Mentorship for Healthcare Professionals Session: 5 · 12 Professional & Legal ... Check by...

Mentorship for Healthcare Professionals

Session: 5

1

Introduction

This theme is structured around the following key topics:

Professional and legal accountability of the mentor.

Making judgements and decision-making including how to deal with failure

2

Types of Assessment

Formative Assessment

Monitoring progress

during placement

Can inform the final

grade

3

Summative Assessment Formal assessment at end

of placement Constitutes the final

judgement of competence/achievement

Decision-making

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Failing to fail

Mentors although not satisfied that a student has reached a

satisfactory standard by the end of the placement, gave the

student a satisfactory grading on their summative

assessment

(Duffy, 2004)

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Professional & Legal Accountability

6

Mentorship Debate

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• 2 teams

• 2 topics to debate

• 3 speakers from each team

• Each speaker will discuss one topic on behalf of their team

• 15mins is given to the 2 teams to plan their debate for each topic

• Each speaker gets 3 minutes to discuss their point

• The floor is then opened up to questioning –– only one person to speak at a time

• Any member of the team can answer the question poised by the opposite team

Teams

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• Introduction of yourself : your name, job title & area of work

• If debating FOR = Give a definition and your interpretation

• If debating AGAINST = Give a definition: agree, amend, or reject

definition of affirmative - If reject then you must justify why

• FOR/AGAINST - Give your arguments, reasons and evidence

• FOR/AGAINST - Summary of own case

• FOR/AGAINST - Conclusion

DUTIES OF SPEAKERS

FOR and AGAINST

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A nurse is being prosecuted for allegedly failing to supervise a student who accidentally killed a 91-year-old patient.

Edna Alker died after she was given an injection of potassium chloride at Whiston Hospital in Merseyside. It was given by a student nurse who was training at the hospital in 2003.

The student faces no charges, but Karen Edwardson, 36, who was allegedly supervising her, is being prosecuted under Health and Safety rules.

http://news.bbc.co.uk/1/hi/england/merseyside/4794631.stm

Mentor prosecuted over fatal jab

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Duty of care

A standard of behaviour endorsed by the

NMC/Trust and HEI

Nurses owe a duty of care to patients i.e. must

behave with skill and competence.

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Professional & Legal Accountability cont….

Negligence

• A breach of the legal duty resulting in damage/harm to the patient.

Accountability

• Answerable for your decisions

• Implies an obligation to disclose what you have done, why you have done it that way and what were the results of your actions.

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Professional & Legal Accountability cont.

Professional Accountability

Public Patient

Employer Profession

How does professional & legal accountability

relate to the mentor for passing an unsafe, final year

student?

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Final Interview

Purpose of the final interview is to:

To finalise progress and performance

Identify essential skills achieved and not

achieved

Provide feedback and document this in the On-going achievement record

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Chris’ Final Interview

You will now watch a video clip.

• What evidence was provided to support the achievement of

the chosen Essential Skills?

• Are there any unresolved issues?

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On-going Achievement Record

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Complete Chris’ OAR

The student’s strengths and achievements

The student’s learning needs and areas for development

Any issues which arose and how they were resolved

unresolved

Remember, the information you provide is useful

for the next mentor and/or sign-off mentor

also the student

What next?

Review online learning materials and complete activities in session 6 (online) folder on Blackboard

Complete sections F, G, in your Workbook

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Results

• When will I receive my results?

• Where can I see my results?

• Where can I see my feedback?

• When can I start mentoring?

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Frequently asked Questions:

15 working days (Provisional)

Turnitin / MyRegistry

Turnitin

Once results are ratified at assessment board

Turnitin

• What happens if I copy someone else work?

• Why is my similarity score high (>35%)

• What happens if I do not submit my work?

• What happens if I am unable to submit on time?

• Who can help if I am experiencing problems submitting my work?

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Frequently asked Questions:

Contact your group tutor

Disciplinary Hearing

Ring IT on: 0300 -111 4895 - 24hour service, 7days a week

Check by clicking ‘originality

Fail

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Workbook Tutorial

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End of Course Evaluation

Please complete course Evaluation Form

Thank you

Summative Assessment Brief

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To Pass the Workbook:

1. You must read the Module Study Guide on Blackboard

2. Read the Workbook Feedback Rubric on Blackboard

3. Please read each section of the Workbook carefully.

4. All sections of the Workbook must be completed in order

to Pass.

5. The Workbook must be submitted electronically through

Turnitin

Workbook

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UWL PPT Guidelines - Version 2 - February 2015

2000 words

The Essay must include:

1. An Introduction

• Include an outline of the key points for discussion in the

essay.

• The key points should be in the order they will be discussed.

Level 6 - Reflective Essay

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UWL PPT Guidelines - Version 2 - February 2015

2. Main Body

• A critical analysis on the mentorship of the virtual student

(Chris) should include the following:

•

• -Your role as an effective role model and which skills you

adopted throughout the mentorship of the virtual student.

•

• -Planned learning activities such initial, mid-point and final

interview processes (follow the same format in your

Workbook)

Level 6 - Reflective Essay cont….

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UWL PPT Guidelines - Version 2 - February 2015

Main Body cont…..

• Factors which influenced how you helped the virtual student

integrate into practice e.g. orientation.

• How you developed your mentoring relationship with the

virtual student.

• How did you identified learning needs appropriate for the

virtual student’s stage of learning with reference to learning

styles e.g. Honey and Mumford, practice assessment

document and ongoing achievement record.

Level 6 - Reflective Essay cont….

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UWL PPT Guidelines - Version 2 - February 2015

Main Body cont…..

• Your role as an advocate in supporting the virtual student

in accessing appropriate learning opportunities with other

professionals, patients, clients and carers.

• The effectiveness of the use of various coaching styles

e.g. ‘Joint Experimentation (Schon’s Model).

• The component and the essential principles that were

used to underpin the assessment e.g. validity.

Level 6 - Reflective Essay cont….

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UWL PPT Guidelines - Version 2 - February 2015

Main Body cont…..

• How you monitored the student’s progress and provided

constructive feedback.

• How you managed poor performance in practice with

reference to the action plan.

• Factors that may influence your decisions.

Level 6 - Reflective Essay cont….

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UWL PPT Guidelines - Version 2 - February 2015

Main Body cont…..

• Your professional accountability and how it relates to the

assessment of practice.

• Support mechanisms available for you as a mentor

Conclusion:

• The conclusion should be used to summarise the main

points of the essay. No new information should be

introduced.

Level 6 - Reflective Essay cont…

Develop ONE innovative learning resource for your practice setting.

The learning resource should enhance pre-registration students’ learning or the role of the mentor.

The resource must cover one of the NMC (2008) eight domains

Level 7 – Innovative Learning Resource

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Domain 1 Establish effective

working relationships

Domain 2 Facilitation of

learning

Domain 3 Assessment and accountability

Domain 4 Evaluation of

learning

A resource which helps students to

integrate into your practice area.

A resource which helps mentors to

assess and facilitate students’

learning styles.

A tool which helps students review their

own performance and identify further

learning needs.

A tool to help students evaluate your performance

as a mentor.

Domain 5 Create an

environment for learning

Domain 6 Context of practice

Domain 7 Evidence-based

practice

Domain 8 Leadership

A resource which indicates how an

aspect of the learning

environment in your area of practice could be further

enhanced to meet students’ needs.

A resource which assists students in

your area to develop

appropriate professional

attitudes.

A resource which helps students to link

evidence based theory with an

aspect of practice they commonly

undertake in your area of practice.

A planned pathway which students can

undertake with members of the

inter-professional team in your area

of practice to enhance students’

learning. 31

The resource must cover at least one of the NMC domains:

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Level 7 - Presentation Brief

• A 20 minute PowerPoint Presentation of your innovative

learning resource. Your presentation should not exceed

20 minutes.

• PowerPoint Presentation must not exceed 5 slides.

• You will present to peers and academic staff.

• The panel will provide feedback following the presentation.

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Level 7 - Presentation Brief

Presentation must include:

• A brief profile of your clinical area (maintain confidentiality),

your role and responsibilities.

• State the chosen topic clearly

• State the rationale for the learning resource.

• Identify the NMC (2008) domain(s) which apply to your

innovative learning resource

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Level 7 - Presentation Brief

Presentation must include:

• Identify your target audience (students and/ or mentors).

• Discuss the rationale for your choice.

• Aim - what do you intend to achieve?

• Objectives - what steps you will take to achieve your aim?

This should be ‘Specific, Measurable, Achievable, Realistic

and Timely’ (SMART).

Main Content should include:

• Include steps taken to develop the resource (such as involvement of key stakeholders, people who would benefit from the innovative learning resource and those who would implement it).

• What factors may promote and inhibit the implementation of your innovative learning resource.

• Provide justification for relevant learning theories to support the implementation of your innovative learning resource.

Level 7 – Presentation Brief

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Main Content should include:

• Discuss the application of learning styles (and

appropriate coaching methods where applicable).

• Critically discuss your accountability as a mentor when

implementing the innovative learning resource.

Level 7 - Presentation Brief

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Conclusion should include:

• Include a summary of the key points raised in your presentation.

• Include recommendations to support the implementation of your innovative learning resource.

References

• Use the University of West London’s Referencing guide.

Level 7 - Presentation Brief

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Introduction

• Briefly state the aim and rationale for your chosen

innovative learning resource supported by relevant

literature

• State the NMC (2008) domain(s) which apply to your

innovative learning resource.

Level 7 – Critical Discussion Brief

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Level 7 - Critical Discussion Brief

Content should include:

• Critically discuss the innovative learning resource with

reference to relevant learning styles, learning theories and

coaching methods.

• Critically evaluate teaching, learning and assessment

approaches in your practice setting e.g. examine benefits,

limitations and areas for further developments.

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Level 7 - Critical Discussion Brief

Content should include:

• Critically appraise i.e. make a judgement about your mentoring

skills and critically debate the complexities of the role of the

mentor.

• Critically evaluate the learning environment e.g. examine

strengths, weaknesses, opportunities, barriers/threats

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Level 7 - Critical Discussion Brief

Conclusion

• Include a summary of the key points raised in your

presentation.

• Include recommendations to support the implementation of

your innovative learning resource.

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Level 7 - Critical Discussion Brief

References

• Use the University of West London’s Referencing guide.

Annotated bibliography

• From your list of references, identify 7 key papers which

informed your discussion.

• Comprehensive, clear and consistent referencing using

Harvard’s Referencing System.

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Useful websites / literature

• www.nhsiq.nhs.uk/resource-search/publications/nhs-

imp-service-improvement-guide.aspx

• McSherry., R. and Warr., J. eds. (2010) Implementing

excellence in your health care organisation. Open

University Press: Berkshire (available on Dawsonera)

Level 7 – Innovative Learning Resource

• Duffy, K. (2004) Failing students: a qualitative study of

factors that influence the decisions regarding assessment

of students' competence in practice. NMC, London.

• Stuart, Ci Ci. (2013) Mentoring, learning and assessment in clinical practice: a guide for nurses, midwives and other health professionals. Sheffield, Churchill Livingstone.

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References