Embed Size (px)
Citation preview
Practice Supervisor and Assessor Update
(supporting transition from the mentor role)
Faculty of Health and Social Science
Bournemouth University
August 2020
University Practice Learning Advisers (PS) August 2020 2
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, of transmitted, in any form or by any means, without the prior permission, in writing of the School of Health and Social Care, Bournemouth University, U.K. Exceptions are allowed in respect of any fair dealing, for the purpose of research or private study, or criticism or review, as permitted under the Copy right, designs and Patents Act 1988.
Copyright © Bournemouth 2020 Issue 3 August 2020 Materials written and prepared by Paula Shepherd, University Practice Learning Adviser Team.
University Practice Learning Advisers (PS) August 2020 3
This interprofessional 2 hour practice supervisor and assessor update is intended to:
Review the NMC and HCPC standards that support practice placements)
Assist in mapping the mentor role to the practice assessor and supervisor role for NMC registrants
Act as a refresher for registrants who have completed the practice supervisor preparation in their pre-registration programme prior to completing the Practice Assessor Workshop
Enable reflection upon your knowledge and skills of supervising and assessing students in practice
Practice Education at Bournemouth University
Head of Practice Education
Amanda Watson Email: [email protected] Phone: 07545 420731
University Practice Learning Advisers
The role of the University Practice Learning Adviser is to support practice assessors in clinical placements.
Contact details:
Belinda Humphries (Poole/Purbecks/Blandford) Email: [email protected] Mobile: 07545 420727
Claire Uren (Somerset) Email: [email protected] Mobile: 07545 420728
Jo Hirdle (Bournemouth/Christchurch) Email: [email protected] Mobile: 07545 420729
Paula Shepherd (North and West Dorset) Email: [email protected] Mobile: 07545 420730
Eleanor Jack (Salisbury/Wiltshire) Email: [email protected] Mobile: 07730 619354
Donna Griffin (Bournemouth) Email: [email protected] Mobile: 07734 967633
Petra Brown Email: [email protected] Mobile : 07730 619353
Sarah Keeley (Bournemouth North/Wimborne/Salisbury) Email: [email protected] Tel: 07525 254941
Megan Jadzinski (New Forest/Hampshire) Email [email protected] Tel: 07545 420732
Group email: [email protected]
Please note: for Midwifery Student placement queries please contact the Midwifery Link Lecturer in your organisation
We are here to help with all aspects of practice placement supervision and assessment
University Practice Learning Advisers (PS) August 2020 4
How to complete this update
For facilitators
If you click into the Prezi link below you can share the presentation with the participants. You can then proceed at your own pace. You may find it helpful to email the participants this word document so that they can use this to support the update.
Self-managed learning
This study guide supports the online update and provides additional information you may find helpful as well as a space to make notes on the activities. Following the update sections, it is in word format so that you can amend and record your responses to activities. You may wish to have the document open at the same time in another tab so that you can navigate between the two. Alternatively, you can complete the online update and then come back to this guide to make notes. You will need internet access and volume so that the videos and audio is accessible.
The presentation can be viewed easily on most devices. The navigation may differ according to the platform you use:
It is best to use Chrome as prezi does not support internet explorer
Click on the circles will to ‘zoom in’ to the folder. Clicking on the pdf documents will also enable them to enlarge
You may see a curved arrow at the right hand side so that you can go back one page. There is a home button above it to take you back to the start.
All platforms have a back and forward cursors at the bottom of the page. Do not use the back arrow at the top of the internet page as it will take you out of the presentation.
Access the presentation by using control and enter on the link below:-
https://prezi.com/view/7aj2PAhGxmYTur7MKtJL/
This update is based upon the following domains as indicated in the table below:-
Effective
practice
Learning
• Open, honest culture
• Joint quality assurance processes are in place with placement and education provider
• Practice assessors know where to access information and support
Supervision of
Students
• Interprofessional learning is promoted
• Concerns are addressed in a collegiate manner
• The team have the knowledge and skills, are suitably prepared and supported to supervise
• ‘Duty of care’ is upheld in planning learning and the level of supervision
• Regular opportunities for feedback and review of progress
Confirmation
of proficiency
• Learning opportunities are relevant to the programme and stage
• Practice assessors understand the student programme and are confident to evaluate practice in relation
to the stage of learning
Table 1: Professional Bodies requirements for supporting learners in practice (HCPC 2019; NMC 2018)
Section1: The Professional standards
There an increasing number of education providers for healthcare programmes which can be very confusing when you need to clarify their needs on placement. It is useful to have a record of who is available to support you at hand.
Make a note of colleagues that can support you in your role Your Organisation Education Link:…………………………………………… Additional Education Link:……………………………………………………. BU student portfolios are on the ‘OPAL’ platform. For assistance, please email: [email protected] For placement support, please contact: [email protected]
University Practice Learning Advisers (PS) August 2020 5
Activity – identifying areas for further development: Please complete this checklist. Make a note of any areas you need more assistance with. Your education link will be able to help you with this.
Practice Supervisor / Assessor Declaration
This declaration is to help you demonstrate an ongoing ability to meet NMC (2018) Standards for student supervision and assessment and /or the Standards for Education and Training (HCPC 2017). Guidance notes are provided on the next page. Should you have any queries please contact the University Practice Learning Adviser for your area, [email protected]. Name…………………………………………………. Placement area………………………………………………………………………….
Criteria: Met:
Additional comments
1. I have completed a programme that has helped me in supporting and assessing learners in practice.
Yes / No Course: Date:
2. I have supported learners in my workplace during the last year Yes / No
I understand my responsibilities in supporting learners in relation to my code (NMC 2018; HCPC 2017)
Yes/No
3. I have engaged in CPD in order to develop my clinical practice. Yes / No
Next Revalidation date:
4. I know how to seek support when concerns arise and are aware of the Concerns Protocol (BU 2016)
Yes / No
5. I am aware of the practice placement support team Yes /No
6. I have completed an update in the last year regarding student supervision and assessment
Yes / No
7. I have a working knowledge of current nursing programme requirements, assessment strategies and changes to the nursing programme.
Yes / No
8. I have an in-depth understanding of my accountability to the NMC / HCPC for my decision to pass / fail a student.
Yes / No
9. I am aware of the roles and responsibilities of the:-
Practice Supervisor
Practice Assessor
Yes / No Yes / No
University Practice Learning Advisers (PS) August 2020 6
Criteria Guidance Notes
1. I have completed a programme that has helped me in supporting and assessing learners in practice.
This might be an accredited unit that you have completed or preparatory study days in relation to the Standards for student supervision and assessment (NMC 2018); If you are a AHP you may have completed PPE training.
2. I have supported learners in my workplace during the last year
Increasingly you will be supporting learners on different programmes and so this is not limited to pre-registration students.
3. I understand my responsibilities in supporting learners in relation to my code (NMC 2018; HCPC 2017)
The professional codes are explicit in the expectation that all registrants role model effective practice to help learners develop their practice. This includes supporting through relevant learning opportunities and feedback.
4. I have engaged in CPD in order to develop my clinical practice.
Usually reflected through review / planning of development at annual PDR. As a registrant you need to be able to show you are developing your evidence based practice continuously in accordance with revalidation requirements.
5. I know how to manage and are aware of the Concerns Protocol (BU 2016)
You need to be able to demonstrate that you know the process of managing concerns that may arise during a placement.
6. I am aware of the practice placement support team
Your organisation may have a practice education team that will support you in your practice assessor/ supervisor role. It is important to know who they are and how you can contact them for assistance. The University Practice Learning Adviser Team at Bournemouth University are here to support you as well [email protected]
7. I have completed an update in the last year regarding student supervision and assessment
The easiest way to keep up to date on the student programme is to attend an update. There are lots of different opportunities to develop your practice assessor / supervisor role during the year – You can find out about these on the events section of the practice assessor website www.bournemouth.ac.uk/practiceassessor.
8. I have a working knowledge of current nursing programme requirements, assessment strategies and changes to the nursing programme.
You could gain this knowledge through attendance at annual updates / accessing the dedicated website for practice assessors: www.bournemouth.ac.uk/practiceassessor. Information about the student programmes delivered at Bournemouth can be found here.
9. I have an in-depth understanding of my accountability to the NMC for my decision to pass / fail a student.
Practice Supervisors: You need to be confident in providing feedback to learners and their assessors. You are supporting the ‘gatekeeping’ process. Practice Assessors: you will be ‘confirming’ the learner’s proficiency. You will need to be confident in evaluating a range of evidence to make your decision.
10. I have been advised as to the roles and responsibilities of the:- Practice Supervisor ‘NMC registered nurses, midwives, nursing associates and other registered health and social care professionals’
Being a role model
Support learning within your scope of practice
Provide appropriate supervision and feedback
Have relevant knowledge and experience of your clinical area
Contribute to assessment by providing feedback
Confidently share observations and feedback with practice and academic assessors
Raise concerns appropriately using the relevant protocols
Practice Assessor ‘a registered nurse, midwife, nursing associate, or specialist community public health nurse (SCPHN). For prescribing programmes, the practice assessor can be any qualified and experienced prescriber. ’
Conduct assessments to CONFIRM achievement of proficiency and programme outcome for practice learning
Seek relevant feedback and evidence to ensure that an objective, evidence-based assessment has been made
Maintain and develop current knowledge and expertise relevant for the proficiencies and programme outcomes being assessed
Are able to link with academic assessors to review student progression
Able to work with the student to inform decisions regarding assessment
Have knowledge of the student programme and assessment process
REFERENCE.
Nursing and Midwifery Council, 2018. Part 2: Standards for student supervision and assessment. www.nmc.org.uk
Health and Care Professions Council, 2017. Standards for Education and Training. www.hpc-uk.org
University Practice Learning Advisers (PS) August 2020 7
Section 2: Effective Practice Learning
Preparing for a placement is essential for helping a student to feel integrated within the team. Having had the opportunity to review Michelle’s concern about how she hadn’t planned for Sue’s placement, take a moment to reflect upon how your team plan a placement. Make notes below
Prior to the placement commencing
We prepare by………..
Planning of the induction We provide a welcome and induction to the practice area by………………
Interviews We ensure interviews are completed in a timely manner by………………
Identifying specific needs We clarify goals and assessment criteria by………………….
Section 3: Supervision of students
As identified in the professional standards section, students have experienced significant disruption in the recent months. Anxiety levels are high and there is a concern about how to manage practice after a long period of absence from placement. For example, you may be supporting students in the second year of their programme but who are completing year one of practice.
Activity – Reasonable expectation: Using the table below identify learning opportunities in your area that might help you to gauge a student’s level of knowledge, skills and confidence.
Level of expectation Learning Opportunities
Year 1 - develops skills to manage themselves ably in practice. The expectation is that they participate in care activities in care closely supervised by relevant team members.
Year 2 - continues to develop their practice within the team; using problem solving skills and demonstrating an increasing level of independence. The expectation is that they begin to implement care more readily and require less direct supervision.
Year 3 - can be reasonably expected to plan and deliver care effectively with increasing autonomy. The expectation is that they are more independent and managing a group of patients. Supervision at this stage would be more indirect.
Identify one thing you might do to help a student rebuild their confidence after a long period away from practice.
Activity - Coaching as a learning strategy: Review the GROW model and make notes as to how you could use this approach to encourage students to be more confident in leading in the care they provide.
University Practice Learning Advisers (PS) August 2020 8
Goal
What do you want to achieve
Reality
What is the current situation?
Options
What are the different actions that can be taken?
Will
What will you do Confirm the action to be
taken?
GOAL What would you like to get out of the session? What would you like to focus on now? What would you like to achieve? What would be the most useful thing to take away from this session today? What outcome would you like from this discussion/session?
Once the goal is set you need to explore the current situation and any facts or feelings surrounding this. This exploration is to raise self-awareness of the individual
REALITY What is happening now? What have you done so far? What is missing in this situation? What is holding you back? Who else is involved in the situation? How do you feel about that? On a scale of 1-10 how confident do you feel in your ability to do this?
The next step is to facilitate the discussion towards a decision. This is to enable the coachee to take ownership, responsibility and subsequently commit to the action.
OPTIONS What could you do to change the situation? And what else? Who might be able to help? What are the benefits and limitations? What options do you like most? What support do you need?
The final stage is to consolidate the discussion and establish what the coachee will do
WILL DO/WRAP UP What options have you chosen? What will you do first? When are you going to start and finish each step? What support will you need and from whom? What may hinder this? On a scale of 1-10 how committed are you to taking these actions
Taking a coaching approach would help a student to develop their: Knowledge by………. Skills by…………………….. Professional behaviours by…………..
University Practice Learning Advisers (PS) August 2020 9
Section 4: Assessment and confirmation of Proficiency
Feedback is an important element of the rationale for assessment decision. Including feedforward can also be equally important as it helps students and future supervisors and assessors to plan future learning. This enhances opportunities for consistent learning. Feedback: an evaluation of what has happened Feedforward: guidance on how past experiences can be further developed
This is an example of feedback and feedforward
Knowledge: During his first placement, Jason has developed his knowledge of assessment. He has kept a placement diary to record learning opportunities and spent time researching. For example, he has revised care for people who have had a stroke and the role of the Emergency Department in providing timely assessment and treatment. He has reviewed common conditions such as diabetes, Parkinson’s and dementia. I would encourage Jason to continue to revise A&P as he cares for clients with differing needs. He finds it easier to learn when thinking of a person he has cared for.
Skills: Jason is very proactive in developing his skills. Initially he struggled to record B/P’s but has practiced a lot and is now very confident. In the last two weeks Jason was able to complete basic assessments under supervision. On one occasion he quickly identified a deteriorating patient. I would encourage Jason to continue to build on these skills as he sometimes questions his ability. He is readily meeting the competencies required at this stage of the programme.
Professional Behaviours: Jason was initially shy and lacked confidence in communicating with the team and patients. We discussed the need to overcome this. Jason now confidently provides handovers and interacts confidently with the team, patients and families.
Activity – recording an assessment: Using feedback and feedforward develop a statement based upon the evidence provided in the case study for Anne.
Knowledge Skills Professional Behaviour
Section 5: Managing Concerns
The case studies in this update illustrate the importance of the interview process as a scaffold for the placement. Assessment is continuous throughout the placement. Setting goals and clarifying expectations from the outset can helps ensure the final assessment brings no surprises. Each education provider will have a concerns process, you can clarify this with your education link.
Activity – a framework for interviews: Having had the opportunity to review the midway interview with Jo make some notes in the table below and include actions that might have prevented the situation occurring.
Issue Impact on assessment Actions
1.Supporting learning
2.Health and well being
3.Scope of practice
4.Programme requirements
University Practice Learning Advisers (PS) August 2020 10
Activity: Reviewing the practice assessor role
Complete this checklist Are there any actions that you might need to take to ensure that you are confident that consistent approach will be taken to promote learning, supervision and assessment?
Practice supervisor and assessor checklist Yes No
Effective Practice learning
Are the team aware of learners commencing placement?
Do you know who the practice supervisors for your learner will be?
Is clear information about the placement available to all learners?
Does the learner have a clear information about their role / responsibilities?
Is there an agreed process of induction in place?
Have you clarified the interview process with the supervisors?
Do you know how to access the academic assessor and any additional support?
Has any additional support been identified and reasonable adjustments applied?
Supervision of placement
Has the ongoing record of achievement been reviewed and goals agreed?
Are there arrangements for regular communication between supervisor and assessor?
Does the learner know the types of evidence they will need for their assessments?
Does the learner know how to raise a concern?
Does the Practice Supervisor know how to raise concerns and access support?
Is the midway interview organised to ensure practice assessor contribution
How will the academic assessor be informed of any concerns promptly?
How will concerns be recorded?
How will the student be assisted to complete development plans?
Confirmation of proficiency
Is the learner is aware of their responsibilities in collating evidence?
Have concerns been addressed promptly?
Is the final interview a review of all evidence with no surprises?
Is the feedback clear, constructive and is relevant to the assessment criteria?
Has feedforward been used to aid future development?
Is placement feedback reviewed and changes for future placements implemented?
Section 6: The Student Portfolio
University Practice Learning Advisers (PS) August 2020 11
At Bournemouth University students complete online portfolios. You need to
complete a simple registration process and you can do this by visiting
www.opalbu.com .
This table identifies who is able to complete the assessment of practice. Please
contact [email protected] for any clarification that may be required.
Role Practice Assessor Practice Supervisor
Sign Hours Yes Yes
Initial Meeting Yes Yes
Midway Review Yes Yes (must be in agreement with the
practice assessor)
Midway formative Grading Yes Yes (must be endorsed by practice
assessor)
Final Review Yes No
Final Grading Yes No
Competencies grading and final
feedback
Yes No
Feedback Yes Yes
Approach patients / families for
feedback
Yes Yes
Spokes Yes Yes
Development plan Yes(plans must be reviewed and
evaluated)
Yes (can provide formative guidance
and feedback)
Administration of Medication Yes Yes
Medication Essential Clusters Yes No
Additional consideration for Midwifery assessment
Experiences Yes Yes
Skills Yes Yes
For additional guidance on how to complete the OPAL assessment please see the relevant guides in the help area of opal or access The Essential Guide for Supporting Learning in Practice
Thank you for completing your update and supporting tomorrow’s profession.
Can you help? The pandemic has required the rapid expansion of online learning and we would appreciate your feedback to help bring you relevant courses and materials.
Please complete this 2 minute survey by clicking on this link: Update evaluation. Thank you for your time Health and Care Professions Council (HCPC), 2019. Standards of Education and Training. Available from: www.hcpc-uk.org
Nursing and Midwifery Council, 2018. Part 1: Standards framework for nursing and midwifery education. Available from: www.nmc.org.uk. [accessed 07/08/2018]
Nursing and Midwifery Council, 2018. Part 2: Standards for student supervision and assessment. Available from: www.nmc.org.uk. [accessed 07/08/2018]
Nursing and Midwifery Council, 2018. Part 3: Standards for pre-registration nursing programmes. Available from: www.nmc.org.uk. [accessed 07/08/2018]
University Practice Learning Advisers (PS) August 2020 12
Nursing and Midwifery Council, 2018. Future nurse: Standards of proficiency for registered nurses. Available from: www.nmc.org.uk. [accessed 07/08/2018]
University Practice Learning Advisers (PS) August 2020 13
……….…………………………………….
Has completed the
Practice Supervisor and Assessor Update (supporting the transition from the mentor role for NMC registrants)
The objectives of this update was to: Review the NMC and HCPC standards that support practice placements)
Clarify the transition from the mentor role for NMC registrants
Enable reflection upon the knowledge and skills required for the supervision and assessment of students in practice
Date………………………………………
The equates to 2 hours of CPD
