Mentor update - online resource

1. UWE Bristol
You will need to click your mouse to
progress through the animated slides

2. Find a quiet space
Have pen and paper ready to write notes
Access a printer today if
possible
PLAN TIME IN THE NEXT FEW MONTHS
TO COMPLETE THE ACTIVITIES

3. Completing the mentor update activities will
be a continuous process throughout the year
allocating a maximum of 20 minutes for each
one
This slide show will take no longer than
30 minutes to view
You are expected to complete FIVE activities
provided at the end of the presentation.
Prompts to think about these are made
during this online resource.

4. Pen and Paper
During this mentor update
YOU WILL:
Watch , think and dig
deeper
Take a break of a few minutes midway-
• to move from your computer!
• to make a drink and reflect on what you have
read and students you have mentored
You will need:
To make notes and complete five activities
provided at the end of the resource

5. Watch the slides for :
Reminder of the
responsibilities of the
mentor
New
documentation
Problem solving
through
reflection and
sharing
Curriculum News

6. UWE’s Vision for Nursing:
“With practice; for practice; transforming practice”
Values &
Behaviours
Practice
Partnerships
Research &
Knowledge
Exchange
Dynamic,
innovative &
interactive
programmes
The VisionWe thank all our mentors for
supporting our students

7. The mentor must have:
• Mentored at least two
students within a
three year period
• Participated in annual
updating
• Mapped ongoing
development in their
role against current
NMC standards
• Been deemed to have
met all the requirements
needed to be maintained
on the local register as a
mentor or sign off mentor
• A triennial review
organised by the
placement provider
SEE NEXT SLIDE

8. Triennial ReviewIf you work for the NHS or a
Social Enterprise (ex-pct) ...
• This is the responsibility of your
employer. Organisations can
approach this differently, however
the core expectations are as follows:
• Every three years you must have
– Completed annual mentor updates
– Mentored a minimum of two students
in the last three years
– Have evidence of CPD in relation to
Mentoring / Practice Teacher standards
– Practice teachers have mentored one
Specialist Practice Student in the last
three years
If you work for the
Private sector or an
Independent provider ...
• The triennial
review is the
responsibility of
UWE.
• If you need
further
information
please look on
the practice
support net.

9. Activity 1-
Documenting your evidence
This link will take you to the Practice
Support Net site for the following example
form [pdf doc.]:
‘Recording your mentor activities’
If your organisation does not provide you
with a proforma, document in this one each
time you have discussed mentoring students
as evidence of continuous development.
The following slides act as prompts

10. Recording your mentor activities
It is good practice each year to document:
• Your nurse and mentor qualifications
• Update activities including meetings with
the AiP and/or education lead/key mentor
• Students mentored and dates
• Triennial review date
• Last date educational placement audit
performed and by whom

11. Updating activities
This online resource can be used only twice
in a three year period with attendance at a
‘face to face’ mentor update with other
mentors at least once in a three year period.
This is because group discussions on
experiences and best practice have been
identified by the NMC as valuable in
maintaining standards in practice as well as
education.

12. Mentor updates
You may wish to attend a face to face
session every year- dates and venues can
be found on the Practice Support Net.
You may wish to complete the workbook
available via your education lead or use this
online resource for two out of the three
occasions.
It is important to reflect on your learning
and mentoring by using the activities
provided

13. Year 1
• Realigned the Learning Outcomes to create two new modules:
• - Appreciating Evidence for Practice
• - Physiology and Pharmacology
• - Simulation weeks/underpinned by case study approach
Year 2
• Revised all modules to create larger field specific modules
• Assessment and Clinical Reasoning
• Simulation weeks/case studies
• Formative Grading in Practice
Year 3
• Choice Modules
• Dissertation – Service Improvement
• Summative Grading in Practice
Curriculum Changes
Moving towards a Case Based Curriculum

14. Grading of Practice: A timeline
2013 2014 2016
Steering Group (Stakeholders and Students)+ Information road shows planned
Mentor updates to
include an overview
of grading and
include activities and
scenarios relating to
the grading of
students
Include information
on format of grading
structure in FLAP
module
Identify target pilot
areas and prepare
mentors
Pilot study to
commence in
February 2014 with
third year students in
preparation for
implementation
The first cohort of
pre-registration
students will use the
summative Grading
of Practice in Year
Three
NEWS Continued

15. Year 1
• PASS (No Grade)
• FAIL (No Grade)
Year 2
• PASS (Formative Grade)
• FAIL (Zero Grade)
Year 3
• PASS (Summative Grade)
• FAIL (Zero Grade)
Grading of Practice:
To place equal value of students contribution in practice and theory (Francis Report, 2013
and NMC 2010a)
Look on the Practice
Support Net for
more information
and a video of a
grading of practice
interview between
the SoM and
student.
NEWS Continued

17. Peer Assisted Learning
PAL is an active ‘student-centered’ learning
method whereby students who have just
completed a module are trained to
facilitate the learning of students on the
same theory or practice module in the
following year.
PAL and NMC competencies
– Links with OAR Assessment of Practice
NEWS Continued

18. You can assess the student against this criteria
Look at the available sources of evidence you can select from above
including Service User/Carer Testimony (SUCT). SEE NEXT SLIDE

19. Patient and Carer Testimonies
“A very compassionate
and dedicated nurse, she
will be a tribute to the
nursing profession”
“She sets a good example of
the type of young student
nurse which the modern
NHS would be pleased to
have on their staff”
“She will make a fine
nurse, she showed care
and compassion
throughout the time I
needed it most”
“Dedicated to his nursing
duties long after he
finished his shift”
The mentor should select two patients
for the student to ask to complete the
form. The student will bring these into
placement.
Remember to write your comments
too.
These will also feed into the mentor's
grading of the student’s practice

20. TAKE A BREAK!
• You have just read some of the exciting
developments in the September 2013
curriculum
• More information on the documentation
follows
• Think about how you plan for a student
e.g. local orientation and date planning for
the midpoint and final summary

21. Activity 2-
Self assessment
This link will take you to the Practice
Support Net site for the following example
form [pdf doc.]:
Self assessment: how I prepare for
students (best practice ideas)
Discuss with other team members and work
on an action plan together if possible.
Complete and keep in your portfolio and
use as evidence for your triennial review,
and annual PDP/appraisal

22. Planning for the student
• Expect contact from the student prior to
placement start date
• Identify the named mentor for them
• Have off duty clearly organised
• Plan first introductory meeting and
induction with mentor (or buddy in their
absence)
• Agree learning contract and set dates for
the midpoint and final summary

23. Preparing for a student
• The student experience in placement is
enhanced when the mentor and team
have planned the initial contact and
learning opportunities available.
• Student nurses report how much they
enjoy working with their mentors and how
being made to feel welcomed at the start
by the team makes them feel valued.

24. Named Mentor
• If a student does not know the name of
their mentor at the start this can create
anxiety and decrease their confidence in
the learning environment.
• Demonstrating that the mentor and team
have control over the student’s learning
opportunities will often result in the student
maintaining focus and responding
positively to feedback.

25. The Midpoint Summary
• The midpoint summary meeting is viewed as a
positive event in the students time in placement,
focusing on improvements to be made for the
remainder of the time as well as learning
outcomes and skills already achieved
• However, it is good practice to raise concerns
with the student’s performance early and not
wait till the midpoint review. This helps them
understand and be guided by the mentor on how
they can demonstrate improvements in their
practice and reduce the risk of failing in practice.

26. Activity 3-
Your own experience
Not all students have a smooth journey and
require the mentor to provide extra support
through feedback and action planning.
Reflect on a student you may have supported in
this way. Jot down some of the key aspects of the
support and the challenges you faced as a
mentor.
Where and how did you access your own support?
SEE FOLLOWING SLIDES FOR BEST
PRACTICE

27. Identify reasons for non-
achievement
• Discuss with student
• Agree action plan
• Set dates for review
• Document meeting and action plan

28. • Student has improved/achieved- continue
with assessment
• Student not improved/achieved- contact
UWE
• The AiP can be contacted via the Practice
Support Line
SEE NEXT SLIDES FOR ADDITIONAL
DETAILS
Review Action

29. Practice Support Net - This is
available on the UWE website and
no password is needed:
• You can use it to book onto your mentor
update. You can also update online, or
complete a workbook from your NHS
trust.
• Copies of the Ongoing Achievement
Record are available to read or
download.
• There is useful information for mentors
e.g. Managing student sickness, off duty,
student disabilities.
• You can undertake the Self –Assessment
Audit on your placement area.
This is the LINK to PSN:
http://www1.uwe.ac.uk/students/
practicesupportnet
You can no longer call to book mentor
updates. All mentor updates need
to be booked online through the
PSN
The Practice Support Line covers
many practice issues including:-
• Work or Assessment related worries
• Difficulties with work relationships
• Personal/Health Issues
• Extenuating Circumstances
• Learning Outcome Concerns
Please note:
Any absences due to
sickness or authorised leave
should be reported directly to the
Professional Practice Office
Absence Reporting Line:
0117 3283 283
and the Placement
Concerned by the student.
The Practice Support Line -
0117 3281152
Email: hscpsl@uwe.ac.uk

30. Academic in Practice (AiP) Role
• Build relationships between the placement
provider and the education provider in
order to meet the responsibilities outlined
by the NMC including audit and capacity
• To problem solve with and support
mentors and students when placement
issues are identified and where learning
outcomes are not being met resulting in
action plans

31. Activity 4 a review of activity 3
- Support to students
Take five minutes to think about students
that have required additional support
Write down and keep in your portfolio the
following:
• Who have you contacted for your own
support
• Was the AiP with the student
• What was the outcome?

32. Access Plans
• Some students will have access plans which
support reasonable adjustments in practice.
• All access plans for practice are developed
alongside the student, AiP, student disability
advisors and representation from the Trust (LEF /
PEF).
• If a student has an access plan they are
encouraged by the AiP to share this with the
mentor so that they are aware. This demonstrates
the student’s professionalism .
• The AiP will be involved if required. Where possible
we will try to ensure this happens prior to students
arriving on placement.

33. Student Support
The mentor or academic may need to terminate/disengage
the professional relationship developed and refer them on
to others who can help.
The way that mentors and academic staff role model how a
student is referred to others for specific support can
highlight/mirror the skill that the student has to
demonstrate: Terminating a therapeutic relationship;
Act ethically when maintaining and disengaging from
professional caring relationships.
The next slide identifies support mechanisms which
can be accessed direct by the student or the mentor
can contact the Practice Support Line who will refer to
the AiP or appropriate person.

34. Support Available for the Student
The
Student
Mentors and
Sign Off
Mentors
Educational
leads and
Practice
Education
Facilitators
Academics in
Practice
Professional
Practice Office
And
PracticeSupport
Line
Supervision of
Learning Days
(SoLD)
Facilitaotr
Clinical Staff;
Registered
and
Unregistered
staff
Programme
Manager
Practice Module
leader
Student Advisors
Wellbeing Service
Disability Services
Academic
Personal tutors

35. NEWS
The following slides explain the new
documentation and requirements for completion
by both student and mentor.
Take time to become familiar with the
September 2013 Curriculum and the new
OAR document. These can be found on the
Practice Support Net.
The first 19 pages are full of useful
information for the mentor

36. Assessing against the essential
skills and the NMC criteria
‘An ongoing achievement record including
comments from mentors, must be passed
from one placement to the next to enable
judgements to be made on the student
progress’ (NMC 2008)
The student is responsible for the safe keeping
of the ‘OAR’ and must respond to the mentor’s
request for access to read and complete.

38. The Academic Personal Tutor will have a 1:1 meeting with the
student at least twice per year to discuss progress on the programme.
This page will be completed and the yellow copy left in the OAR for
the mentor to read.
The student portfolio will
include written reflections,
assignment feedback and
marks and Patient /Carer
feedback forms

39. Improvements have been made in the September
2013 OAR to include a full page for both mentor
and student to complete individually

40. Skill Sheets Requirements
The requirement for skill sheets vary from
programme to programme
Explanations are in branch specific OAR documents
(page 8)
•Skill sheets can be completed (handwritten unless
exceptional circumstances) once a selected and agreed skill
has been observed or discussed as part of the student
assessment. These should be placed in their portfolio of
development
• Skill sheets are a key way of demonstrating both knowledge
and understanding. Referencing the underpinning evidence
base should be included.
• Where appropriate policy can also be referred to

41. Individual
outcome as
identified by the
student + mentor
Learning outcome 1:
Focusing on service
users needs holistically
Learning outcome 3:
Needs being met / Risk
assessment
Learning outcome 5:
Legal Frameworks
Target date
Review care
plan /
documentation
at midpoint
Presentation –
towards end of
placement
Midpoint
Sections –
Mid point
Safeguarding –
End point
Evaluation
PO
N
Q&A
Relating skills
sheets 1&2
PO
Q&A
Relating skills
sheets 42. 43
Q&A
N
Additional
learning
opportunity
filled in
Relating skills
sheets 41
Focus on a service user and write a
basic care plan around an identified
need.
Write the notes for this service user
at least 2 shifts week.
Present Service users needs to
mentor at end of the placement
Complete a risk assessment for
chosen service user
Talk through the process of risk
assessment with mentor
Student to be able to talk through the
mental health act with mentor, with
knowledge around sections used in this
clinical area.
Student to read Safeguarding policy
and arrange to spend an afternoon
with Unit social worker
Selecting Sources of Evidence
Action

42. It is rare that a learning outcome cannot be assessd by any of
the above methods. Ask your education lead or AiP for
assistance.

43. Activity 5-
Reflection
What would you consider to be successful
mentoring?
What aspects of the mentor role are you
most comfortable with / do you most enjoy?
What aspects of mentoring do you find most
challenging / difficult / do not enjoy?
What have you learnt about yourself as a
mentor as a result of your experiences?

44. Just to recap - NMC Requirements
• A student must have a named qualified mentor for each
period of practice learning.
• Mentors should not support more than 3 students at once.
• Whilst giving direct care in the practice setting at least 40%
of the student’s time must be spent being supervised by a
mentor/practice teacher.
• When in a final placement this 40% of the student’s time is
in addition to the protected time (one hour per week) to be
spent with a sign-off mentor
• An ongoing achievement record including comments from
mentors must be passed from one placement to the next to
enable judgements to be made on the student’s progress.
• Assessment of competence can be undertaken through
either direct observation in practice or evidence gained
from indirect observation as appropriate.

45. Don’t forget to complete all 5
activities as part of your mentor
update and development.
Print off activities:
1 and 2 at the end of this
sideshow by returning to the PSN
and retain all your notes in your
portfolio.
SEE NEXT SLIDE
And finally …………

46. Make sure your update is
recorded…………
Once you have viewed this presentation and
printed off the activities it is essential to notify
the
Professional Practice Office
This information is recorded on the
appropriate mentor database for your
organisation
click here to enter your details