Operating Department Practice Sheffield Hallam University Martin Reilly Team Leader/ Senior Lecturer [email protected]@shu.ac.uk 01142255612 David

OperatingDepartment Practice

Sheffield Hallam University

Martin ReillyTeam Leader/ Senior [email protected] 01142255612

David Fotheringham BrearsProfessional Lead/ Senior [email protected] 01142255673

Karen DeMasiSenior Lecturer/ Assessment [email protected] 01142255686

Debbie HallAdmissions Tutor / Senior [email protected] 01142255385

John RutherfordSenior [email protected] 01142255610

Helen Lowes Senior Lecturer /Course [email protected] 01142252266

Frankie MiltonLecturer / Placement [email protected]

Lucy CambellStudent [email protected] 01142255479

Mel HoganStudent Support/ [email protected] 01142255458

Dominic JonesProgramme [email protected] 01142255480 Discover the contents – Click on this bar

Mentorship in clinical practice

mailto:[email protected]










Mentorship at SHU • What is a

mentor?• Mentorship at

SHU• The ODP

Calendar• Programme

Overview• Times of stress• How to alleviate

stress• Student Learning• The Learning

Environment• Learning

agreements• Competencies• End of year

assessments• The failing

student• Placement

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CODP (2009) Standards, recommendations and guidance for mentors and practice placements, London, © College of Operating Department Practitioners, pg 12



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I know I am a qualified mentor but what can I sign?

MentorsHave to be Level 6 (degree level) qualified (or equivalent) mentors.

You can sign all aspects of the ODP paperwork progression statement at the end of the gateways.

You can do end of year assessments.

You should be part of planning the placements for students and completing the learning agreements and mid term reviews.

If you complete the end of the gateway progression statement with the student you must sign all progression boxes ( at the bottom of each competency) as the second, or counter signature and by doing so you are declaring that the student has gained signatures for all competencies and is competent for the completion of the gateway.

The ODP course team requires that you maintain your mentorship qualification by attending regular (annual) updates. These should be available in your department, but requests can be made to your visiting lecturer to come and deliver an update. Alternatively you may wish to attend a nursing mentor update as this will cover key aspects of mentorship, however the specifics of the ODP paperwork may not be considered.



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I know I am an associate mentor but what can I sign?

Associate Mentors Non level 6 qualified practitioners.

You can sign, date and make comments on, or write a testimony in the main boxes on each competency within the ODP paperwork, however, the progression statement at the bottom must be countersigned by a qualified mentor.

You cannot complete the progression boxes at the bottom of each competency or complete the progression statement at the end of the gateways and should not complete the learning agreement unless countersigned by a qualified mentor.

You cannot do end of year assessments.

The ODP course team requires that you maintain your associate mentorship status by attending regular (annual) updates. These should be available in your department, but requests can be made to your visiting lecturer to come and update a number of mentors together, or you may wish to attend a nursing mentor update as this will cover key aspects of mentorship (however perhaps not the specifics of the ODP paperwork).



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David Fotheringham Brears, Professional Lead, Principal Lecturer

0114 225 [email protected] lecturer - Mansfield

Debbie Hall, Recruitment Lead, Senior Lecturer

0114 225 [email protected] Lecturer - Lincoln

Martin Reilly, Team Lead, Senior Lecturer

0114 225 [email protected] Lecturer - Doncaster & Bassetlaw

John Rutherford,Senior Lecturer

0114 225 [email protected] Lecturer - Sheffield rotation (STH, Sheffield Children's, Thornbury)

Karen Demasi, Assessment Lead, Senior Lecturer

0114 225 [email protected] Lecturer -Rotherham/Barlbrough, Barnsley

Helen Lowes, Course Leader, Senior Lecturer

0114 225 [email protected] Lecturer - Derby and Derby Nuffield

Frankie MiltonLecturer, Placement lead

0114 225 [email protected] Lecturer - Sheffield Rotation (STH, Sheffield Children's, Thornbury)

The SHU teaching Team







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Date Module11 Assessment Feedback In Module Retrieval IMR Module Leader

12th & 13th

/11/2014(Weds & Thurs)

Applied Science 1 Task 1 Coursework (dissection) 4th December 2014 yes- Monday 22nd December Helen Lowes

Fri12/12/2014 Applied Science 1 Task 2

Phase Test 12th January 2015 yes- Wednesday 4th February (exam board date dependent) Helen Lowes

18/12/2014 Foundations for effective collaborative practice Coursework 19th Jan 2014 N/A Geraint Owen

Wed7/01/2015 Fundamentals

ODP Coursework 4th Feb 2015 18th Feb 2015

David Fotheringham BrearsMartin Reilly

Mon 16/02/2015 Clinical Education 1

Gateway 1 Electronic Submission(formative)

9th March 2015 N/A Frankie Milton

Wed4/3/2015 Anaesthetic Practice Authentic world 25th March 2015 14th May 2015 Karen DeMasi

Fri27/03/2015 Anaesthetic Practice Coursework 17th April 2015 25th June 2015 Karen DeMasi

Friday17/04/2015 Surgical Practice 1 Coursework 8th May 2015 10th July 2015 Debbie Hall

Mon11/05/2015

Clinical Education 1

GatewayElectronic Submission(formative)

1st June 2015 N/A Frankie Milton

Mon 22/06/2015


Gateway Electronic Submission(formative)

13th July 2015 N/A Frankie Milton

Mon03/08/201520/7/2015


Gateway Electronic Submission(summative)Reflective paper

24th Aug 2015

10th August 2015

31st August 2015 Frankie Milton

YEAR ONE ASSESSMENT GUIDE (Always check with Module leaders to ensure information is correct and up to date)

Provisional feedback will be received 3 weeks from the submission date (Please note provisional means the marks have not been ratified by the board and are still subject to change following external moderation)

Date Module10 Assessment Feedback In module Retrieval IMR Module Leader

Mon03/11/2014 Clinical Education 2


24th November 2014 N/A Frankie Milton

Mon10/11/2014 Applied Science 2 Coursework 1st Dec yes - Mon 22nd Dec 2014 Helen Lowes

Hand in between 15/12/14- 5/1/2015 Anaesthetic practice 2 Assignment 26th Jan 2015 2nd Feb 2015 Karen DeMasi

16/12/2014 DCECP Coursework 16th Jan 2015 N/A Helen BywaterCollette Fegan

Weds14/01/2015 Applied Science 2 Short Answer Phase Test 4th Feb 2015 9th Feb 2015 Helen Lowes

22&23/1/2015 Anaesthetic Practice 2 Authentic world 24th Jan 2015 10th Feb 2015 Karen DeMasi

Mon16/02/2015

Clinical Education2


9th March 2015 N/A Frankie Milton

26/01/2015 – 06/02/2015 Surgical Practice 2 Presentation (1st Years to Observe) +

Annotated Bibliography 9th Feb 2015 10/02/2015 John Rutherford

Mon27/04/2015

Clinical Education2

(formative)GatewayElectronic Submission 19th May 2015 N/A Frankie Milton

Monday 22/06/2015

Clinical Education2

(formative)

GatewayElectronic Submission 13th July 2015 N/A Frankie Milton

19/6/2015 Leadership & Management Assignment 10/7/2015 27/7/2015 Martin Reilly

Mon03/08/201520/7/2015

Clinical Education2

(summative)Reflective paper

GatewayElectronic Submission

24th Aug 2015

10th August 201531st Aug 2015 Frankie Milton

YEAR TWO ASSESSMENT GUIDE (Always check with Module leaders to ensure information is correct and up to date)

Provisional Feedback will be received 3 weeks from the submission date.(Please note provisional means the marks have not been ratified by the board and are still subject to change following external moderation)



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From 2012 onwards

Sheffield Hallam university

ODP Clinical Skills Passport CLINICAL COMPETENCIES

GATEWAYS A number of competencies are required to be completed by the end of the level 4 and level 5. The competencies map the curriculum for the DipHE in ODP and are associated with the learning outcomes and assessments for the ODP modules. Submission is via PEBBLEPAD.

Year 1

Gateway 1 - Foundations(Formal Assessment)

Gateway 2 - Anaesthetics & Surgery

Gateway 3 - Anaesthetics & Surgery

Gateway 4 -Anaesthetics & Surgery

Year 2

Gateway 5

Gateway 6

Gateway 7

Gateway 8

Gateway 9

Anaesthetics & Surgery

Anaesthetics & Surgery

Anaesthetics & Surgery (Assessments)

Recovery(Assessment)

Emergencies & Obstetrics

Must be in order in first year.Anyorder in 2nd year.



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Year 2- further detail



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agreements• End of year



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LEARNING AGREEMENT FOR GATEWAY 1 (GENERIC- FOR ALL STUDENTS) The foundation competency gateway is a vital introduction to the clinical environment. The aim of the gateway is to provide the student with the necessary basic tools to practice safely in a critical care environment. Foundations competence statements are centred on generic issues associated with baseline requirements of the Operating Department Practitioners role. Without core knowledge, skills, principles and values it would not be possible to complete any further gateway, therefore it is not only imperative that the student understands the content o foundations, but that they have the ability to continue to practice and implement such knowledge and skill.

To successfully complete this gateway the student must;

Familiarise themselves with the work place and clinical environment.

Familiarise themselves with clinical staff so the student has a clear support network and the mentor/s understands their requirements. Acts within professional boundaries and has a clear understanding of their role, to facilitate safe working whilst in the clinical

environment.

To successfully meet all the learning outcomes required of this first placement which includes competencies 1.1 - 1.7 in the foundation gateway.

Have an understanding that should the mentor/s or student feel that a failure to proceed is occurring then the causes for concern pathway will be followed and adhered to.

Understand that they are continually being assessed, where one bad day does not make an overall failure, alternately, one good day in a collection of bad, does not make a pass.

Should openly discuss any issues both personal and professional that will hinder progression with their mentor for an alternate learning pathway to be developed if required.

Student name: Placement: Mentor name: Date of agreement Student signature

Mentor Signature

If there is a cause for concern or a lack of progression then please consult the 'Cause for Concern' Process

LEARNING AGREEMENT FOR GATEWAY 1 (STUDENT SPECIFIC REQUIREMENTS/ADDITIONAL INFORMATION)

This is for any learning opportunities available within the different theatre environments. An example would be specific requirements of a shared airway, or the use of double lumen ET tubes.

Mid term review

Student name: Placement: Mentor name: Date of agreement Student signature

Mentor Signature

If there is a cause for concern or a lack of progression then please consult the 'Cause for Concern' Process

GATEWAY 1 PROGRESSION STATEMENT (SUMMATIVE) Student strengths recognised on placement (by student and mentor/s) Any student weaknesses / areas for improvement that require attention for future career learning

By signing this declaration I assure the ODP assessment team at SHU that I have examined the work in my capacity as CPC/nominated mentor, and am confident that ___________________________ has fulfilled the required learning outcomes and associated competencies for this gateway and the student is able to proceed to the next gateway.

Student name: Placement: CPC/ Nominated Mentor Name: Date of agreement: Student signature

CPC Signature

If there is a cause for concern or lack of progression then please consult the 'Cause for Concern' process and do not sign this form

Example



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stress• Student Learning• Learning


assessments• The Learning

Environment• The failing


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COMPETENCY 1.3 PROFESSIONAL ATTRIBUTES During the Operating Department Practitioner programme students will be expected to uphold key professional attributes in order to be able to progress to the next gateway. By the end of this gateway a student should achieve a minimum of satisfactory in all of the sections highlighted below. Failure to do so may trigger a referral opportunity, thus preventing the student to move onto the next gateway.

Gateway assessment Mentor Comments: Sign and Date

Communication

=

Team working

=

Motivation

=

Application of theory to practice

=

Care delivery

=

Punctuality and attendance = Key 1 = Excellent 2 =Good 3 = Satisfactory 4 = Poor 5 = Very poor

Student Name: Placement: Student & CPC declaration The student believes they can demonstrate practical competence and supporting knowledge regarding the above elements and this is supported by the CPC. Student CPC

If there is a cause for concern or a lack of progression then please consult the 'Cause for Concern' Process.

COMPETENCY 1.3 PROFESSIONAL ATTRIBUTES (REQUIREMENTS) Communication

Uses appropriate language and communication skills as required for their developmental level on the programme. During this initial placement it is expected that the student may be quiet. If this is the case the student should be encouraged to participate. The main objective is that the student uses the appropriate communication techniques and language with patients and staff whilst maintaining professional boundaries.

Team working

Understands the roles within the MDT and embraces a team ethic towards patient care.

Motivation

Motivated towards learning and working within the various roles within the theatre environment. Not just the roles they prefer, but all aspects of theatre practice.

Application of theory to practice

Has an understanding of their actions and is able to discuss their activities within the clinical environment in relation to their clinical competence and theoretical concepts.

Care delivery

Is aware of patient care pathways and is able to contribute where possible towards the continuity of care within a department to ensure patient, personal and staff safety.

Punctuality and attendance

Students should attend placement as required. They should be punctual for the start of each shift which may vary in accordance with their learning environment and they should be aware of sickness and absence procedures.

Example



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COMPETENCY 4.6 END OF YEAR SURGICAL ASSESSMENT

Activities addressed from a circulation and scrub expectancy Comments Circulating Scrubs

Pass/Safe Fail/Unsafe Pass/Safe Fail/Unsafe

Surgical preparation of equipment is undertaken with consideration of the requirements of the surgery and local policy and guidelines

Scrubbing and gowning is undertaken within guidelines

The opening and positioning of instruments and equipment is undertaken to complement the surgery and maintain the sterile field

Pre operative checks are carried out within local and national policies

The sterile field is created and maintained including draping of patients.

Equipment and instruments are passed to the surgical team timely and safely

Checks are undertaken at appropriate times for instruments, swabs and sharps

Effective communication is maintained throughout the procedure

Dressings/ drains are applied appropriately and in the correct manner

Post operative checks are undertaken and all instruments, waste and sharps are disposed of appropriately

Overall comments Student Name: Placement: CPC/Mentor Name Time and Date: Student signature

CPC/Mentor signature

COMPETENCY 4.5 END OF YEAR ANAESTHETIC ASSESSMENT

Activity Comments Pass/safe Fail/unsafe Pre anaesthetic equipment checks are carried out in line with local and national policy

Prepares appropriate equipment in line with the requirements of the case Patient received and identified into the theatre with local and national guidelines

Communication with the patient is appropriate to the patients needs Monitoring of the patient is undertaken and maintained throughout the procedure

Assisting the Anaesthetist in the airway management of the patient effectively

Moving and handling and positioning of the patient is undertaken with care for the needs of the patient and the procedure being undertaken

The rights and dignity of the patient are upheld at all times The use of equipment in the theatre is undertaken with regard for Health and Safety and the requirements of the procedure

Immediate post operative care of the patient is appropriately carried out Overall comments Student Name: Placement: CPC/Mentor Name Time and Date: Student signature

CPC/Mentor signature

Example

Mentorship at SHU Times of Stress from ‘Life’

Being a student

Money

Travel

Family

Relationships

Health

Academic work

• What is a mentor?

• Mentorship at SHU

• The ODP Calendar

• Programme Overview

• Times of stress• How to alleviate






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Mentorship at SHU

How to alleviate stress on clinical placement

•Welcome students

•Introduce students to staff and to the clinical placement area

•Work collaboratively to create clear goals

•Have realistic expectations - for the student and the mentor

•Evaluations

•Give the student clear study opportunities / reflection time

•Give timely feedback and reviews of progress

•Ensure the students' personal wellbeing whilst on placement

•Understand utilise support mechanisms for students who struggle

• What is a mentor?

• Mentorship at SHU

• The ODP Calendar

• Programme Overview

• Times of stress• How to alleviate






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Learning Styles - what is your learning

style?

Activists involve themselves fully and without bias in new

experiences. They enjoy the here and now and are happy to be

dominated by immediate experiences.

Reflectors like to stand back to ponder experiences and observe them

from many different perspectives. They collect data, both first hand

and from others, and prefer to think about it thoroughly before coming

to any conclusion.

Theorists adapt and integrate observations into complex but logically

sound theories. They think problems through in a vertical, step-by-

step logical way.

Pragmatists are keen on trying out ideas, theories and techniques to

see if they work in practice. They positively search out new ideas and

take the first opportunity to experiment with applications.

Honey and Mumford (2006)



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This is heavily dependent on the work of Lewin (1942) Kolb (1984) and Schonn

Kolb developed a much cited learning cycle which

provides the most useful descriptive model of the adult learning process.

Experiential Learning



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Kolb's cycle of experiential learning

• Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points - it should really be approached as a continuous spiral. It is suggested that the learning process often begins with a person carrying out a particular action.



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• A student who, whilst not actually failing, shows disinterest and limited motivation to learn can be difficult to manage.

• What are the tell tale signs of a student who may have an ambivalent attitude to learning whilst on placement?

• What issues might cause the student to lack motivation or come across as ambivalent?

Motivating Students



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Fatigue

Distraction

Transition

Avoidance

Boredom

Wrong course

Vary shifts, ensure breaks

Know academic assessment schedule

Be patient, student support service

Ensure inducted into the team, gain trust

Challenge, goals

Advise, discuss the future

CONFRONT THE ISSUE AND ACT AS EARLY AS POSSIBLE“Causes for Concern paperwork”

Reason why students may lack motivation



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DO

CU

ME

NT

AT

ION

Guidance on what to do if you have concerns about a student

about a student

Complete cause for concerns form



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CONFRONT THE ISSUE AND ACT AS EARLY AS POSSIBLE“Causes for Concern paperwork”

Cause for concerns paperwork can be found @

https://www3.shu.ac.uk/hwb/placements/OperatingDepartmentPractitioners/documents/ODPCauseforConcern.pdf

CONCERNS ABOUT A STUDENT?



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WebsiteAccess to the Cause for Concerns Formhttp://www3.shu.ac.uk/hwb/placements/OperatingDepartmentPractitioners/documents/ODPCauseforConcern.pdf



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Failing to fail….There has been some research completed

into the reasons why we fail to fail (Duffy, 2004)

Why do you think we fail to fail students?



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Why do we fail to fail?

Loath to fail students as awarding a fail meant additional work plus have to deal with the rancour of the student -Lankshear (1990)

Assessors reported feelings of anxiety, guilt, distress, self-doubt, regret and relief. For some of the assessors, the emotions were so strong that a pass grade was awarded over a fail - Ilott and Murphy (1997)

Assessors felt an acute sense of personal failure when students failed - Ilott and Murphy (1997)

Failing a student is incongruent with being a health care professional whose central role is to ‘care’ and nurture - Duffy (2004), Fraser et al (1997), Ilott and Murphy (1997)



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continued

Where mentors lacked confidence in assessing, had poor preparation for their role, do not know the student very well or where they did not have sufficient assessment evidence, the benefit of the doubt was more likely to be given - Duffy (2004), Fraser et al (1997), Bedford et al (1993)

Assessors and/or the system are manipulated by students to avoid failure - Duffy (2004), Fraser et al (1997), White et al (1994)

Inadequate support from colleagues and education staff to fail incompetent students; mentors pressurised to pass - Duffy (2004), Green (1991)

Difficult to fail students in their third year; equally difficult is failing students in their fist year - Duffy (2004), Phillips et al (2000)



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student• Giving feedback• Placement

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student• Giving feedback• Placement

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• Descriptive rather than evaluative – describe what the student said or did and the impact that had on you or others, but do not make judgements

• Focus on behaviour which the applicant can do something about – the purpose of feedback is to learn, so suggest practical ways to rectify any shortcomings

• Well timed – formative assessment / summative assessment

• Clearly and quickly stated – get to the point without being brutal. Avoid beating around the bush or getting bogged down in self-justification. Ensure the student understands the feedback by asking them questions and summarising

• Sufficient and appropriate – ensure that your feedback is useful to the student, can they take it to their next placement?

(adapted from SHU Human Resources (2011))

Feedback should be...



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A swot analysis is a management tooldesigned to map strengths and weaknesses.Developed from research in the 1960's and 70's. It provides a means to create action

plans and manage change.

Complete a SWOT analysis of your work area.

S.W.O.T



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Influences on The Learning Environment

The leadership style of the clinical managerBeing part of the team

The amount of support offered to the student The degree of challenge offered to the student

The learning opportunitiesResources for access to theory

The opportunities provided for reflective discussion

The culture within the area



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Toxic mentorsDarling (1986)

DUMPERS

Not available or accessibleThrow people into new rolesLeave them to ‘sink or swim’ strategies

BLOCKERS

Avoid meeting others needs by:Refusing requests (the Refuser)Controlling through withholding information (the Withholder)Arresting development by over supervising (the Hoverer)

DESTROYERS/CRITICISERS

Set out to destroy others by:Subtle attacks to undermine confidence (the Underminer)Open approaches of verbal attack and argument to deliberately destroy confidence (the Belittler) constant put downs and questioning of abilities (the Nagger).



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http://www3.shu.ac.uk/HWB/placements/OperatingDepartmentPractitioners/

Further resources

-Placement website

Other discussion points Student & Mentor evaluations



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Maintaining your professional registration and further Study

CPD Anywhere & Mentorship Level 6

http://www.shu.ac.uk/faculties/hwb/cpd/anywhere/odp.html http://www.shu.ac.uk/faculties/hwb/cpd/modules/detail.html?cpd_id=530

CPD Anywhere™



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Further resources

CPD development

As part of your development, now that you have completed this resource, write a reflective account of the mentor process, relating what you have observed within this learning resource, but also relating it to practical experience on the job.

This can be used as evidence towards your CPD portfolio.

*******Keep an eye out for.....NEW LEVEL 6 ODP MODULES

AND THE TOP UP DEGREE

soon to be released by SHU******

Thank you......

......for your continued support of our students

Documents

Operating Department Practice Sheffield Hallam University Martin Reilly Team Leader/ Senior Lecturer [email protected]@shu.ac.uk 01142255612 David