Mentorship Module Day one

WELCOME

DEPARTMENT OF Nursing and Midwifery

Outline of the Day

Introductions Ground Rules and Expectations Organisation of Module NMC Standards Definition of Mentor Teaching and Learning Website-(Supervisor Mentors) Portfolio of Evidence-(Supervisor Mentors)

Organisation of the Module

3 days face to face 2 days protected time with work based

activities 5 days unprotected time with work based

activities Accredited or non-accredited routes Accredited route = 11 credits – level 9

NMC Standards to support learning & assessment in practice. (2008)

FiveprinciplesA B C D E

1

5

4

8

Stage 2: Mentor

Stage 1: Registrant

Stage 3: Practice Teacher

Stage 4: Teacher

2 3

6 7

NMC Domains

Domains to be achieved according to the standard:

o Establishing effective working partnerships o Facilitation of learning o Assessment and accountabilityo Evaluation of learningo Creating an environment for learning o Context of practiceo Evidence based practiceo Leadership

(NMC, 2008)

Role of Mentor

Work with others to protect and promote the health and wellbeing of those in your care, their families and carers, and the wider community.

o Share information with your colleagues You must facilitate students and others to

develop their competence. You must be willing to share your skills

and experience for the benefit of your colleagues.

(NMC The Code 2008, p 5)

Requirements of the Standard

ه NMC Standards to Support learning and assessment in practice; NMC standards for mentors, practice teachers and teachers (2008.19)

“An NMC Mentor is a registrant who, following successful completion of an NMC approved mentor preparation programme- or comparable preparation that has been accredited by an AEI as meeting the NMC Mentor requirements-has achieved the knowledge, skills and competence required to meet the defined outcomes.”

Learning and TeachingCharacteristics of a mentor

Role and characteristics of a mentorIn groups discuss these and identify

the above.Feedback – identify strengths and

areas requiring further development

Learning and TeachingStudent/ Learner Characteristics

Overview of Learning Theories:Pedagogy- behaviourism

cognitivism constructivism

Andragogy-humanism

Student/ Learner Characteristics

Overview of Learning Theories: Divide into small groups Review literature on learning

theories:

Feedback on the broad aims of a theory and state the relevance to your practice

Learning Styles

Review different ways that students learn:ActivistsReflectorsTheoristPragmatists( Honey and Mumford 1994 )

Deep and Surface Learners (Entwhistle N 1997)

Levels of Learners

Identify the different types of learners you encounter in your placement area

Pre-registration nursing students - Years 1, 2 & 3 NHS HNC Healthcare students/HNC Healthcare

students Midwifery Students - Pre & Post-registration SVQ students Flying Start practitioners Multi professional students Colleagues – professional development

Discussion of different expectations at different levels

Discuss different types of learners- eg previous experience

Preparing for students/learners

What you would like to know?

Previous experienceSkills already achievedTheoretical knowledge

http://www.nm.stir.ac.uk/mentors/index.php

Preparing for students/learners

Jean a module 2 student is coming to your placement area in 6 weeks time.

Discuss in small groups what information you would like to have for this student coming.

What preparation is required for the arrival of the student and what you would discuss on her first day.

Planning

Consider length of time student is allocated

Check off-duty if any A/L how do you ensure continuity for the student

Review learning opportunities available

What would you expect the student to do at which point of their allocation

The Learning Environment

Learning Opportunities from various clinical areas are available.

In small groups choose 2 domains and document learning opportunities appropriate to your clinical area

The Learning Environment

InclusiveSupportive هPlanned ه Students objectives to fit into ه

designated area

Swot Analysis

Within the evaluation of your placement include consideration of

Interprofessional and Professional issues

Strengths, Weaknesses Opportunities, Threats (SWOT) analysis

Evaluating your learning environment Consider your work environment

considering the following practical experience practice resources learning support Approach to education Further guidance is available Price B 2004

Mentoring learners in practice; Evaluating your learning environment Nursing Standard, Oct. 13 Vol.19 No.5

Orientation

Have you considered an educational day for students on their first day of placement?

Induction- what areas do you cover?University induction process.Some areas will have their own generic

induction for any new learner ConfidentialityHealth and Safety Local polices and proceduresUniform code

Interviewing students - initial meetings

Preparation- do you have accommodation, privacy, allocated time

Materials- student documentation, action plan and learning opportunities for students at the appropriate level for their training

Communication and developing mentor/student relationship

Refer to Practice Based Learning – pg 7-10

http://www.practicebasedlearning.org/resources/materials/docs/Brookes%20Final.pdf

Learning Contract

Placement Development Plan (university student learning contract- discuss link to LO’s/SOP’s)

What are the facilitation skills required by the mentor to assist the student to achieve this

Review facilitation section – Making Practice Based Learning Work Pg 18-22

Organisation of the Module

3 days face to face 2 days protected time with work based

activities 5 days unprotected time with work based

activities Accredited or non-accredited routes Accredited route = 11 credits – level 9

Portfolio of evidence

Documentation required;o Learning contract / Action Plano Record of Interim and Final Reviewso Record of Completion of Module Component

Forms o Log of Practice Hours- containing a minimum of

37 and a half hours on specific practice mentor activity

o Mapping of Portfolio of Evidence against Domains/ Outcomes

o Verification of Achievement of Mentor Outcomes

The Accredited Version of the Module

Also requires o From the “ Record of Completion “

forms, 2 specific components will be chosen for expansion with 1250 word essays. The 2 components will vary for each module

o An assignment cover sheet should completed for submission with the expanded portfolio

NMC Standards to support learning & assessment in practice. (2008)

FiveprinciplesA B C D E

1

5

4

8

Stage 2: Mentor

Stage 1: Registrant

Stage 3: Practice Teacher

Stage 4: Teacher

2 3

6 7

NMC Domains

Domains to be achieved according to the standard:

o Establishing effective working partnerships o Facilitation of learning o Assessment and accountabilityo Evaluation of learningo Creating an environment for learning o Context of practiceo Evidence based practiceo Leadership

(NMC, 2008)

Mapping to Standard

This Mentorship Module maps to:- NMC Mentor Outcomes- NES Framework Learning outcomes - NES Framework Unit Learning Outcomes - Knowledge and Skills Framework Core Dimensions

Achieving the Appropriate Academic level

Mentor module is developed at Academic Level 9

Explain SCQF levels Define and give examples of

learning at level 9