
Part one:
What is new? Issues with the potential to impact on placements and Practice
Assessor/Mentors:
NATIONALLY:
Loss of student fees and bursaries to student loan model from September
2017 (? impact on recruitment , age profile of students, retention of students
and attitudes /expectations of practice placement if “paying” for practice
learning )
New types of learners – 3 routes into nursing;
1. Traditional 3 year full time university nursing student exiting with degree
2. Nursing apprenticeships exiting with degree
3. Nursing associates exiting with foundation degree , nationally regulated
by NMC
KEY CHANGES:
No NMC approved Practice Assessor/Mentor preparation course (such as
SLIP) but a Practice Assessor Preparation course - approved as part of NMC
monitoring and course approval
New terminology –Mentor term removed – new terms:
1. Practice supervisor
2. Practice assessor
3. Academic assessor
IE. Split between assessing and supervisor roles
No practice teacher requirement for community specialist practitioner/
specialist community public health nurses e.g. HV and DNs
No sign off Mentors
No 40% working with students on placement requirement
Increase in MDT involvement in supervision
Local operationalisation of roles to be agreed in Leeds over next few
months as preparation for NMC approval of pre- registration nursing
programmes gets underway
WHAT IS THE SAME:
2300 practice learning hours BUT Increase in amount of simulation hour
counting as practice (up to 50% of practice hours)
Students supernumerary (“Supernumerary means that students undertaking
practice experiences as part of their programme of study will not be
contracted by any person or body to provide nursing care”(NMC, 2017)
Need for a supervisory framework and monitoring/quality assurance of
practice learning (but locally rather than NMC determined.)
LOCALLY:
Pebble pad electronic practice assessment documentation being introduced :
Leeds Beckett students September 2017 year 1 , Leeds University students March 2019 year
1
THE BASICS:
Obligations including documentation of the Practice Supervisor/ Assessor/Mentor :
1. Prior to student arriving for placement
2. First day
3. First week
4. Half way through (Professional behaviours checklist)
5. End of placement
6. Making fair judgements about NMC Practice Standards AND Clinical Skills
7. Dealing with a potentially failing student – including concerns professional suitability
Local guidance on who is responsible for what is being developed
Support for Practice Assessor/Mentors in Leeds:
Leeds University Placement Unit
http://medhealth.leeds.ac.uk/info/2950/practice_placements
0113 343 1375
Contains resources for Practice Assessor/Mentors and students including copies of student
documentation, local Practice Assessor/Mentor update programmes, SLIP/Practice Assessor
programmes, contact details for the Universities if student issues. They do the allocations of
students for Leeds uni and Leeds Beckett
Health care placements website www.healthcareplacements.co.uk
Pan Yorkshire website for supporting learning:
• Profile of all practice placements in Yorkshire –check your is up to date (pass words
from PLF or your educational leads) / Practice Assessor/Mentor register / Student online
evaluation facility / Educational audits/ Details of local Practice Learning Facilitators
(PLFs)
Link lecturer
Practice learning facilitators – based in Trust or for private, voluntary and independent
sector, based at University - support quality assurance of the practice placement units for
students of all health professions
What if……………..
Student doesn’t turn up – contact Uni
Student is off sick – ensure they have let Uni know ( for Leeds Beckett , student
must give name of person they phoned in sick too on placement and student
must email course administrator)
Student wants to make up hours – only with agreement of university and
placement area
Student wants to work as an agency or bank HCA in your area – not appropriate
Student says he/she cannot arrive at start time and cannot do certain shifts –
students sign contract to agree available for shift work and unless emergency
(carer/parental issues) should work shifts appropriate to maximise learning –
which usually means working with their Practice Assessor/Mentor
Part two: NMC changes for mentors and practice learning – summary handout
Following a consultation during 2017, the Nursing and Midwifery Council (NMC) has produced
new education standards that will significantly affect all aspects of practice learning, and the roles
of nursing and midwifery mentors. All universities will be required to have had all their
programmes revalidated with NMC against the new standards by September 2020. New
midwifery standards are planned for 2020.
Some of the new standards impacting on mentors are summarised below:
1. The Future Nurse: standards of proficiency for registered nurses
(These standards inform the curriculum of pre –registration nursing programmes – apprentice or
traditional route)
Key changes:
• Increased emphasis on shared skills and knowledge across the 4 fields. No field specific
outcomes or field specific nursing procedures - but “…level of expertise and knowledge required
will vary depending on the chosen fields of practice”
• Includes skills such as venepuncture, cannulation, ECG, chest auscultation, whole body
assessments, insertion of NG tubes, IV medicine administration; more on prescribing theory;
effective supervision and teaching of others
2. Programme standards - Standards for pre-registration nursing programmes
Continuing 50: 50 theory practice split; continuing limits of 50% for recognition of prior leaning;
Key changes:
• Cap on simulated learning hours removed (currently NMC allow a maximum of 300 hours)
• Supernumerary status redefined:
“Students in practice or work based learning must be supported to learn without being counted as
part of the staffing required for safe and effective care in that setting….The decision on the level of
supervision provided for students should be based on the needs of the individual student. The level
of supervision decreases with the student’s increasing proficiency and confidence.”
3. Standards for student supervision and practice (of most significance for mentors and those
who supervise and assess students in practice)
These replace the existing NMC (2008) Support for Learning and Assessment in Practice (SLIP)
standards. They are radically different to enable “..more flexibility, creation and innovation.” In
summary, there is removal of the current requirements for:
• Roles of mentor, practice teacher and sign off mentors
• 40% mentor -student working
• Mentor register
• Approved mentor preparation programmes
• Annual updates and triennial review
• Educational audit
• NMC approved mentor preparation programmes (SLIP)
All disappear as NMC requirements – however, there will still be a requirement for placement
providers and universities to have an infrastructure in place to support quality of placement
learning, so it is likely we will keep many of the elements that work well currently – and the NMC
will monitor this annually as part of their quality assurance processes
Removal of Mentor and Practice Teacher (community) roles and introduces 3 new roles:
1. Practice supervisors (PS) Students will require to be supervised on a day-by-day basis in
practice as happens currently - “All NMC registered nurses and midwives are capable of
supervising students, serving as role models… students may be supervised by other registered
health and social care professionals… in line with their competence.”
PSs must “contribute to the student’s record of achievement …”and “..to students assessments to
inform decisions for progression..” and “..engage with practice assessors and academic assessors
to share relevant observations ..on the students they are supervising.”
2. Practice Assessor (PA) must be assigned for each practice placement or series of practice
placements . They :
“..conduct assessments to confirm student achievement of proficiencies and programme outcomes
for practice learning ……..work in partnership with practice assessor to evaluate and recommend
student for progressions………. Periodically observe student across environments…coordinate
feedback from practice supervisors… Are not simultaneously the practice supervisor and academic
assessor for the same student..”
They are required to undergo “preparation or training” but specific training is not mandated but
“must demonstrate the following minimum outcomes:
• interpersonal communication skills, relevant to student learning and assessment
• conducting objective, evidence based assessments of students
• providing constructive feedback to facilitate professional development in others,
• knowledge of the assessment process and their role within it
• receive ongoing support and training to reflect and develop in their role
• continue to proactively develop their professional practice and knowledge in order to fulfil
their role,
• have an understanding of the proficiencies and programme outcomes that the student
they assess is aiming to achieve “
We will need to develop a new preparation programme for registered nurses and midwives who
take on Practice Assessor role to replace current SLIP programme. It is likely that our current
mentors will be automatically migrated to become first wave of Practice Assessors. Subsequently
new PAs will need to undertake the new preparation programme.
3. Academic assessor - Must have a “.. different nominated Academic Assessor for each part
of the education programme” (ie. minimum of 3 per programme) who “…….collate and confirm
student achievement…….work in partnership with nominated practice assessor to ..make
recommendations for progression… communicate with PAs at scheduled points in programme.”
i.e. need for real or virtual tripartite meeting or communication at the progression points.
Academic and Practice Assessors must be RNs for nurses or MWs for midwives. They don’t have
to be from the on same field of practice if they have “.. suitable equivalent experience.” Similarly,
for SCPHN programmes, the PA or AA doesn’t have to be the same field if they have “..
appropriate experience for programmes outcomes”
See the NMC website for more detailed information https://www.nmc.org.uk/education/
(This summary prepared by Debbie Casey, Leeds Beckett, updated September 2018)
Part three: Sign off Mentor (SOM) guidance n.b the requirement for this role will go once
the new standards are introduced – by September 2020 –current final placement 3 year
students still need a SOM though!!
Sign off Mentors: NMC require sign- off Mentors who make the final assessment of practice (i.e. for
final placement students) to meet additional criteria to reflect the level of responsibility:
Working in the same field of practice……. Registered on the same part of the register Have clinical currency and capability…….. Demonstrate a working knowledge of current programme requirements, practice assessment
strategies and relevant changes in education and practice for the student they are assessing.. Have an in-depth understanding of their accountability to the NMC for the decision they make
to pass or fail a student when assessing proficiency requirement at the end of a programme.” (
Been supervised on at least 3 occasions for signing off proficiency at the end of a final placement…….by an existing sign off Practice Assessor/Mentor or practice teacher
NMC, 2008 p. 21)
However up to 2 occasions may be simulated – but must still be signed off by a sign off Mentor . Sign
off Mentor sessions give existing Practice Assessor/Mentors the opportunity to:
Undertake two case study simulations
The /Mentor must engage in discussion and document these discussions which will be
facilitated by a sign off Mentor and link/ liaison lecturer
They should keep the record of the two simulations
The Mentor must then mentor a real live final placement student under the supervision
of a sign off mentor in your placement area. The Sign off Mentor should review the
evidence from the two sign off simulations and if they are happy that the Mentor is ready to
be a SOM, sign the Mentor’s Triennial Review/ Mentor update documentation . The
Mentor should then then let whoever manages the processes for updating your local
Practice Assessor/Mentor register – usually a Practice learning Facilitator –that they are
now ready to be a SOM and annotated as such on the Practice Assessor/Mentor register.
Part Four:
Scenarios – these can be used either to facilitate discussion OR can be used as sign off
Practice Assessor/Mentor events. If used for sign off events, they should be signed and
dated by the sign off Practice Assessor/Mentor who has been present for the session.
Scenario One
If you are using this Practice Assessor / /Mentor update as a one of your
simulation events, you must document some bullet points for each question.
This will form part of the evidence of achieving the Sign-off Practice
Assessor/Mentor criteria.
You are the Sign Off Practice Assessor/Mentor to a final placement student. The
student you have been Practice Assessor/Mentoring has been meeting all
competencies required to date and has very good communication skills. Other staff
have also given very positive feedback to you about the student’s abilities. The clinical
unit you work in has recently been treating a well-known ‘B’ list celebrity for a condition
that your unit specializes in. This ‘celebrity’ has now been discharged but was an
inpatient for a number of days and you are aware that they are an active user of social
media as you have been following their Twitter account.
This morning a first year student, also on placement within your unit, asks you to look
at an image she has received on her phone from your mentee via the Snapchat social
media application. This image appears to show a ‘selfie’, of your mentee together with
the ‘celebrity’ smiling into the camera whilst at the same time giving a big hug to the
student nurse. In the background you can see another patient lying in a hospital bed
but they are out of focus and you cannot make out who this other person might be.
Focused activities:
1. Contextualise the scenario to your own setting/specialist area
2. Discuss how you could address this
3. Describe how you would give feedback to the student in a constructive and
supportive way
4. Discuss the professional implications of this scenario
This activity was used as a sign off scenario and …………………….demonstrated
appropriate knowledge and understanding of the Practice Assessor/Mentor role
Signature of sign off Practice
Assessor/Mentor………………………………………..date
…………………………………….
Scenario Two
If you are using this Practice Assessor /Mentor update as a one of your
simulation events, you must document some bullet points for each question.
This will form part of the evidence of achieving the Sign-off Practice
Assessor/Mentor criteria.
You are Practice Assessor/Mentoring a final placement student. At the preliminary
interview, you looked through the student’s ‘Ongoing Achievement Record and Skills
log’. The student has been signed off as competent in a specific skill. During a shift
you observe the student preparing to undertake this skill in what you perceive to be an
unsafe manner.
Focused activities:
1. Contextualise the scenario to your own setting/specialist area
2. Identify the immediate actions you would take
3. What would you do subsequently?
4. Discuss the professional implications of you as Sign-off Practice
Assessor/Mentor failing to act on an area of concern regarding a student’s
practice
This activity was used as a sign off scenario and …………………….demonstrated
appropriate knowledge and understanding of the Practice Assessor/Mentor role
Signature of sign off Practice
Assessor/Mentor………………………………………..date …………………………
Scenario Three
If you are using this Practice Assessor /Mentor update as a one of your
simulation events, you must document some bullet points for each question.
This will form part of the evidence of achieving the Sign-off Practice
Assessor/Mentor criteria.
Chris tells you at your initial meeting that he has been recently diagnosed with dyslexia
and that he is developing strategies to deal with it. He makes you aware that support
mechanisms have been put in place following a Disability Assessment by the
University Disability support team.
Focused activities:
1. Contextualise the scenario to your own setting/specialist area
2. Identify your obligations to the student
3. What actions would you take ?
4. Discuss the actions you would take if you had concerns over Chris’s ability to
practice safely
This activity was used as a sign off scenario and …………………….demonstrated
appropriate knowledge and understanding of the Practice Assessor/Mentor role
Signature of sign off Practice
Assessor/Mentor………………………………………..date ………………
Scenario Four
If you are using this Practice Assessor /Mentor update as a one of your simulation
events, you must document some bullet points for each question. This will form part
of the evidence of achieving the Sign-off Practice Assessor/Mentor criteria.
Francis/Frances is a student, who previously worked has a health care assistant;
he/she has 23 years’ experience. It is the first week of his/her placement, and you
have worked three shifts with him/her. He/she is very keen to learn, but you feel
exhausted and out of your depth because of the various enthusiastic questions he/she
continually poses.
Contextualise this scenarios to your own clinical situation.
a) Identify what are the issues each scenario raises that requires addressing
b) What would you do to facilitate the student’s learning?
c) What would you do in terms of assessment, documentation and further action?
This activity was used as a sign off scenario and …………………….demonstrated
appropriate knowledge and understanding of the Practice Assessor/Mentor role
Signature of sign off Practice
Assessor/Mentor………………………………………..date ……………………………
(Modified from NMC Reflective Account Form http://revalidation.nmc.org.uk/download-resources/forms-and-templates)
Use this form to record a written reflective account of your experiences of mentoring/ practice supervising and
assessing /or the annual update you have just attended. For revalidation the NMC requires you to provide 5
reflections on your CPD and/or practice-related feedback and/or an event or experience in your practice and how this
relates to the Code.. This form will support you in providing evidence
Reflective account:
What was the nature of the CPD activity and/or practice-related feedback and/or
event or experience in your practice? Describe the Practice Assessor/Mentor update event/
Practice Assessor/Mentor discussions or an experience with a student in practice where personal
learning took place
What did you learn from the CPD activity and/or feedback and/or event or
experience in your practice?
How did you change or improve your practice as a result?
How is this relevant to the Code?
Select one or more themes: Prioritise people – Practise effectively – Preserve safety – Promote
professionalism and trust
And consider NMC standards for Practice Assessor/Mentors ( see NMC (2008) Standards to
support learning and assessment in practice from
https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-to-support-learning-
assessment.pdf
8 domains for Practice Assessor/Mentors:
Establish effective working relationships
Facilitation of learning
Assessment and accountability
Evaluation of Learning
Creating an environment for learning
Context of practice
Evidence-based practice
Leadership
NAME……………………………………………..DATE…………………………………………..
Part SIX:
• Practice Assessor/Mentor Update Register – blank – Practice learning facilitators
(PLFs) may bring them if they are attending. Please email it to the PLF for the relevant Trust
or Private, voluntary, independent organisations (PIVO)
• Statement of attendance –optional
Practice Assessor/ /Mentor Update Attendance Sheet
Name of person who is providing the update ……………………….............................
Date : / / Type of Practice Assessor/Mentorship
Update/Location..…………………………………….
Name (please print) Ward / Department Practice Assessor/Mentorship Qualification
Sign
Please send a copy of this update to the Practice Learning Facilitators to enable them to
update the Practice Assessor/Mentors on the Healthcare placement website:
Heather Ong – [email protected] Leeds Teaching Hospitals NHS Trust Doug Bodey - [email protected] Leeds Teaching Hospital NHS Trust Jenny Shaw - [email protected] Leeds & York Partnership NHS
Foundation Trust Jude McKaig - [email protected] Leeds Community Healthcare NHS Trust Siobhan Zagajewski [email protected] Leeds Community Healthcare NHS Trust For advanced training /Primary Care Workforce Hub – GP practices in Leeds [email protected]
Certificate of Attendance
This is to certify that: …………………………………………………………..
From practice placement location:………………………………………
has attended a Nursing / Midwifery Practice Assessor/
/Mentor update session on: / /
Signed: …………………………………..
Date: / /