Mentorship for Healthcare Professionals
Session: 5
1
Introduction
This theme is structured around the following key topics:
Professional and legal accountability of the mentor.
Making judgements and decision-making including how to deal with failure
2
Types of Assessment
Formative Assessment
Monitoring progress
during placement
Can inform the final
grade
3
Summative Assessment Formal assessment at end
of placement Constitutes the final
judgement of competence/achievement
Decision-making
4
Failing to fail
Mentors although not satisfied that a student has reached a
satisfactory standard by the end of the placement, gave the
student a satisfactory grading on their summative
assessment
(Duffy, 2004)
5
Professional & Legal Accountability
6
Mentorship Debate
7
• 2 teams
• 2 topics to debate
• 3 speakers from each team
• Each speaker will discuss one topic on behalf of their team
• 15mins is given to the 2 teams to plan their debate for each topic
• Each speaker gets 3 minutes to discuss their point
• The floor is then opened up to questioning –– only one person to speak at a time
• Any member of the team can answer the question poised by the opposite team
Teams
8
• Introduction of yourself : your name, job title & area of work
• If debating FOR = Give a definition and your interpretation
• If debating AGAINST = Give a definition: agree, amend, or reject
definition of affirmative - If reject then you must justify why
• FOR/AGAINST - Give your arguments, reasons and evidence
• FOR/AGAINST - Summary of own case
• FOR/AGAINST - Conclusion
DUTIES OF SPEAKERS
FOR and AGAINST
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A nurse is being prosecuted for allegedly failing to supervise a student who accidentally killed a 91-year-old patient.
Edna Alker died after she was given an injection of potassium chloride at Whiston Hospital in Merseyside. It was given by a student nurse who was training at the hospital in 2003.
The student faces no charges, but Karen Edwardson, 36, who was allegedly supervising her, is being prosecuted under Health and Safety rules.
http://news.bbc.co.uk/1/hi/england/merseyside/4794631.stm
Mentor prosecuted over fatal jab
10
Duty of care
A standard of behaviour endorsed by the
NMC/Trust and HEI
Nurses owe a duty of care to patients i.e. must
behave with skill and competence.
11
Professional & Legal Accountability cont….
Negligence
• A breach of the legal duty resulting in damage/harm to the patient.
Accountability
• Answerable for your decisions
• Implies an obligation to disclose what you have done, why you have done it that way and what were the results of your actions.
12
Professional & Legal Accountability cont.
Professional Accountability
Public Patient
Employer Profession
How does professional & legal accountability
relate to the mentor for passing an unsafe, final year
student?
13
Final Interview
Purpose of the final interview is to:
To finalise progress and performance
Identify essential skills achieved and not
achieved
Provide feedback and document this in the On-going achievement record
14
Chris’ Final Interview
You will now watch a video clip.
• What evidence was provided to support the achievement of
the chosen Essential Skills?
• Are there any unresolved issues?
15
On-going Achievement Record
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Complete Chris’ OAR
The student’s strengths and achievements
The student’s learning needs and areas for development
Any issues which arose and how they were resolved
unresolved
Remember, the information you provide is useful
for the next mentor and/or sign-off mentor
also the student
What next?
Review online learning materials and complete activities in session 6 (online) folder on Blackboard
Complete sections F, G, in your Workbook
17
Results
• When will I receive my results?
• Where can I see my results?
• Where can I see my feedback?
• When can I start mentoring?
18
Frequently asked Questions:
15 working days (Provisional)
Turnitin / MyRegistry
Turnitin
Once results are ratified at assessment board
Turnitin
• What happens if I copy someone else work?
• Why is my similarity score high (>35%)
• What happens if I do not submit my work?
• What happens if I am unable to submit on time?
• Who can help if I am experiencing problems submitting my work?
19
Frequently asked Questions:
Contact your group tutor
Disciplinary Hearing
Ring IT on: 0300 -111 4895 - 24hour service, 7days a week
Check by clicking ‘originality
Fail
20
Workbook Tutorial
21
End of Course Evaluation
Please complete course Evaluation Form
Thank you
Summative Assessment Brief
22
To Pass the Workbook:
1. You must read the Module Study Guide on Blackboard
2. Read the Workbook Feedback Rubric on Blackboard
3. Please read each section of the Workbook carefully.
4. All sections of the Workbook must be completed in order
to Pass.
5. The Workbook must be submitted electronically through
Turnitin
Workbook
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24
UWL PPT Guidelines - Version 2 - February 2015
2000 words
The Essay must include:
1. An Introduction
• Include an outline of the key points for discussion in the
essay.
• The key points should be in the order they will be discussed.
Level 6 - Reflective Essay
25
UWL PPT Guidelines - Version 2 - February 2015
2. Main Body
• A critical analysis on the mentorship of the virtual student
(Chris) should include the following:
•
• -Your role as an effective role model and which skills you
adopted throughout the mentorship of the virtual student.
•
• -Planned learning activities such initial, mid-point and final
interview processes (follow the same format in your
Workbook)
Level 6 - Reflective Essay cont….
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UWL PPT Guidelines - Version 2 - February 2015
Main Body cont…..
• Factors which influenced how you helped the virtual student
integrate into practice e.g. orientation.
• How you developed your mentoring relationship with the
virtual student.
• How did you identified learning needs appropriate for the
virtual student’s stage of learning with reference to learning
styles e.g. Honey and Mumford, practice assessment
document and ongoing achievement record.
Level 6 - Reflective Essay cont….
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UWL PPT Guidelines - Version 2 - February 2015
Main Body cont…..
• Your role as an advocate in supporting the virtual student
in accessing appropriate learning opportunities with other
professionals, patients, clients and carers.
• The effectiveness of the use of various coaching styles
e.g. ‘Joint Experimentation (Schon’s Model).
• The component and the essential principles that were
used to underpin the assessment e.g. validity.
Level 6 - Reflective Essay cont….
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UWL PPT Guidelines - Version 2 - February 2015
Main Body cont…..
• How you monitored the student’s progress and provided
constructive feedback.
• How you managed poor performance in practice with
reference to the action plan.
• Factors that may influence your decisions.
Level 6 - Reflective Essay cont….
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UWL PPT Guidelines - Version 2 - February 2015
Main Body cont…..
• Your professional accountability and how it relates to the
assessment of practice.
• Support mechanisms available for you as a mentor
Conclusion:
• The conclusion should be used to summarise the main
points of the essay. No new information should be
introduced.
Level 6 - Reflective Essay cont…
Develop ONE innovative learning resource for your practice setting.
The learning resource should enhance pre-registration students’ learning or the role of the mentor.
The resource must cover one of the NMC (2008) eight domains
Level 7 – Innovative Learning Resource
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Domain 1 Establish effective
working relationships
Domain 2 Facilitation of
learning
Domain 3 Assessment and accountability
Domain 4 Evaluation of
learning
A resource which helps students to
integrate into your practice area.
A resource which helps mentors to
assess and facilitate students’
learning styles.
A tool which helps students review their
own performance and identify further
learning needs.
A tool to help students evaluate your performance
as a mentor.
Domain 5 Create an
environment for learning
Domain 6 Context of practice
Domain 7 Evidence-based
practice
Domain 8 Leadership
A resource which indicates how an
aspect of the learning
environment in your area of practice could be further
enhanced to meet students’ needs.
A resource which assists students in
your area to develop
appropriate professional
attitudes.
A resource which helps students to link
evidence based theory with an
aspect of practice they commonly
undertake in your area of practice.
A planned pathway which students can
undertake with members of the
inter-professional team in your area
of practice to enhance students’
learning. 31
The resource must cover at least one of the NMC domains:
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Level 7 - Presentation Brief
• A 20 minute PowerPoint Presentation of your innovative
learning resource. Your presentation should not exceed
20 minutes.
• PowerPoint Presentation must not exceed 5 slides.
• You will present to peers and academic staff.
• The panel will provide feedback following the presentation.
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Level 7 - Presentation Brief
Presentation must include:
• A brief profile of your clinical area (maintain confidentiality),
your role and responsibilities.
• State the chosen topic clearly
• State the rationale for the learning resource.
• Identify the NMC (2008) domain(s) which apply to your
innovative learning resource
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Level 7 - Presentation Brief
Presentation must include:
• Identify your target audience (students and/ or mentors).
• Discuss the rationale for your choice.
• Aim - what do you intend to achieve?
• Objectives - what steps you will take to achieve your aim?
This should be ‘Specific, Measurable, Achievable, Realistic
and Timely’ (SMART).
Main Content should include:
• Include steps taken to develop the resource (such as involvement of key stakeholders, people who would benefit from the innovative learning resource and those who would implement it).
• What factors may promote and inhibit the implementation of your innovative learning resource.
• Provide justification for relevant learning theories to support the implementation of your innovative learning resource.
Level 7 – Presentation Brief
35
Main Content should include:
• Discuss the application of learning styles (and
appropriate coaching methods where applicable).
• Critically discuss your accountability as a mentor when
implementing the innovative learning resource.
Level 7 - Presentation Brief
36
Conclusion should include:
• Include a summary of the key points raised in your presentation.
• Include recommendations to support the implementation of your innovative learning resource.
References
• Use the University of West London’s Referencing guide.
Level 7 - Presentation Brief
37
Introduction
• Briefly state the aim and rationale for your chosen
innovative learning resource supported by relevant
literature
• State the NMC (2008) domain(s) which apply to your
innovative learning resource.
Level 7 – Critical Discussion Brief
38
Level 7 - Critical Discussion Brief
Content should include:
• Critically discuss the innovative learning resource with
reference to relevant learning styles, learning theories and
coaching methods.
• Critically evaluate teaching, learning and assessment
approaches in your practice setting e.g. examine benefits,
limitations and areas for further developments.
39
Level 7 - Critical Discussion Brief
Content should include:
• Critically appraise i.e. make a judgement about your mentoring
skills and critically debate the complexities of the role of the
mentor.
• Critically evaluate the learning environment e.g. examine
strengths, weaknesses, opportunities, barriers/threats
40
Level 7 - Critical Discussion Brief
Conclusion
• Include a summary of the key points raised in your
presentation.
• Include recommendations to support the implementation of
your innovative learning resource.
41
Level 7 - Critical Discussion Brief
References
• Use the University of West London’s Referencing guide.
Annotated bibliography
• From your list of references, identify 7 key papers which
informed your discussion.
• Comprehensive, clear and consistent referencing using
Harvard’s Referencing System.
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Useful websites / literature
• www.nhsiq.nhs.uk/resource-search/publications/nhs-
imp-service-improvement-guide.aspx
• McSherry., R. and Warr., J. eds. (2010) Implementing
excellence in your health care organisation. Open
University Press: Berkshire (available on Dawsonera)
Level 7 – Innovative Learning Resource
• Duffy, K. (2004) Failing students: a qualitative study of
factors that influence the decisions regarding assessment
of students' competence in practice. NMC, London.
• Stuart, Ci Ci. (2013) Mentoring, learning and assessment in clinical practice: a guide for nurses, midwives and other health professionals. Sheffield, Churchill Livingstone.
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References