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Supporting Learning and Assessment in Practice

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Supporting Learning and Assessment in Practice

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  1. Supporting Learning and Assessment in Practice achieving the NMC stage 2 standards for mentors

  2. Information • fire alarm and fire escapes • toilets • coffee and tea • group work • respect and confidentiality

  3. Underpinning Principles • same part / sub part of the register • knowledge, skills and competence • professional qualifications • preparation programmes

  4. Group Discussion A B the best thing about having students is… the worst thing about having students is… C D the best thing about being a student is… the worst thing about being a student is…

  5. 10 Day Programme 2 days theory mandatory + APEL: previous mentorship training & experience 3 days distance learning or + 5 days supervised practise APEL: evaluation of learning or

  6. 10 Credit Module (Bsc pathway) 10 day programme reflective assignment +

  7. Day 1 Objectives • understand the student experience • describe the effective mentor • structure a student placement • complete clinical practice assessment documents

  8. Day 2 Objectives • ‘sign off’ clinical competence • provide constructive feedback • address the failing student • create an environment for learning • teach a clinical skill

  9. Mentor Portfolio • useful information • learning in practice • peer review • mentor assessment • professional portfolio

  10. A Brief History of Nurse Training & Education

  11. ‘Traditional’ Training • apprenticeship model • direct observation and practice in clinical settings • competence assessed through ward based examinations, written papers and a national exam RCN 2007

  12. 1970s • devolution of training • assessment in each country overseen by their board of nursing RCN 2007

  13. Project 2000 (1992) • transferred nurse training to HEIs • diploma level • critical research based profession • students supernumerary • health rather than illness model • CFP and branch programmes  • primarily academic assessment RCN 2007

  14. Fitness for Practice(2002) education in partnership all-graduate preparation clinical skills (rebuilt skills lab) 50% theory / 50% practice… …reflected in assessment schedule practice education facilitators CFP reduced to 12 months UKCC 1999

  15. The Future… Develop a competent and flexible workforce • reconciling demand and need with safety and quality • enable nurses to lead and coordinate care DoH 2006

  16. The Future… Update career pathways and career choices • standardise advanced and specialist roles • develop a fast track scheme for nurse leaders • develop a careers framework with post graduate career pathways • continuity of care within and between clinical settings DoH 2006

  17. NHS Modernisation growing trend of chronic and complex illness an aging population focus on prevention and health promotion managing disease in primary care settings tackling determinants of health status such as poverty andsocial exclusion holistic practice that links health and social care DoH 2006

  18. Modernising Nursing Careers increased public expectations and demands review the level and content of pre- registration education engaging the public and greater public responsibility DoH 2006

  19. Fitness for Practice

  20. Year 1 (CFP) 42 weeks + 10 weeks holiday (3 terms)

  21. Year 1 (CFP)

  22. Health, Individuals and Society

  23. CARDIFF UNIVERSITY School of Nursing and Midwifery Studies Health, Individuals & Society Module Student Placement Planner

  24. ‘specific learning outcomes for the visit (minimum 3)’ practitioner ‘student reflective account of learning experience’ mentor

  25. Assessments CFP Module 1 Module 2 Module 3 Communication Applied to Nursing - Reflective Assignment Week 14 & Nursing Theory applied to Practice Week 28 3000 word essay ‘Social Policy & Multi-professional Approach’ Week 30 4 ECDL Modules Hr Numeracy Exam (70% pass) Hr Clinical Science MCQ 1.5 Hr unseen exam on Nursing Practice Week 35

  26. Year 2 (Branch) 42 weeks + 10 weeks holiday (3 terms)

  27. Year 2 (Branch)

  28. Assessments Year 2 Adult Child Mental Health

  29. Year 3 (Branch) 42 weeks + 10 weeks holiday (3 terms)

  30. Year 3 (Branch)

  31. Assessments Year 3 Adult Child Mental Health

  32. Principles of Effective Mentor Practice

  33. What is a Mentor? ‘A nurse, midwife or specialist community public health nurse who facilitates learning and supervises and assesses students in a practice setting’ NMC 2005 facilitates supervises assesses

  34. Mentor Responsibilities • organising practice learning • supervision and feedback • working with learning objectives • assessing performance • providing evidence of achievement • liaison with others • sign off mentoring NMC 2008

  35. Why Become a Mentor? ‘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 Code 2008

  36. Benefits of Mentorship Neary 2000

  37. What Makes a Good Mentor? Quinn & Hughes 2007

  38. What Makes a Poor Mentor? Quinn & Hughes 2007

  39. Principles of Assessment

  40. Assessment ‘Mentors must ensure that assessment of clinical skills does occur as required. Passing students who should have failed in the hope that they will improve puts patients at risk’ Duffy 2004

  41. Group Questions A B what is the purpose of assessment? what should we be assessing? C D what are the features of good assessments? what are the methods of assessment?

  42. Holistic Assessment of Competence Stuart 2007

  43. Purpose of Assessment • to monitor the student’s progress • to motivate the student • to measure the effectiveness of teaching • to assess competence • to ensure patient safety

  44. Validity ensures that a test measures what it was designed to measure • appropriate methods need to be used depending on what is being assessed Stuart 2002

  45. Reliability assessment should give similar results when used on separate occasions & with different assessors consistency of student performance consistency of interpretation consistency between assessors Stuart 2002

  46. Discriminatory assessment must be able to discriminate between those who perform well and those who do not • language must be fair to all students • assessments should be unbiased

  47. Methods of Assessment simulation patient documentation self assessment assignments examinations • observation • questioning • discussion • reflection • testimony of others

  48. Recording Assessments of Clinical Practice

  49. Self Assessment • what makes you a good mentor? • how could you develop your mentorship practice? • what opportunities does the role offer you? • what could be threatening about being a mentor? Action Plan

  50. Clinical Learning Contract first week middle weeks final week