Mentor Update 10/11 University Campus Suffolk. Triennial Reviews The majority of mentors/sign off mentors at must have had their first TR by September.

Mentor Update 10/11

University Campus SuffolkUniversity Campus Suffolk

Triennial Reviews

• The majority of mentors/sign off mentors at must have had their first TR by September 2010

• This will be done by your line manager alongside your annual appraisal

• Documentation for some Trusts are available on Intranet

• You must provide evidence that demonstrates how you meet the NMC mentor requirements to remain on the local mentor register

• Once completed your mentor register record will be updated

ODP Mentor Requirements-

• Stage 1: Associate mentor – can confirm learner’s aims and objectives. Must be counter signed by a Mentor.

• Stage 2: Mentor – assesses achievement of learning objectives & signs off competencies

• Stage 3: Practice Educator / Lecturer – Manages a network of mentors / supervising mentors.

• 6 months post registration experience

• Must have met section 4.1 of CODP Mentor standards.

• To attend update every 2 years

• Hold a mentor qualification at degree level.

• Updates every 2 years• Evidence of development every

2 years

• Mentor qualification must be at same of higher level than learners.

• Must meet all sections of CODP standards.

ODP GradingBeginner (B)

• The student has no experience of the presenting clinical situation and operate by closely following rules laid down by others.

• They perform a series of tasks without understanding, or referring to, the context in which they are working.

Developing Learner (DL)

• The student demonstrates a degree of flexibility in their practice• Interprets the rules to meet the needs of the situation, maintaining the

safety of the patient, others and themselves. • They are able to relate to the current situation, based on prior learning.

Competent (C)

• The student is consciously aware of the long-term effects of their actions. • They are able to plan the most satisfactory outcome of a situation and

take the necessary actions in order to meet the required aims. • In order to successfully achieve this conscious, abstract and analytical

contemplation of the situation is required.

Nursing 2009 Curriculum

• Started September 2009

• 2 semesters per year

• Diploma and Degree-Adult and Childrens Nursing

• Intakes September and February-Adult Dip. And Degree

• No Home Wards

• Less weeks without students on placement!

• Community experience in each year

• Credits awarded for practice each year

• Practice assessed differently in each year-skills, reflections, OSCE, Portfolio

• Grading of practice in 3rd yr-sample tri-partite meetings

Practice Assessment-Nursing 2009 curriculum

• Yr 1-Skills assessment and 4 reflective accounts

• Yr 2-Skills Assessment and OSCE

• Yr 3-Skills Assessment, graded proficiencies and Portfolio

• Skills within the Practice Assessment document signed off by mentor

• Reflections, OSCEs and portfolio graded by academic staff with practice input

• 3rd yr only: NMC Four domains of practice graded by Sign off Mentor

• Sign off Mentors award N,C,B,A

Practice Assessment – Midwifery 2009 curriculum

• Yr 1-Skills assessment and 2000 word reflection on the woman’s story

• Yr 2-Skills Assessment and OSCE

• Yr 3-Skills Assessment, graded proficiencies and Portfolio

• Skills within the Practice Assessment document signed off by mentor

(Internalisation for ALL years)

• Reflections, OSCEs and portfolio graded by academic staff with practice input

• In each year: each student has a tripartite assessment to award a % grade focused on NMC 4 domains of practice (student, mentor, tutor)

Sign off Mentor Revisions

• Three supervised ‘signing off’ has been reviewed

• NMC is suggesting supervisions 1 & 2 can be replaced by:

– OSCEs– Role Play– Simulation– Use of interactive electronic resources

• For the final supervision all sign off mentors must be supervised signing off proficiency of a student undertaking a NMC approved programme

Service Improvement• Improvement in practice is embedded in the NHS as

part of the modernisation and quality agenda.• Pre-reg Nursing Students from 2009 are required to

undertake a project in their third year to identify and plan a service improvement

• Your role is to support them in practice throughout this.

• You may be familiar with such initiatives as part of local project work, service innovation and productive ward.

• The next few slides are intended to remind you of the process and help you to guide your student

• Please contact your CPF, PEF or University in the usual way if you have any questions

Process mapping …

Identify opportunities to improve

Select a process

Analyse the current situation

Map the process

Overview of Improvement

– Success is defined as improving how we safely meet the needs of our patients

– Focus on processes, not blaming others

– Success depends on gathering and using data and information to identify changes and to learn from testing them out

– Using rapid small changes engages staff and creates continuous improvement

– Success requires collaboration and innovation from team members working together

– Combining professional knowledge with improvement knowledge is very powerful for providing safer and better care

NMC Pre-reg Nursing Review

• Consultation with HEIs, mentors, key stakeholders

• Standards of education are mandatory and are supported in law

• Divided into 2 parts

– Standards of education

– Standards of competence

• 10 Key standards

– Safeguarding the public– Equality and diversity– Selection, admission,

progression and completion

– Support of students and educators

– Structure, design and delivery of programmes

– Practice learning opportunities

– Outcomes– Assessment– Resources– Quality Assurance

Proposed Standards of Competence

• Four Domains

– professional values – communication and

interpersonal skills – nursing practice and

decision making – leadership,

management and team working

• Introduces generic competencies all students must achieve and field specific competencies

• Essential Skills Clusters remain and includes numerical assessments in practice

Group Activity

• Over to you:

– Choose a scenario– Discuss the main issues as a group – List the actions you would follow

– Identify a spokesperson to feedback

Useful Resources

• UCS Link Lecturers / Personal tutors / Programme Leader

• Allocations Office tel: (01473 338475)

• Clinical Practice Facilitators & Practice Education Facilitators• UCS Mentor Newsletter – published Jan and July and available on the

Trust intranet

• UCS dedicated placement/mentor website – http://www.ucs.ac.uk click on Schools and Centres, following ‘Supporting students in practice’ link

• www.practicebasedlearning.org.uk

• RCN (2007) Guidance for Mentors of Nursing & Midwifery students. RCN London

• AODP (2009) Standards and Guidance for Mentors. AODP, London

• NMC (2008) Standards to support learning & assessment in practice 2nd Edition. NMC, London