Mentor Evidence Record - University of Cumbria · Web viewCheck mentor evidence record/contact PEF Maintain and record ongoing competency and development in line with NMC standards

“The needs of our patients will drive everything we do”

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Mentor/Educator Name ……………………………………………….(Print)

PIN/HPC Number ……………………………………………………….

Work address ……………………………………………………………

Multi-professionalEvidence Record for

Mentors and Educators

Supporting Learning in Practice

CONTENTS

Introduction 3.

Preparation 4.

Mentor Educator Experience 6.

Record of Reflective Learning 7.

Knowledge Record 9.

Attendance at Updates Record 10.

Record of Learners Assessed 11.

Record of Other Educational Activities 12.

Mapping Ongoing Development Against the (current NMC Mentor Standards) 13.

Contacts 21. References 22.

Appendix 1: Standards to Support Learning and Assessmentin practice –annual updates and triennial review 23.

Background 24.

Mentor Requirements 24.

Sign off mentor requirements 25.

Annual updating 26.

Triennial Review Process 27.

Issues that may arise at Triennial Review 28.

Appendix 2: Triennial Review for Mentors, Sign off Mentors and Practice Teachers 32.

Appendix 3: Self Evaluation Questionnaire 33.

Appendix 4: Mentor Action Plan 35.

2Practice Education Facilitators (UHMB) –May 2011

‘You must facilitate students and others to develop their competence’ (NMC, 2008).

INTRODUCTION

This Evidence Record is designed to assist you in recording your involvement

in the development of others, particularly pre-registration learners.

It may also be used to demonstrate that you continue to meet:

Your professional responsibilities through appraisal;

Standards set by statutory and regulatory bodies such as the Nursing

and Midwifery Council Triennial Review (NMC, 2006) and the Health

Professions Council (HPC);

Standards set by professional bodies to maintain APPLE, ACE and

PEAS accreditation

The aim of the Evidence Record is to strengthen your role by recording and

providing evidence in the following three domains:

PREPARATION for the role of Educator/Mentor

Learning through EXPERIENCE

Maintenance of your KNOWLEDGE base


PREPARATION OF EDUCATOR/MENTOR

Establishing effective working relationships: Develop effective working relationships based on mutual trust and respect. Demonstrate an understanding of factors that influence how learners integrate

into practice settings. Provide ongoing and constructive support to facilitate transition from one

learning environment to another.

Facilitation of learning: Use knowledge of the individual’s stage of learning to select appropriate

learning opportunities to meet their own needs. Facilitate selection of appropriate learning strategies to integrate learning from

practice and academic experiences. Support learners in critically reflecting upon their learning experiences in order

to enhance future learning.

Assessment and accountability: Foster professional growth, personal development and accountability through

support of learners in practice. Demonstrate a breadth of understanding of assessment strategies and the

ability to contribute to the total assessment process as part of the teaching team.

Provide constructive feedback to learners and assist them in identifying future learning needs and actions. Manage failing learners so that they may either enhance 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 learners have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that learners have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice

Evaluation of learning: Contribute to evaluation of learning and assessment experiences – proposing

aspects for change as a result of such evaluation. Participate in self and peer evaluation to facilitate personal development, and

contribute to the development of others.

Creating an environment for learning: Support people 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 outcomes. 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 and professional development of others.

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 inter-professional care. Initiate and respond to practice developments to ensure safe and effective

care is achieved and an effective learning environment is maintained.

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 learners in applying an evidence base to their own practice.

Leadership: Plan a series of learning experiences that will meet individuals defined learning

needs. Be an advocate to support those accessing learning opportunities that meet

their individual needs – involving a range of other professional, patients, clients and carers.

Prioritise work to accommodate support of learners within their practice roles. Provide feedback about the effectiveness of learning and assessment in

practice.

Adapted from: Nursing and Midwifery Council Standards to support learning and assessment in practice (2008) London: NMC

* NMC REGISTRANTS ONLY


MENTOR/EDUCATOR EXPERIENCE

Learning from experience is integral to professional development. At least once each year choose an example from one of your experiences of supporting a learner to demonstrate reflective learning. You may choose anything that was significant for you with any type of learner. Examples of this are listed below:

1. How have you developed your knowledge, skills and attributes recently in ways that increase your effectiveness as a mentor or educator?

2. Select learning theories (eg peer learning, learning styles, adult learning) and evaluate the effectiveness of your application of these theories when supporting learners, include examples of how you have applied these learning theories.

3. How have you tackled unexpected problems, barriers, or inhibitors to effective learning? Think about the effectiveness of some of the strategies you have used to facilitate learning, identifying successful and less successful strategies.

4. What systems do you have in place to monitor the quality of the learning experiences with which you are involved? What changes have you made in response to feedback you have received?

5. How can you demonstrate that your role as a mentor or educator contributes to your broader practice and Continuing Professional Development?

6. How do you keep your assessment of an individual’s learning under review to ensure fairness and consistency? How do you give feedback to learners about their performance?

7. What factors have you considered when planning a practice placement experience? How did you ensure its smooth implementation? You may wish to consider individual or small groups of learners and those with identified special educational needs.


RECORD OF REFLECTIVE LEARNING

Description – What happened?

Feelings - What were you feeling and thinking?

Evaluation – What was good and what was bad about the experience?



Analysis – What sense can you make of the situation?

Conclusion – What else could you have done?

Action Plan – If it arose again what would you do?

Review - How did you put your new learning into practice?


KNOWLEDGE

As a health care professional you need to demonstrate working knowledge and an understanding of the following: -

Local Polices & Procedures Multi-professional educational audit The educational programme that your learners are undertaking Roles and responsibilities of those who provide direct or indirect support

to learners for example, Educators/Mentors, Practice Education Facilitators and link lecturers

National policies/ guidelines that relate both you and your learners’ professions

Health Professions Council Nursing and Midwifery Council Specific Professional & Regulatory bodies

Details of these publications are available from on the Trusts website for Pre-Registration Learning in Practice

Preparation to be an Educator/Mentor

Educator/Mentor Qualifications Date Obtained


EDUCATOR/MENTOR ANNUAL UPDATE

Annual updates are provided by the Practice Education Facilitators and Universities to keep your knowledge and skills updated. These sessions are mandatory for NMC registrants but are good practice for all other professions and will contribute to your evidence collection for accreditation with your professional body where appropriate.

Date Venue Facilitator Name

Facilitator Signature *

*If you do not have your mentor evidence record with you at the annual update, your attendance can be verified by contacting your PEF


RECORD OF LEARNERS ASSESSED

DateLearner’s Profession Year 1,2,3 Summative/Formative University/HEI Sign

Off?From To

01/03/11 23/04/11 Nursing 1 Summative Cumbria n/a

04/04/11 26/09/10 Occupational Therapy 2 Formative Cumbria n/a

For NMC registrants – please tick the Sign Off box if you have acted as a Sign Off Mentor for that placement.


RECORD OF OTHER EDUCATIONAL ACTIVITIES where your teaching/mentoring skills are used

Date Nature of Activity Details

Other professional activities to support learning and assessment in practice and the development of others may be recorded here (eg. appraisals, teaching sessions you have undertaken with CSWs, junior doctors etc; preceptorship; involvement in educational audits; teaching patients; contact with university re students’ learning needs.


Map ongoing development in their role against the current (NMC mentor) standards

1. Establish effective working relationshipsTo 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.

Activities undertaken

Demonstrate an understanding of factors that influence how students integrate into practice

Provide support to facilitate transition from one learning environment to another

Have effective professional and inter-professional working relationships to support entry to the register.

Suggested examples of evidence• Reflections of professional development• Mentor records• Anonymous mid-term & final interview comments• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Supporting statements from students or peers• Strategies developed to orientate student learners to practice areas - induction packs/PLEDs• Copies of attendance from workshops or mentor updates• Scenarios from mentor update• Develop evaluation tools relating to planned facilitation activity• Participation in placement audit

Actual evidence

Achieved Signature Date


2. Facilitation of learningFor 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.


Understand the student’s curriculum to provide appropriate learning opportunities to meet learning needs

Implement learning strategies to integrate practice and academic learning

Support students in critical reflective practice

Suggested examples of evidence• Reflections of professional development Mentor records• Anonymous mid-term & final point comments• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Supporting statements from students or peers• Strategies developed to orientate student learners to practice areas• Copies of attendance from workshops or mentor updates• Development of placement’s own evaluation tool used by student learners to evaluate placement• Develop evaluation tools relating to planned facilitation activity• Development of welcome pack or letters• Develop learning plans/ contracts• Participation in audits• Evidence of mentorship for CPD modules

Actual evidence



3. Assessment and accountabilityAssess learning in order to make judgments related to NMC standards of proficiency for entry to the register or for recording a qualification at a level above initial registration.


Foster professional and personal growth, development and accountability through support of students in practice

Demonstrate a breadth of understanding of assessment strategies and contribute to the total assessment process as part of a teaching team.

Provide constructive feedback to students and assist them in identifying their future learning needs and actions. Manage failing students so they can either enhance their performance or be 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. 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.

Suggested examples of evidence• Reflections of professional development• Mentor records• Anonymous mid-term & final point comments• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Attendance at mentor updates• Attendance at link nurse events• Anonymous peer reviewed feedback• Evidence of collaborative working with partners in education

Actual evidence



4. Evaluation of learningDetermine strategies for effectively evaluating learning in practice to ensure the NMC standards of proficiency for registration or recording a qualification at a level above initial registration have been met.


Contribute to evaluation of learning and assessment experiences- proposing aspects for change as a result of such evaluation.

Participate in self and peer evaluation to facilitate personal development, and contribute to the development of others.

Suggested examples of evidence• Reflections of professional development• Anonymous copies of records indicating that evaluation of learning has taken place e.g. student passport• Development of placement’s own evaluation tool used by student learners to evaluate placement.• Develop evaluation tools relating to planned facilitation activity.• Participation in the formation of an action plan with a student learner• Participation in audit

Actual evidence



5. Creating an Environment for learningWhere practice is valued and developed, that provides appropriate professional and inter-professional learning opportunities and support for student learners to maximise their achievements.


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, carers and the professional team to meet 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.

Suggested examples of evidence• Reflections of professional development• Copies of attendance at workshops or study days• Anonymous mid-term & final point comments• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Anonymous action plans• Supporting statements from students or peers• Strategies developed to orientate student learners to practice areas• Development of placement’s own evaluation tool used by student learners to evaluate placement• Develop evaluation tools relating to planned facilitation activity• Reflections of spoke placement learning activities e.g. plan experiences with specialized practitioners• Participation in audits

Actual evidence



6. Context of practiceSupport learning within a context of clinical practice that reflects health care and education policies, managing change to ensure that particular professional needs are met.


Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated.

Set and maintain professional boundaries that are sufficient flexible for providing inter-professional care.

Initiate and respond to practice developments to ensure safe and effective acre is achieved and an effective learning environment is maintained.

Suggested examples of evidence• Initiate care pathways to develop care• Participate in PDU accreditation• Benchmark care• Use case conference/ study or presentation as learning tool• Recognise policy drivers as change agents/ reflective account• Participation in audit – action points• Review an element of practice and disseminate findings

Actual evidence



7. Evidence-based practiceApply evidence-based practice to own work and contribute to further development of such a knowledge and practice evidence base.


Identify and apply research and evidence based practice to their area of work.

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.

Suggested examples of evidence• Reflections of professional development• Examples of evidence based practice introduced and shared with colleagues• Protocols developed with evidence of your active involvement• Development of protocol in clinical practice• Statements from others indicating your involvement in leading and implementing evidence based practice• Develop a case study technique in mentoring role• Undertake review of policy/ procedures

Actual evidence



8. LeadershipDemonstrate leadership skills for education within practice and academic settings.


Plan a series of learning experiences that will meet students defined learning needs.

Be an advocate for students to support them in accessing learning opportunities to meet their individual needs – involving a range of other professionals, patients, clients and carers.

Prioritise work to accommodate support of students within their practice roles.

Provide feedback about the effectiveness of learning and assessment in practice.

Suggested examples of evidence• Reflections of professional development• Anonymous records of dealing with non-achieving student learners, action plans/ learning• Anonymous action plans• Supporting statements from students or peers• Evidence of acting as an advocate for the student in difficult circumstances• Evidence of develop evaluation tools relating to planned facilitation activity• Develop a learning agreement for specific stage/ level of student• Student Evaluations

Actual evidence




If you require any support or guidance with this document please contact one of the Practice Education Facilitators.

Michelle Connell [email protected] Furness General Hospital Julie Pickup [email protected] Westmorland General Hospital

Jane Kenny [email protected] Royal Lancaster Infirmary


mailto:[email protected]



References

Chartered Society of Physiotherapy Accredited Clinical Educator (ACE) Scheme (2005) CSP: London

College of Occupational Therapists Accreditation of Practice Placement Educators (APPLE) Scheme (2005) COT: London

College of Radiographers Practice Educators Accreditation Scheme (2006) Society of Radiographers: London

Nursing and Midwifery Council (NMC), 2006. The PREP Handbook, London:Nursing and Midwifery Council.

Nursing and Midwifery Council Standards to support learning and assessment in practice (2008) London: NMC

Nursing and Midwifery Council (NMC) 2009. Additional information tosupport implementation of NMC Standards to support learning andassessment in practice, London: Nursing and Midwifery Council.


APPENDIX 1

Standards to Support Learning

and Assessment in Practice

Annual Updates andTriennial Review

Guidance for mentors, practice teachers and managers. May 2011

Background


This document is intended to provide some general guidance for mentors, sign off

mentors, practice teachers and managers regarding the maintenance of the Nursing

and Midwifery Council 'Standards to support learning and assessment in practice'

(NMC, 2008b). All staff recorded on their local placement mentor register as a

mentor/sign-off mentor for pre-registration nursing/ midwifery students or as a

practice teacher for post-registration nursing students, 'must demonstrate their

knowledge, skills and competence on an ongoing basis' (NMC, 2008b, p11).

Clinical managers therefore must take responsibility along with education

providers in ensuring that the mentor standards are enacted in the practice

setting. The mentor standard needs to become embedded within the culture and

practice of nursing and to form part of each nurse's annual appraisal through the

NHS Knowledge and Skills Framework process (Department of Health, 2003). The

competencies and outcomes for mentorship can be reviewed within the 'Standards to

support learning and assessment in practice' (NMC, 2008).

Mentor Requirements

The NMC state that: To be maintained on the local register the individual must have

evidence of having:

Mentored at least two students (practice teachers to supervise at least one student) with due regard (extenuating circumstances permitting)within the three year period. Supervisors of midwives are required tomentor at least one student undertaking a supervisor of midwivesprogramme during the three year period relating to triennial review asoutlined in NMC circular 01/2008.

Participated in annual updating - to include an opportunity to meet andexplore assessment and supervision issues with other mentors/practiceteachers.

Explored as a group activity the validity and reliability of judgments madewhen assessing practice in challenging circumstances.

Mapped ongoing development in their role against the current NMC


mentor/practice teacher standards.

Been deemed to have met all requirements needed to be maintained onthe local register as a mentor, sign-off mentor or practice teacher.(NMC, 2008b, p12)

Sign Off Mentor Requirements

The NMC require mentors who make the final assessment of practice (ie final

placement students) to meet additional criteria. They must:

Be registered on the same part of the register

Be working in the same field of practice

Have clinical currency and capability

Be either annotated on the register as a sign off mentor or have been observed on at least 3 occasions for signing off proficiency at the end of a final placement by an existing sign off mentor

Have a working knowledge of current programme requirements, practice assessment strategies and relevant changes in education and practice for the student they are assessing

An understanding of the NMC registration requirements and the contribution they make to the achievement of these requirements

An in –depth understanding of their accountability to the NMC for the decision they must make to pass or fail a student when assessing proficiency requirements at the end of a programme

NB. Sign off mentors are required by all midwifery students at all points in their training and not just the final placement. Therefore all midwifery mentors must be sign off mentors or working towards sign off status.

Annual Updating


The NMC has issued further guidance regarding annual updating in its

document 'Additional information to support implementation of NMC Standards

to support learning and assessment in practice' (NMC, 2009).

This gives further clarity regarding the nature of an update and states:

‘The annual updating process must include the opportunity to meet and

explore assessment and supervision issues with other mentors/practice

teachers (face-to-face) and explore as a group the validity and reliability of

judgments made when assessing practice in challenging circumstances’

(NMC, 2009).

The NMC recognises that arrangements for updating need to allow flexibility

according to local circumstances and suggest the following points regarding

approaches to the annual update:

Be ongoing throughout the year, rather than consisting of a single

annual event.

Include a number of approaches and methods. The face-to-face

meetings may consist of small, informal group discussions in the

practice environment or more structured meetings led by programme

providers or placement facilitators. The meetings can be supported by

other resources and activities such as newsletters, on-line resources,

reflective practice, reading, reviewing literature, shadowing, role-play

etc.

Encourage mentors and practice teachers to take responsibility for

collating and documenting their ongoing learning and development,

clearly demonstrating to programme providers that they continue to

meet the respective NMC standard (NMC, 2009).

Triennial Review Process


What is Triennial Review?Mentors must demonstrate their suitability to maintain and develop their role as a

mentor by demonstrating knowledge, skills and competence in order to stay on the

live register of mentors.

Mentors must have evidence of:

Mentoring at least 2 students (practice teachers to have supervised at least 1

student) within a 3 year period.

Participated in annual updating - to include an opportunity yo meet and

explore assessment and supervision issues with other mentors/practice

teachers

Explored as a group activity the validity and reliability of judgements made

when assessing practice in challenging circumstances

Mapped ongoing development in their role against the current NMC

mentor/practice teacher standards

Been deemed to have met all requirements needed to be maintained on the

local register as a mentor, sign off mentor or practice teacher.

Arrangements for Triennial ReviewMentors/practice teachers yearly appraisal meeting with their manager is the

ideal opportunity for this to be conducted. Mentors/practice teachers should take

evidence required for triennial review in order for the manager to verify that the

requirement has been met. If the update requirement has not been met, the

mentor/practice teacher and manager should agree arrangements for an update to

be undertaken within an agreed timeframe.

Completion of the Triennial Review FormAt the triennial review meeting, the mentor/practice teacher and manager

must complete the triennial review form (Appendix 1).

The manager must verify that all competencies have been achieved by

reviewing the nature of evidence that relates to each.


Issues that may arise at the Triennial Review

Below are some issues that could emerge and some suggested ways to

avoid them occurring or to address them if they do arise.

1. The member of staff has not mentored at least 2 students withinthe three year review period (at least 1 student for a practiceteacher).

Has the mentor / practice teacher had the opportunity to mentor the

required number of students?

Are there any ‘extenuating circumstances’ which may have prevented

this, such as a prolonged period of absence from the clinical area?

Is there a shortfall related to the number of students allocated to the

area in the last 3 years and / or to the number of mentors available?

Is co-mentoring / team mentoring used within the placement area?

Is there a rota for allocation of students to mentors within the area?

Has the mentor / practice teacher made an effort to mentor the required

number of students?

Has the mentor / practice teacher had the opportunity to discuss the

standards for mentoring at their annual review / appraisal meeting?

Has the mentor got evidence of being engaged in supporting other learners

– eg post reg students medical students/junior doctors, support staff,

preceptorship, supporting a new member of the team

Has the mentor got evidence of being involved in activities where mentoring

skills are utilised? Eg teaching parents of a child a skill; teaching patients

2. The member of staff cannot provide evidence of annualupdating.

Is the mentor / practice teacher aware of the standards for mentoring

and their requirements?

Is the mentor / practice teacher aware of what constitutes an annual

update?

Has the mentor / practice teacher had the opportunity to complete an

annual update?


Staff should be made aware of available mentor / practice teacher

update activities. The manager should discuss the mentoring activities

that the staff member has been involved with. Some of these activities

may in themselves constitute an update, for example the development

of learning resources. Other activities, for example meeting students’

learning needs, could be used as a basis for a reflective account which

may then be counted as the update. If required, refer to the Practice

Education team for advice and support (Please see examples of evidence

in Appendix II).

3. The member of staff requests to be taken off the mentor /practice teacher register.

Is being a mentor / practice teacher included within the employee’s job

description and/or e-KSF outline?

Is this a temporary measure due to a planned period of leave?

Is this a temporary measure for a period of development to enable the

mentor / practice teacher to meet the required standards?

The manager should explore the mentor’s / practice teacher’s request,

for example, has the mentor / practice teacher had a negative

experience in supporting a student? The manager should then refer

them to the NMC Code 2008 and Job Descriptions and try to resolve the

issue. For example, the mentor / practice teacher could have additional

support, or training in the area of concern, or be given the opportunity

to shadow or act as deputy mentor / practice teacher with another

member of staff. The mentor / practice teacher should be made aware

of the importance of mentoring to the team and the organization as a

whole and also made aware that if they decline to mentor, this may

have an impact on career progression. The Practice Education team may

be asked for advice and support.

4. The member of staff does not want to be a sign off mentor. Is the mentor / practice teacher aware of the standards for mentoring

and their requirements?

Has the mentor had the opportunity to be a deputy mentor with an


experienced sign off mentor to gain insight into the role?

Has the manager discussed the requirement for the mentor to take on

the role of a sign off mentor to meet the needs of the team and updated

the local register to ensure that there are sufficient numbers of sign off

mentors to support students allocated to the placement area who

require signing off

Are there sufficient sign off mentors within the department to provide

supervision in order for ordinary mentors to become sign off mentors?

Is being a sign off mentor a requirement of the employee’s post?

The manager should explore the reason why the mentor does not wish to

become a sign off mentor. The Practice Education team may be asked for

advice and support.

5. The mentor / practice teacher is not able to demonstrate therequired competence.

Is the mentor / practice teacher aware of the standards for mentoring

and their requirements and do they understand their responsibility to

provide evidence of competence in each of the domains?

Has the mentor had ample opportunity to gather evidence to

demonstrate their ongoing development?

Has there been a concern reported regarding the mentor/practice

teacher where their competence has been called into question e.g. a

student or a colleague raised issues about a mentor’s / practice

teacher’s performance?

The Triennial Review form should not be signed if the mentor / practice

teacher is unable to demonstrate the required competence and the

individual’s name should be removed from the mentor register. The

manager must identify where there is insufficient competence and agree

an action plan with the mentor/practice teacher to rectify this. Dates

should be agreed to review the action plan and another meeting

arranged to sign the Triennial Review Form. Once the required

competence has been achieved the mentor’s name should be reinstated

onto the mentor/practice teacher register. Where competence has been

called into question, and this relates specifically to mentoring, the


Practice Education Team must be informed.

N.B If there are concerns about an employee’s capability or conduct in

relation to the mentor / practice teacher standards and the development

plan put in place has not resolved the issue, further Line Management,

Human Resources Department or NMC involvement may be required.


APPENDIX 2

Triennial Review of Mentors, Sign Off Mentors and Practice Teachers

The NMC, (2008) published Standards to Support Learning and Assessment in Practice. The standards identify the role and responsibilities of the mentor, sign off mentor and practice teacher when supporting and assessing any learner undertaking an NMC recognised qualification leading to registration. These standards aim to support mentors in ensuring that all learners are fit for purpose at the point of registration.

The NMC require qualified nurses to review and maintain their mentor competency by attending annual updates and undertaking relevant and appropriate practice in mentoring. In addition to this, the NMC requires that a triennial review takes place. This review may be part of the annual personal development review and should show evidence of:

Criteria EvidenceMentored at least 2 learners in three years (practice teachers 1 learner)

Check mentor evidence record held by practitioner

Attended annual mentor/educator update Check mentor evidence record/contact PEF

Maintain and record ongoing competency and development in line with NMC standards

Check mentor evidence record

Maintained on the Trust mentor register as mentor, sign off mentor or practice teacher

Check with practitioner/PEF to confirm

If insufficient evidence to meet NMC criteria-complete action plan on PDR and inform PEF

Name and signature of line manager/reviewer

Date

Name and signature of staff member

Date


Please send a copy of this form to your PEF as well as keeping a copy in your personal portfolio



APPENDIX 3

Mentoring Self-Assessment Questionnaire

A – Always NA – Nearly alwaysS - Sometimes AN - Almost neverN - Never

Domains A NA S AN N1.Establishing effective working relationshipsDo you have advance notice that students are coming to your placement area?Do you make students feel welcome?Do you direct new students to a learning pack/placement profile/POLO/PLED?Do you make students feel part of the team?On Day 1 do you undertake a workplace induction with studentsDo you encourage student participation?Do you encourage student suggestion and feedback?Are you approachable and supportive?Would you expect students to feel able to discuss any worries/anxieties with you?Do you find out if a student has a disability that may affect their learning experience with you?Do you ensure students with a disability, pregnancy etc are risk assessed?2. Facilitation of learningAre you familiar with the students’ curriculum?Do you find out what stage of the programme the student is at and what previous experience they have had?Do you ensure student learning is appropriate to their level?Do you identify specific learning opportunities available in your placement?Do you guide students when they are writing their learning contract?Do you check if the student has an action plan from a previous placement?Do you ask the student to reflect on their practice, relating this to theory?Do you encourage multidisciplinary team learning opportunities?Are you a good role model?Do you make time for students to learn new skills?Do you make time for students to practice previously learnt skills?Do you question students’ knowledge and understanding of skills?In a planned absence do you arrange for your student to be supported by another named person?3. Assessment and accountabilityWhen assessing students are you objective?When assessing student competence do you focus on professionalism as much as on the skill and underpinning knowledge?If you have concerns about a student do you raise this with the student at the earliest opportunity?


Do you arrange and conduct initial, interim and final interviews to discuss student progress?Do you provide your student with constructive feedback?Do you appropriately praise student performance?When identifying areas for improvement do you give students specific examples?Do you write an action plan for a struggling student?Have you ever signed a student as competent when you really shouldn’t have done?Do you document the content of student meetings?Do you know what support to access when experiencing problems with a student?4. Evaluation of learningDo you challenge achieving students to reach the next level?Do you involve other colleagues who have worked with the student when making judgements about a student’s competence?Do you consider patient feedback when making judgements about a student’s competence?Do you seek constructive feedback from students at the end of their placement to develop your teaching and assessing skills?Do you reflect on your mentoring experiences?Do you attend mentor/practice educator updates?Do you seek constructive feedback from your colleagues/manager to develop your teaching and assessing skills?5. Creating an environment for learningDoes the placement area have learning resources which the student can access?Do you encourage students to identify their own learning needs?Have you had an annual appraisal?Do you have an up to date personal development plan?Do you encourage students to visit other related areas following a patient pathway?6. Context of practiceAre you up to date in your field of clinical practice?Do you understand your accountability when delegating to a student?Do you recognise the students’ supernumerary status in practice?Do you check a student understands before asking them to perform tasks?Do you check that your student understands their limitations?Do you provide supervision appropriate to the students’ stage of learning?7. Evidence based practiceDo you discuss the evidence based practice you use with your student?Do you encourage your students to question your practice?Do you encourage your students to suggest ways of improving practice?Do you ensure students are aware of quality assurance mechanisms in your area?8. LeadershipDo you manage your time effectively when you have a student?Do you exercise professionalism at all times?When workload/staffing issues mean you are unable to directly work


with the student, do you ensure they are allocated with someone?Do you regularly review and discuss progress?Do you motivate people?

Appendix 4 Mentor Action Plan

Name: Date:Workplace:

Action Plan for Achievement of (NMCMentor) Domains/Outcomes

Date to be achieved by:

Reviewed Action Plan Date:

Mentor Signature: Date:39

Practice Education Facilitators (UHMB) –May 2011

Manager signature: Date:


Documents

Mentor Evidence Record - University of Cumbria · Web viewCheck mentor evidence record/contact PEF Maintain and record ongoing competency and development in line with NMC standards