Annual Mentor Update Please complete the NMC Mentorship Update Quiz!

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Annual Mentor UpdatePlease complete the NMC
Mentorship Update Quiz!
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Quiz answers
Question 12300 hours of
Practice Placements

• This is the MINIMUM number of practice placement
  hours the NMC expects nursing students to
  undertake
• An accurate record of attendance must be
  maintained on student-held timesheet and in the
  practice placements off-duty or rota
• Accurate time worked not including breaks,
  absence and leave which must all be clearly
  indicated

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Question 2Due Regard

• Placement must be overseen by a live mentor
  with due regard
• Who can assess a student nurse in practice?
• Y1 any registered professional
• Y2 only registered nurses (from any field of
  nursing)
• Y3 only registered nurses from same part of the
  register and field of practice as the student
  (due regard)

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Question 3Essential Skills Clusters (ESCs)

1. Care, compassion and communication
2. Organisational aspects of care
3. Nutrition and fluid management
4. Infection prevention and control
5. Medicines management

• Try mapping your induction packs to these
• http//standards.nmc-uk.org/Documents/annexe3_20e
  Scs_16092010.pdf

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Question 4Sign-off mentors for Nursing

• Works with student for a minimum of one hour per
  week on the students final placement
• Is familiar with students programme of study
• Makes the final decision on whether a student
  meets the required standard to enter the NMC
  register
• Will scrutinise evidence from student, colleagues
  and previous mentors (YOU!) to help inform their
  decision

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Question 5Regulatory Standards

• NMC regulations are directly influenced by EU
  Directives, specifically in relation to
• Length of time spent in placement
• Knowledge of the nursing sciences and the
  relationship between health and environment
• Knowledge of the nature and ethics of the
  profession
• Clinical experiences under supervision
• Experiences of working with other professions

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Question 6Placement experiences

• The NMC require pre-registration programmes to
  promote practice experiences to link with the
  service users journey
• What do you think this means?

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Question 7Due process of assessment

• Induction to welcome student to setting
• The initial meeting to formulate learning
  contracts and action plans
• Continuous assessment of core professional values
• The mid-point formative assessment to monitor
  progress, revise contract or set action plan if
  necessary
• Seeking feedback from colleagues and service
  users
• The end-of-placement summative assessment to
  assess student against set criteria

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Activities

• Core Activities-
• Induction the clinical learning environment
• Quality Assurance, mentor pledge
• Additional Activities-
• Placement Management
• Attitudes and Behaviours
• Failing to Fail
• Supporting students to speak up

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Core Activity 1Induction the clinical learning
environment
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Core Activity 2 - Quality Assurance of the
Practice Learning Environment

• NMC requirement Mentors, link lecturers must
  ensure that the safety and well-being of service
  users is  not compromised by the actions or
  omissions of nursing students.
• The HEI and Placement Providers work together to
  assure the quality of the student practice
  learning experience through the process of
• Audits
• Practice Education Committees
• Student/Mentor Evaluations
• Moderation of Practice Assessment
• External reviews from CQC, Monitor, QIPF,
  Professional Body, NHSLA

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Core Activity 2 The mentors pledge

• In light of what has been discussed today,
  identify one action that you will take forward
  that will contribute to the quality of the
  learning environment of your placement and the
  student practice learning experience
• Document this action as your first response on
  the mentor evaluation form.

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Additional Activity 1Placement Management

• You will be aware of your requirement as a mentor
  to supervise your student 40 of their time.
• How many hours does this equate per week?
• What is your understanding of direct and
  indirect supervision? Give examples.
• What informs your choice of supervision?
  Consider what resources are available to you
• As a mentor what strategies can you implement to
  manage your time effectively?

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Additional Activity 2 -Attitudes behaviours

• Scenario
• Becky is a 3rd year student. She is very outgoing
  and confident when interacting with service users
  and relatives. On two occasions a colleague
  witnessed her giving inaccurate information to a
  relative. She has previously not had any issues
  with passing of cluster skills but her
  timekeeping and lateness has been documented
  along with adherence with Trust/Organisation
  Uniform policy. She is regularly late back from
  break, she returns smelling strongly of
  cigarettes, her boyfriend Jack, frequently rings
  her on her mobile phone.
• How do you think this has been managed before?
• How would you manage this situation?

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Additional Activity 2 -Attitudes
behavioursInterpersonal Skills Profile
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Additional Activity 2-How would you write the
formative action plan?
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• Examples of Action plans for achieving and
  under-achieving students can be found on the
  mentor portal
• www.anglia.ac.uk/mentors

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Additional Activity 3 Failing to Fail

• You are mentoring a 2nd Year student and have
  identified concerns within the first 2 weeks
  regarding understanding of medicines. An action
  plan was written by you and the link team and
  regular meetings held with the student to review
  progress. At the formative assessment (s)he had
  progressed but there were still some areas for
  improvement which were added to the action plan.
  It was documented that (s)he needed to achieve
  these in order to pass the placement. Summative
  assessment is now due and you still have some
  reservations around the students level of
  knowledge.
• Would you?
• Ask for opinions of colleagues before carrying
  out the assessment.
• Give the student the benefit of the doubt as
  (s)he has been passed in previous
  placements.
• Pass the student but inform him/her that further
  work is needed around these areas
• Follow the assessment process and fail the
  student in the area of concern giving detailed
  feedback as to why.

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Additional Activity 4 - Supporting Students to
Speak up

• Student Nurses, other healthcare professional
  students, and trainees can help spread good
  practice because they move around frequently. The
  group of students I met told me that the need to
  pass each placement can constrain their ability
  to speak up there were disturbing, but
  consistent accounts of students with previously
  good records who suddenly found themselves
  criticised, if not failed, after they raised a
  concern. We also heard of students being sent to
  placements despite reports by previous about
  bullying behaviour, variable support by
  universities and petty victimisation (being given
  all the worst jobs) after raising a concern. The
  fear of referral for fitness for practice appears
  to be a further deterrent.
• Freedom to Speak up Review of Whistleblowing in
  the NHS 2015 Sir Robert Francis

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Additional Activity 4 - Supporting your student
to speak up

• Scenario One
• Your student approaches you rather sheepishly and
  asks if (s)he can tell you something in
  confidence. (S)he tells you that on two occasions
  when a patient rang and asked for assistance to
  go to the toilet the healthcare support worker
  answering the bell told the patient they were too
  busy that they had a pad on so do it in the pad,
  not to ring the bell again and that they would
  clean them up later.
• What would you do?

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Additional Activity 4 - Supporting your student
to speak up

• Scenario Two
• You are working with your student after (s)he had
  spent 2 shifts working with another registered
  nurse. (S)he tells you about Mrs Jones, a patient
  with dementia who was hitting and shouting at
  people who required a sedative injection. (S)he
  was concerned as every time the patient started
  to shout out the nurse gave her another injection
  to calm her down. At lunch time the nurse told
  your student to leave the food on the side and
  not wake the patient up as she would start
  shouting again.
• What would you do?

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On line information

• To support this presentation please access the
  links below for the information and guidance
  included in this presentation
• www.anglia.ac.uk/mentors
• www.essex.ac.uk/hhs/placements/default.aspx

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THANK YOU!

• THANK YOU FOR ATTENDING AND FOR YOUR
• CONTINUED SUPPORT OF OUR STUDENTS
• Please hand in your mentor evaluations to the
  session facilitator