Midwifery Mentor Update:

2012-13

Overview of programmes:

BSc 2013

Three year (28 students)

and

Post Experience (6 students)

MSc 2013

Three year:

Graduate Diploma at

Level 6 for first year

then Masters at Level 7 for second and third year

Post Experience – course at Masters level.

Similarities & Differences

Similarities:•All students learn alongside in midwifery modules•Competencies are unchanged•All students are admitted to the same part of the register

Differences:•Academic level is different throughout•Grading of Practice is at higher level (higher thinking?)•Master’s dissertation may focus on primary research

The role of the mentor:(50% of learning)

• Modelling• Access to clinical experience • Enhancing and monitoring progress• Sounding board for reflection and development• Gatekeeper to the profession• Key partner: to student to colleagues to OBU and link lecturers

Who’s the expert?

A mentor isn’t…

….someone who know all the answers

A mentor is....

....someone who continues to learn from their students

Practice Assessment Documentation

Initial self –assessment

Midway review

Individual competencies (initial, comment and sign)

Final review

Timesheet

Grading grids

Progression forms

Check the objectives are SMART

Be specific and detailed

Only sign if sure of competence

Strengths and areas for

development (specific)

Ensure student plans and records shifts in advance

Student self assessment prior to completion by you

Y1-Y2; Y2-Y3; Y3-registration

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Competencies and Grading

Once you have signed a students’ competencies, you can consider the grade she should be awarded.

If you cannot sign one or more of the competencies that the student presents you with, you cannot grade her.

(She needs to achieve competence, before you can assess HOW competent she is)

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Key points Investing in the initial meeting and setting boundaries

pays off Helping students set SMART goals gives focus Use a variety of methods to facilitate active student

learning Formative grading mid-semester can focus on abilities

and ways of improving Set more SMART goals mid-semester for any aspect of

concern You are accountable for assessing competency Contact your link lecturer and document if you have

any concerns

How is it for you?

Positives:

Issues:

What would you like your student to say about you after her learning experience is over?

Competencies

What?

So what?

Now what?

What to include / leave out...

“I don’t feel I can sign my student off”

WHY?•Behaviour?•Competence?•Knowledge?•Attitude?•Logistics?

Importance of

EARLY IDENTIFICATION

& PARTNERSHIP:With studentWith colleaguesWith link lecturer

ACCOUNTABILITY

Additional issues for consideration:

• Supporting students with a disability

• Triennial review

• Protected time

• Mentor register and annual updates

• Placement evaluations / Placement audits

Resources:

NMC (via website):CodeStandards & guidanceA-Z of advice

PEU Website:

http://www.hls.brookes.ac.uk/peu

Link lecturer: (name and contact details)

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Sign off mentor role (SOM)

The NMC state that when a student has achieved the level of proficiency required for progression to the next year OR qualification (registration) that this decision is made by a SOM.

Sign off Mentors are required for: All Midwifery students for all competencies (each competency

is only achieved once a year) All midwifery students when completing the NMC sign off

form at the end of the programme

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Your Practice Development Midwife will help you register for Facilitating and Assessing Learning in the Workplace, or a similar module that will equip you to be a sign off mentor

What do you need to do if you are working with a student and are not yet a sign off mentor?

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SOM/ Mentor responsibilities Protected Time

Sign-off mentors must have time allocated to reflect, give feedback and keep records of student achievements in their final period of practice learning.

This will be the equivalent of an hour per student per week. This time is in addition to the 40% of the student’s time to be supported by a mentor

In the students Practice Assessment document (PAD) there is a SOM form to record time spent with your student

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Mentor register:

Kept by your manager

Needs to be annotated (ie completed mentor module or sign off mentor)

Do annual update (attended or self directed)

Tri annual review (with appraisal)

Keep evidence of your development

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Evidence of CPD in mentoring/SOM role

Record of number and level of students mentored over 3 year period

Records/notes from local team meeting/to discuss mentoring issues

Project work/posters/intro-packs etc. for students/ facilitation of learning

Feedback sheets/thank you notes from students

Personal reflection of critical incidents Copies of feedback you have written (anonymous)

Thank youAny comments/ questions?