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Annual Educational Update for Mentors and Registrants Associate Mentors 20089

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Title: Annual Educational Update for Mentors and Registrants Associate Mentors 20089


1
Annual Educational Update for Mentors and
Registrants / Associate Mentors 2008-9


2
Introduction
  • Welcome to the Annual Update.
  • Annual updates are essential to support the
    Mentor / Registrant (Associate Mentor) in the
    role.
  • This update will support your professional
    requirements under The Code (NMC 2008), KSF(DH
    2004) and Standards to Support Learning and
    Assessment in Practice (NMC 2006).

3
Purpose of The Educational Update
  • Enable Mentors/Registrants to feel empowered to
    make confident judgements about student
    performance in practice.
  • To keep Mentors/Registrants abreast of current
    issues related to student learning in clinical
    practice.
  • To review the characteristics of a good learning
    environment.
  • To highlight the needs of students with
    disabilities in clinical practice.
  • To explain what constitutes evidence for
    standards related to mentorship.
  • Identify support for failing students and what
    happens afterwards.

4
Standards to Support Learning and Assessment
In Practice (NMC 2008) Summary of Key Points
  • Requirements to be a Mentor
  • Qualification.
  • Local arrangements for Triennial review.
  • Sign off Mentor Status
  • Local arrangements for first group.
  • Additional criteria.
  • Ongoing record of achievement.
  • Requirements to be a Practice Teacher

5
Standards to Support Learning and Assessment In
Practice (NMC 2008) Summary of Key Points
  • Local register of current Mentors/Registrants and
    Practice Teachers.
  • Consideration of Due Regard.
  • Further information from FAQ Sept 2007 NMC via
    the Standards to Support Learning and Assessment
    in Practice section of the Education and Quality
    Assurance Section on the NMC website
  • http//www.nmc-uk.org/aframeDisplay.aspx?Docum
    entID3250Keyword

6
Standards to Support Learning and Assessment In
Practice (NMC 2008)
  • Framework consists of 8 domains
  • 1) Establishing effective working relationships.
  • 2) Facilitation of learning.
  • 3) Assessment and accountability.
  • 4) Evaluation of learning.
  • 5) Creating an environment for learning.
  • 6) Context of practice.
  • 7) Evidence-based practice.
  • 8) Leadership.

6
7
Standards to Support Learning and Assessment In
Practice (NMC 2008)
  • From September 2008
  • In NMC approved
  • Specialist Practice Nursing Programmes and,
  • Advanced Nursing Practice Programmes.
  • student support, assessment and sign-off of
    practice must be by a practice teacher. (NMC
    2006 p9).

8
Curriculum Highlights
  • The following slides address the highlights in
    the curriculum documents at each University
    offering pre-registration nursing.

9
University of Salford
  • 3 modules per year for all programmes.
  • No split placements by March 2009.
  • In 7 of the 9 placements, documents are submitted
    at the end of the placement.
  • A wide range of skills will be delivered prior to
    the first practice placement.

10
University of Salford
  • Personal Development Planning (PDP)
  • All students engage in a PDP process.
  • The process consists of self-assessment,
    planning, activity, review and recording.
  • Students produce Development Plans and PDP plans
    or action plans.
  • Students should record evidence of their
    achievement in the Ongoing Record of Achievement
    and their Personal Development Record.
  • Mentors / Associate Mentors should facilitate
    students in all stages of the PDP process in
    practice.

10
11
University of Salford
  • The University of Salford offers 2 programmes
  • Diploma in Higher Education programme in Adult,
    Mental Health or Child where students can study
    the final year at Diploma or Degree, gaining a
    BSc Ordinary Degree (60credits at Level 3).
  • 2) BSc (Hons) Adult Nursing, Mental Health and
    Children's Nursing programmes.

11
12
University of Salford
  • Diploma Programme highlights
  • Year 1 Semester 1
  • 4 weeks practice for skills acquisition
    assessed by OSCE in practice and Workstation OSCE
    in University.
  • Examination prior to practice on skills theory
    e.g. bio-psycho-social basis.
  • Year 3 (Level 2 or 3)
  • Flexible Learning Module.
  • Role Development Module.
  • Nurse as a Professional Module.

13
University of Salford
  • Degree Programme highlights
  • Year 1 Semester 1
  • Increase in number of skills sessions delivered
    prior to practice.
  • Year 1 Semester 2 and 3
  • Run at the same time to integrate EBP with
    practice.

13
14
Manchester Metropolitan University New
Curriculum Information
  • 3 years full time, 45 weeks a year.
  • One year CFP, 2 years Adult Branch.
  • There are 2 entry points.
  • Diploma Programme with option of doing Year 3 at
    Level 3 and exiting with BSc in Nursing Award.
  • BSc (Hons) in Nursing Pathway.
  • 50 theory and 50 practice.
  • Theory and practice alternate.
  • All students are assessed in practice with
    generic outcomes.
  • Annual leave pre-determined.

15
Manchester Metropolitan University New
Curriculum Information
  • Theory Overview
  • Units of study.
  • All shared in CFP.
  • Branch specific AND shared in branch with IPL
    integrated, initially within the 1st year of the
    programme.
  • All units assessed - Coursework, examination,
    presentations.
  • OSCEs (ALL SUMMATIVE) include the following-
  • BLS. Manual Handling, Hand washing, Manual Blood
    Pressure, Aseptic Technique, Communication,
    Medicine Administration.
  • Delivered in a variety of Ways using a Student
    Centred approach-
  • Lectures, Small Groups, Individual group
    tutorials
  • Stronger emphasis on PBL in Year 2 and 3 of the
    programmes.
  • Support - Unit Lead, Unit Teams and Personal
    Tutor.
  • Summative Numeracy Test requires a 100 pass at
    the end of CPF in order to progress.

16
Manchester Metropolitan University New
Curriculum Information
  • Curriculum Overview
  • Anatomy Physiology Unit.
  • Health, Diversity and Public Health Units.
  • Clinical Skills and Knowledge for Nursing.
  • Developed over CFP and Branch Programmes.
  • Year 3 Leadership, Professional Development and
    Critical Thinking and Independent Study AND
    student choice units .
  • Achieving Competence by end of Programme
    underpinned by Benner.
  • Developing key skills and professional attitudes.
  • Practice Assessment
  • Generic outcomes remain unchanged, however the
    format of the documents have been modified.
    This is due for Launch with University of Salford
    in September 07 across existing and new cohorts.
  • Transfer to the South Circuit
  • MMU are in the process of transferring over to
    placing students in the South Circuit. This
    process started with Sept 06 Cohorts, however in
    academic year 07/08, 2/3rds of students will be
    placed across Acute and Primary Care NHS Trusts
    in the South Circuit with the remaining 1/3rd
    being placed in the North. Therefore, as mentors,
    you will start to see less MMU students across
    the North Circuit. In academic year 08/09, ALL
    students will be placed on the South Circuit.

17
University of ManchesterDPSN/BSc
ProgrammeSeptember 2008
  • There are three exits points
  • Diploma.
  • Diploma with 40 level 3 credits.
  • Degree.

18
Curriculum Changes From Sept 2008
  • Key principles
  • Linear programme.
  • Regular Pattern of theory days spread evenly
    through the unit.
  • Standardised front loading of theory.
  • Theory delivered before assessment.
  • Revision time clearly identified Week 8.

19
Curriculum Changes from Sept 2008
  • Key principles
  • Reduction in overall programme theory and
    practice hours lt90 hrs.
  • 45 week academic year.
  • Units 15 weeks long.
  • 10 weeks in practice per unit.
  • Practice from week 3 to week 13 (except term 1).
  • 1 day per week in University- Friday for
    Foundation studies.

19
20
Curriculum Changes from Sept 2008
  • Key principles
  • Practice 4 days a week except for induction week
    5 days.
  • Exam revision week 8 no practice that week.
  • 2 weeks of reflective theory in weeks 14 and 15.
  • No change to weekend and night duty requirements.
  • Assessment submitted/conducted week 11.
  • Clinical assessment document completed by end of
    week 13.
  • Clinical assessment document submitted week 14.

20
21
Curriculum Changes from Sept 2008
  • Key principles
  • Foundation year students will be allocated to
  • one long' hub placement with exposure to other
  • areas.
  • Term 2/3 Community experience.
  • Adult branch students will undertake 5 weeks
    Mental Health experience.
  • Mental Health branch students 5 weeks Adult
    experience.

21
22
Curriculum Changes from Sept 2008
  • Key principles
  • NMC Skills Clusters (2006) Students must
    complete these as they are compulsory and must be
    assessed in practice.
  • Separate document from PAD.
  • Specific document for foundation studies and
    another for the branch programme.

22
23
Curriculum Changes from Sept 2008
  • Key principles
  • EU exposure incorporated into foundation units.
  • EU directives (adult branch only) incorporated in
    Branch units.
  • Continuity of Practice Assessment All students
    will have an Ongoing Achievement Record which
    they will take to each placement.

23
24
Curriculum Changes from Sept 2008
  • Key principles
  • Adult and Mental Health Branches same structure
    except for the Elective Unit and Leadership and
    Management.
  • As part of Medicines Management (NMC 2008) drug
    calculation and administration will be assessed
    in practice in year three of the branch
    programme.
  • N.B. Please refer to the optional slides for more
    details re course structure and course units.

24
25
Pre-Registration Student Nursing University Rules
Regulations
25
26
Placement Learning and Disability
  • SENDA (2001).
  • Disability Student Allowance (DSA).
  • Disclosure.
  • Impact of NonDisclosure.
  • Disability Discrimination Act (DDA 2006).
  • Reasonable Adjustments.
  • Student scenario to discuss (handout).

26
27
New and Ongoing Developments
  • Pan Manchester assessment document from September
    2007.
  • Ongoing Record of Achievement.
  • The AIP / DLT model of practice.
  • Changes to the NHS Northwest Network.
  • Inter-professional Learning (IPL).
  • The introduction of E-Learning updates
    (multi-professional which addresses the IPL
    agenda).

28
New and Ongoing Developments
  • Essential Cluster Skills (NMC 2007).
  • NMC Review of Pre-Registration Education.
  • DH Review Modernising Nursing Careers.
  • Skills for Health (EQuIP) (SfH 2007).
  • Standards for Medicines Management (NMC 2008).
  • The Code (NMC 2008).

29
Essential Skills Clusters
  • Five essential skills clusters identified
  • Care, compassion and communication.
  • Organisational aspects of care.
  • Infection prevention and control.
  • Nutritional and fluid maintenance.
  • Medicines management.
  • NB Certain aspects must be assessed at the end
    of Year 1 and Year 3. The Year 3 assessment must
    be in practice.

29
30
Annual Educational Update For Mentors
Associate Mentors / Registrants
  • OPTIONAL SLIDES

31
Inter-professional Learning
  • To be encouraged in pre and post registration
    curricula across health and social care.
  • Inter-professional respect and understanding has
    been highlighted as pivotal in the future of
    inter-professional working (CAIPE 2005).

31
32
Preparing for the Arrival of the Student
  • The learning Environment
  • Identify learning opportunities for students at
    different stages of their programme.
  • Staff familiarity with the self assessment
    document and the required evidence.
  • Mentors and Associate Mentors familiarity with
    the practice assessment documentation and the
    learning opportunities.

33
Preparing for the Arrival of the Student
  • Allocate students to mentors and associate
    mentors and plan off duty accordingly.
  • Record mid-point and final interview dates in the
    diary to support the team approach to mentorship
    recognising supernumerary status. (See paper on
    supernumerary status in ward/unit folder or Web
    CT/Blackboard).

34
Support For Mentors and Registrants / Associate
Mentors
  • Academics in Practice / Directorate Liaison
    Teachers.
  • Tutors Personal, Academic, Supportive /
    Elective.
  • Programme/Unit Leads.
  • Placement Development Managers.
  • Practice Education Facilitators.
  • Disability Support Officers / Equality
    Diversity Office.
  • Programme Support / Secretaries.

35
Guidelines for Dealing with Issues Relating to
Clinical Placements
Issue/problem identified within a clinical
placement
Joint discussion to take place between Student,
Mentor and Placement Educational Lead (PEL)
Lessons learnt changes made as required,
preventing future reoccurrence
Yes
Issue resolved
No
Further action required
Personal Tutor to liaise with Mentor PEL to
support Student/resolve issue
Personal Support Issue Student/Mentor to contact
Personal Tutor (Programme Support Team if
sickness/absence issue)
Placement Issue Student or Mentor to liaise with
Academic in Practice from relevant University and
inform a member of the Placement Development
Team. The Student must document the issue and
forward to the AiP or Personal Tutor.
Academic in Practice / PDT to liaise with Mentor
and PEL and support placement area to resolve
issue
Personal Tutor /PDT to liaise with Mentor and PEL
to support placement and Student
Academic/Student Progression Issue Mentor to
liaise with Personal Tutor from relevant
University and inform a member of the Placement
Development Team
Programme Leader to liaise with the Head of
School/Department Trust Senior Manager for
further action
Disciplinary/Conduct Issue Mentor to liaise with
PEL, Academic in Practice and Personal Tutor
AiP/Personal Tutor to inform PDT and refer the
issue to the appropriate Programme Leader and
Trust Senior Manager
The Placement Development Team (PDT) could
include one or more of the following - the
Placement Development Lead (PDL), the Placement
Development Manager (PDM), Practice Education
Facilitator.
35
36
Concerns Regarding Student Progression
Mentor may wish to discuss progression issues
with Practice Education Facilitator, prior to
meeting with the student.
Mentor discusses concerns with the student,
clearly stating specific areas of concern and
relating them to the learning outcomes. An action
plan is negotiated between the mentor and
student. A review date is agreed. Discussion and
plan documented in student placement
documentation.
In placement areas where there is no Practice
Education Facilitator, mentors would contact the
Academic Tutor directly.
Mentor to inform Practice Education Facilitator
and Academic Tutor about concerns and action plan.
Review of action plan.
Satisfactory progression.
Partial or no improvement.
Mentor to inform Practice Education Facilitator
and Academic Tutor.
Mentor to have clear discussion with student
about progression, highlighting which learning
outcomes may not be met by the end of the
placement. Continue with or amend action plan.
Student may wish to discuss the situation with
their Academic Tutor.
Mentor to inform Practice Education Facilitator
and Academic Tutor.
An individual action plan/learning contract will
be required, tailored to the nature of the
concerns and carried over to the next placement
area. This will be developed by the Unit Team
and the Academic Tutor, and Examinations Office
informed.
36
37
Most Frequently Asked Questions
  • What should I do if the student has had time off
    sick whilst on placement, and I do not think they
    can achieve their objectives in the time
    remaining?
  • 2) A student has asked me if they can make up
    time they may have missed by doing extra hours
    in practice so that they can gain their 2300
    hours. Should I let them do this?
  • 3) What do I do if the student has passed the
    assessment but is now exhibiting unprofessional
    behaviour or poor practice?

38
Most Frequently Asked Questions
  • 4) Are there any occasions when students would go
    to University during placement?
  • 5) My student has childcare problems and can only
    do late shifts and no weekends. How should I
    respond?
  • 6) What should I do if I find that a student is
    having difficulty with written English?

39
Most Frequently Asked Questions
  • 7) What should I do if a student has reached the
    mid point of Assessment of Practice and is not
    achieving?
  • 8) What is the escort policy as it relates to
    students e.g. what can a first year nurse do and
    so on?
  • 9) What do I do if a student injures themselves
    on duty?

40
Most Frequently Asked Questions
  • 10) What do I do if the student does not present
    themselves appropriately for duty e.g. not
    adhering to the uniform policy, wearing jewellery
    or too much make up or heavy perfume/after shave?
  • 11) What should I do if a student discloses a
    learning or health need?
  • 12) What can students do whilst in practice?

41
Most Frequently Asked Questions
  • 13) What are Personal Development Plans?
  • 14) What is meant by mandatory training
    sessions?

42
Most Frequently Asked Questions
  • 15) How do I check that a student has been on a
    spoke visit and has achieved their learning
    needs?
  • 16) I am a Registrant (Associate Mentor). Why do
    I have to obtain a countersignature of a
    registered mentor when completing a students
    summative assessment?

43
DPSN / BSc Programme ChangesOptional Slides
  • The optional slides cover the following
  • Programme structure.
  • Course Units.
  • Overview of B Nurse programme structure.
  • Guidelines for student Midwife learning.

43
44
Foundation Co-ordinator Lynda Millard
44
45
Adult Branch Co-ordinator Dianne Burns Mental
Health Branch Co-ordinator Marcus Percy
45
46
Adult Branch Co-ordinator Dianne Burns Mental
Health Branch Co-ordinator Marcus Percy
46
47
Foundation Branch Unit Specifications
47
48

Adult Branch Unit Specifications
48
49
Mental Health Branch Unit Specifications
49
50
Bachelor of Nursing (Hons) - Year 1
Term 1
Term 2
Term 3
Study Skills 10 Credits Ms Sam Rogers
Psychology/Sociology 10 Credits - Dr Speed
Communication Skills 10 Credits Ms Deborah Ward
Research Methods 10 Credits Dr Veronica Swallow
Epidemiology and Public Health 10 Credits - Drs
Horne and McHugh
Microbiology 10 Credits -
Sociology of Health and Illness 10 Credits - Drs
Cooke/Attree
Anatomy and Physiology (1) 20 Credits - Dr Sheader
Anatomy and Physiology (2) 20 Credits - Dr Sheader
Pharmacology and Medication Management) 10
Credits - Dr Sheader (semester 1) Dr Speed
(semester 2)
Practice Modules
Introduction to Secondary Care 10 Credits - Dr
Speed/Ms Hughes
Introduction to Primary Care 10 Credits - Dr
Griffiths/Mr Pateman
24 weeks in practice in Year 1
Foundation Co-ordinator - Jane Brooks (Sam Rogers
as from November 08)
50
51
Bachelor of Nursing (Hons) - Year 2
Term 1
Term 2
Term 3
Pharmacology 10 Credits - Dr Sheader
Nursing Assessment 10 Credits Dr Lyte/Ms K
Hornby/ Ms D Ward/Ms Karen Kemp
Pathology 10 Credits Dr Benbow
Health Psychology and Change 10 Credits - Drs
Speed and McGowan
Practice Modules
The Continuing Care of Adults across the Primary
and Secondary Care settings - Dr Jane Brooks 20
Credits - Dr Griffiths/Mr Pateman (Primary Care)
20 Credits - Dr Jane Brooks/Dr Christine
Brown-Wilson (Secondary Care)
Elective 40 Credits Drs Speed/Mrs Hughes
Adult Branch Co-ordinator Joanne Timpson Child
Branch Co-ordinator Lucie Moore Mental Health
Branch Co-ordinator Helen Pusey
51
52
Bachelor of Nursing (Hons) - Year 3
Term 1
Term 2
Term 3
Research Dissertation 40 Credits Mr Pateman
Nursing Assessment (2) 10 Credits - Dr Lyte/Ms
Karen Kemp/ Ms Katheryne Hornby/Ms Deborah Ward
Pharmacology Medication Management 10 Credits
- TBA
Practice Modules
Acute care 20 Credits Dr Cliff Richardson
Palliative Care 20 Credits - Ms Timpson/Dr
Rogers/ Dr Carole Willard
Management Consolidation of Practice 20
Credits - Mr David Allsopp/Dr John Baker/Dr
Geraldine Lyte/ Mrs Geraldine Main
Adult Branch Co-ordinator Joanne Timpson Child
Branch Co-ordinator Lucie Moore Mental Health
Branch Co-ordinator Helen Pusey
52
53
  • Guidelines for Student
  • Midwife Learning

53
54
Statutory Requirements for Student Midwives
  • Student midwives should have exposure to medical
    and gynaecology placements. They cannot register
    as a qualified midwife unless this is completed.
  • EC Midwifery Directive (89.594/EC)
  • NMC Midwives Rules and standards (2004) state
    that midwives and students should not knowingly
    expose themselves to infection.
  • Therefore re allocation to another area is
    required if there is evidence of C. Diff or
    diarrhoea/ vomiting.
  • Allocations contact 306 7700.

54
55
Student Midwife Learning
  • Student midwives undertake medical ward and spoke
    placements in Year two. Prior to this they have
    been placed entirely in the maternity services.
  • Their allocation is to gain exposure to medical
    conditions rather than to learn nursing.
  • Placements to a ward must include spoke
    placements to clinics or other departments to
    enhance learning about the management of medical
    conditions.
  • Students are encouraged to organise these in
    consultation and with advice from ward staff e.g.
    outpatient clinics, anti- coagulation clinics,
    X-ray , Ultrasound, diabetes etc.

55
56
Attendance Requirements for Student Midwives
  • There are no study days during their two week
    placement.
  • Evidence of attendance must signed daily by an RN
    in the clinical area.
  • Student midwives must keep written evidence of
    their learning.

56
57
Brief Guidelines for Midwifery Student Activity
Under Direct Supervision of a First Level RN (Not
Support Worker)
  • Identifying essential needs and providing
    essential nursing care for patients with medical
    conditions.
  • Developing communication skills with patients and
    their relatives.
  • Performing and recording observations of vital
    signs.
  • Applying the principles of asepsis.
  • Assisting a first level RN with drug
    administration.

57
58
Brief Guidelines for Midwifery Student Activity
Under Direct Supervision of a First Level RN (Not
Support Worker)
  • Developing communication skills with patients and
    their relatives.
  • Performing and recording observations of vital
    signs.
  • Applying the principles of asepsis.
  • Assisting a first level RN with drug
    administration.
  • Identifying essential needs and providing
    essential nursing care for patients with medical
    conditions.
  • They are not to be involved in performing last
    offices on deceased patients as this is
    inappropriate for the learning aims of their
    allocation.

58
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