NMC Approved Credit Bearing (HE5/HE6/HE7) Multi … · 2017-10-10 · This booklet is to be used in conjunction with the module handbook and ... accounts throughout your portfolio

University Bolton 2012 / All Rights Reserved not to be reproduced in whole or in part without permission of Copyright owner.

Reviewed June 2013

NMC Approved Credit Bearing (HE5/HE6/HE7) Multi-professional Support of Learning and Assessment in

Practice Portfolio


Reviewed June 2013

Contents

Introduction

Section 1

Statement of Ownership

Statement of good health & character

SWOT analysis

Mentor Supervisor Details

Student / Mentor Witness Testimony Consent Form

Meeting with Mentor / Supervisor Section 2

NMC Standards

Activity sheet / Check list and evidence of completion of activities Standard 1 – Establishing Effective Working Relationships Standard 2 – Facilitation of Learning Standard 3 – Assessment and Accountability Standard 4 – Evaluation of Learning Standard 5 – Creating an Environment for Learning Standard 6 – Context of Practice Standard 7 – Evidence Based Practice Standard 8 – Leadership

Log of Work based Learning Activity


Reviewed December 2012

Introduction

This booklet is to be used in conjunction with the module handbook and assignment guidance booklet as it will provide additional guidance for the assessment requirements. In accordance with the Nursing and Midwifery Council (NMC) equal weighting for theory and practice will be adopted in the assessment strategy for this module. There are 2 components of assessment for this module. 1) A written essay on a given title and 2) A Portfolio of Evidence to demonstrate achievement of the NMC (2008) Standards to Support Learning and Assessment in Practice (SSLAiP) – see assignment guidance booklet. Students undertaking this module must successfully pass both components in order add their name on the live Mentor register

The assessment method 2 will require you to complete a portfolio based on the learning outcomes 1, 4, and 5 of the module, along with all eight NMC (2008) SSLAiP. By adopting this approach the integration of theory and practice will be enhanced. This will be supported by written reflective accounts throughout your portfolio in which the evidence collected in your profile of learning experiences will be embedded. For the learning outcomes please refer to the module handbook or assignment guidelines booklet

Portfolio

The assessment requires the submission of a portfolio of evidence demonstrating specific learning experiences and supporting evidence to cover all the eight NMC standards. This portfolio of assessment carries an academic weighting of 50% of the total module mark and will be marked out of 100% and it is essential to demonstrate the professional achievement of the eight NMC standards.

You will need to put together a folder of evidence that demonstrates you have achieved the 8 NMC standards. This will then be looked at by the programme team and externally moderated by the named external examiner. The programme team will verify the portfolio of evidence by stating whether you have provided relevant and sufficient exemplars of evidence.

You will need to submit the portfolio along with the academic essay to the student center which is in the Mall (Chancellors Building) or if you are studying this Off site in your NHS organisation submit via your named PEF on the stated date given in your first session.

There are some specific evidence that you must include in your portfolio (please see check list

below) however this is the minimal expectation – You are required to provide other types of

evidence that you will utilise and develop as you support and asses learners in practice.


Reviewed June 2013

Section 1



Multi-professional Support of Learning and Assessment in Practice

Statement of Ownership Declaration

“ I declare that the whole of this work produced is the result of my

own individual effort. I declare that no part of this portfolio has been

taken from existing published or unpublished material without due

acknowledgement and that all secondary material used herein has been

fully referenced. The work has not been submitted for any previous

award

Signed_______________________________________

Date_________________________________________



STATEMENT OF GOOD HEALTH & GOOD CHARACTER

The Nursing & Midwifery Council Good Health Good Character Guidance (NMC, 2008 p. 10) states that, “Programme providers should have processes in place to make sure that all students declare their good character and good health annually over the course of their programme”. “Good health means that a person must be capable of safe and effective practice without supervision. It does not mean the absence of any disability or health condition.” (NMC, 2008, p. 5-6) “Good character is based on a person’s conduct, behaviour and attitude, as well as any conviction and cautions that are not considered compatible with professional registration and that might bring the profession into disrepute. A person’s character must be sufficiently good for them to be capable of safe and effective practice without supervision” (NMC, 2008, p.5) Applicants should be reminded that if they are offered a place it is their responsibility to notify the university if their health or disability status changes in the time between the offer being made and beginning the programme (NMC, 2008, p. 9). You are thus required to self declare your good health and good character on commencement of this programme. The guidance goes on to say that students should be reminded that it is their responsibility to inform the university if they have a charge, conviction or caution during their programme or if they develop a health condition or disability that may affect their ability to practise safely and effectively. Nursing & Midwifery Council (2008) Good Health & Good Character: Guidance for Educational Institutions. London, NMC. Also available online: http://www.nmc-uk.org/aDisplayDocument.aspx?documentID=4726

Multi-professional Support of Learning and Assessment in Practice Programme 2012/13 NMC PIN Number:.................................................................. Expire Date:.......................................... I ………………………………………………………………………………………………………………..........(Full name of applicant) declare that my health & character is of a standard that enables me to deliver safe and effective Practice. Signature……………………………………………………………………………………Date……………………………………..

http://www.nmc-uk.org/aDisplayDocument.aspx?documentID=4726

http://www.nmc-uk.org/aDisplayDocument.aspx?documentID=4726



SWOT Analysis

University Bolton 2012 / All Rights Reserved not to be reproduced in whole or in part without permission of Copyright owner. Reviewed June 2013

SWOT Analysis

Complete a SWOT analysis to critically analyse your current abilities as a mentor in order to identify personal learning needs and devise action plans (using the given templates) on how you intend to improve your weakness and eliminate threats identified– This must included references to support your assertions

Strengths

Weaknesses

Opportunities

Threats

University Bolton 2012 / All Rights Reserved not to be reproduced in whole or in part without permission of Copyright owner. Reviewed December 2012

Example SWOT Analysis

Strengths

Patient Care Communicating with patients, relatives and colleagues Record Keeping (NMC 2008) Infection Control Manage group of patients

Weaknesses

Administration of Medicines Delegating Management of Junior Staff Cannulation Venepuncture Knowledge of speciality

Opportunities

Further career development Preceptorship/ Foundation Competencies Study days Work based learning / Work shadowing / work books /

competencies Reflecting on events / situations Reading Peer discussion / experienced colleagues

Threats

Limitations on time (Price 2006) Resources and money Demands of ward environment


Action Plan

Use the following tools to record your action plan

Date Action plan commenced: Mentor/ Supervisor Signature: Mentee Signature:

Development Need Planned Action Support

Required

Date

completed

Success Criteria

Date PDP completed: Mentor/ supervisor Signature: Mentee Signature:


Action Plan

Use the following tools to record your Action Plan

Date action plan commenced: Mentor/ Supervisor Signature: Mentee Signature:


Required

Date

completed

Success Criteria


University Bolton 2012 / All Rights Reserved not to be reproduced in whole or in part without permission of

Copyright owner. Reviewed December 2012

Mentor Supervisor Details (This must be completed and included in the trainee mentor portfolio)

Dear Mentor Supervisor, Please would you provide the following information:

Name of Multi-professional Support of Learning and Assessment in Practice Student:

Name of Mentor Supervisor:

Your Mentor / Teaching & Assessing Qualification & Level & Where you studied:

The date of your last Mentor Update session & Where this took place:

Your Professional Relationship with the Multi-professional Support of Learning and Assessment in Practice Student:

Your contact email and telephone number in case of queries:

I confirm that I hold live register status and have attended an annual update according to NMC guidance (2008) or HPC guidance. Mentor Supervisor Signature:____________________________________________ Date:_______________________________________



Student(s) / Mentor / Witness Testimony Consent Form

Please tick I hereby give my consent for ______________________ to use copies of my assessment and other related documents as evidence for their portfolio on the Multi-professional Support of Learning and Assessment in Practice programme. I also agree that they do not need to be made anonymous.

Name: University/Workplace: Signed: Date:




















Meetings with Mentor



Initial Meeting Between Supervising Mentor and Trainee Mentor

Name of Trainee Mentor: Workplace:

Name of Mentor supervisor:

Date of first meeting: (Should be at commencement of programme)

Record of discussion that took place and agreed learning needs:

Learning Needs based on outcomes

Action Plan

Comments from mentor / supervisor: Signature: Comments from trainee mentor: Signature: Line manager OR PEL Signature: Date:

Agreed dates for mid point and final meetings: Mid point Meeting – Final Meeting –



Mid Point Meeting Between Supervising Mentor and Trainee Mentor



Date of meeting:

Record of discussion that took place and agreed learning needs:

Review of Progress based on outcomes

Action Plan

Comments from mentor / supervisor: Signature: Comments from trainee mentor: Signature: Line Manager OR PEL Signature: Date:

Agreed date of final meeting:



Final Meeting Between Supervising Mentor and Trainee Mentor



Date of meeting:

Trainee Mentor Review of Progress

Trainee Mentor Signature:

Mentor Supervisor Review of Progress

Mentor Supervisor Signature:



VERIFICATION OF EVIDENCE BY MENTOR SUPERVISOR In my professional judgment the trainee mentor has carried out the required activities and has shown me compulsory and additional evidence in his/her portfolio to the required standard.

Name: Signed: Date:

VERIFICATION OF EVIDENCE BY MANAGER OR PEL In my professional judgment the trainee mentor has carried out the required activities and has shown me compulsory and additional evidence in his/her portfolio to the required standard.

Name: Signed: Date:

DECLARATION OF INTEGRITY BY TRAINEE MENTOR I confirm that the work submitted has been produced through my own individual efforts and there has been no falsification of evidence within this document. I also declare that no part of this portfolio has been taken from existing published or unpublished material without due acknowledgement and that all secondary material used herein has been fully referenced. The work has not been submitted for any previous award Name: Signed: Date:



Section 2



NMC Standards



Portfolio Checklist and Activity Sheet

Item no: ACTIVITY 1

Check in Portfolio and Initial

Completion of the SWOT Analysis of your role current abilities as a trainee mentor. This should be referenced and include a reference list. Completion of action plans in relation to identified weakness and threats

The mentor assessor details form is completed for all my mentor assessors and is included at the front of this portfolio

The Witness testimony consent forms have been completed and signed as appropriate by relevant students, manager, colleagues. You need to ensure all those names and signatures that are used have completed a consent form

The initial, Mid Point and Final meeting section with the mentor has been completed, signed and dated. Ensure completed and signed

Item no: ACTIVITY 2 Establishing Effective Working Relationships and Creating an environment for Learning

Check in Portfolio and Initial

The clinical learning environment check list has been completed with all statements being ticked as either a Strength, Weakness or Threat

Detailed comments have been provided for each evaluation statement explaining how the statement is either fully met (Strength); partly met (Weakness) or not met (Threat)

I have completed the action plan clearly identifying two statements which I have worked on during the module. This should include supporting references and a reference list

Evidence of how I have addressed the 2 identified evaluation statements is provided (must show how you have maintained or improved the learning environment) as per my action plan

My mentor assessor has signed and dated the action plan to verify that I have completed it and provided evidence of achievement

I have undertaken an analysis of the documents used in the practice placement to welcome students and I have included an action plan to develop and improve them where necessary.

ACTIVITY 3 Facilitation of Learning

I have included a detailed teaching plan

I have included supplementary evidence (if appropriate) to support my teaching session i.e. copy of powerpoint if used; quizzes if used etc

I have included a learner testimonial which has been signed and dated by my learner

I have completed a detailed, in-depth self assessment of my teaching

I have included a critical analysis of reflect practice, chosen a reflective model and justified this choice and used this model to reflect on my teaching session undertaken with a student. Minimum 500 words and referenced – demonstrating evidence of reading, application, analysis of theory and understanding of the principles of mentorship.

ACTIVITY 4 Assessment and Accountability

I have observed a qualified mentor giving feedback to a student / learner and



include my notes following this observation

AND / OR I have included the assessment criteria I used to assess my learner and completed assessment forms (ongoing record of achievement or similar) completed by my mentor assessor. Documentation should be anonymised completely or obtain written declaration of consent from the student.

A learner testimonial is included, signed and dated by my learner which clearly indicates their views of the assessment undertaken.

I have included a discussion of how a students could receive feedback from patients/relatives. Include the service user / carer / relative involvement in practice assessment of a student nurse form – if applicable. - Documentation should be anonymised completely or obtain written declaration of consent from the student.

I have included evidence of ‘Sign Off’ mentor development – such as the certificate following completion of the on-line resources in ‘Moodle’ and / or ‘Sign Off mentor workshop’

ACTIVITY 5 Evaluation

I have included at least 1 learner evaluation of the placement area and have completed a detailed action plan proposing one aspect of change with supplementary evidence and mentor assessor verification

I have analysed and reviewed the practice placement Educational Audit and completed / updated any actions plans and / or made notes for areas of future development

I have included a reflective piece on my evaluation of my role as a mentor. Minimum 500 words and needs to be referenced

ACTIVITY 6 Evidenced Based Practice and Context of Practice

I have identified a piece of Evidenced Based Practice within from my practice placement and included how I would share this with students – This needs to be referenced.

ACTIVITY 7 Leadership and Context of Practice

I have provided a comprehensive analysis of factors that influence student integration into the practice setting

I have provided a comprehensive list of the available Spokes and member of the MDT areas linked to my Practice placement. I have analysed their contribution to the patient journey / student experience.

ACTIVITY 8 Underachieving students

I have included a detailed flowchart or detailed plan demonstrating my knowledge and understanding of how I should effectively manage an underachieving student in practice

ACTIVITY 9 Mapping of all NMC standards

I and my mentor assessor have completed the mentorship log of hours and NMC standard mapping grids



Activity 2

Establishing Effective Working Relationships and Creating an Environment for Learning

This activity requires you to review the learning environment in your specific area of practice using the checklist provided. CHECKLIST: In discussion with colleagues check the items in each section, ticking either: S (strength), W (weakness) T (threat). A strength exists where the evaluation statement is met in full and enhances learning in practice and the student experience. A weakness exists where the evaluation statement is met in part, but further development or updating is required. A threat exists where the evaluation statement is not met therefore adversely affecting learning in practice or the learner experience. You must provide details for each evaluation statement. ACTION PLAN: Identify TWO areas to either develop (a weakness and / or threat) during the duration of the module. Devise a detailed and comprehensive action plan on how you will address this area. You must provide additional, supplementary evidence verified by your mentor assessor to demonstrate that you actions have been completed.


Practice placement Learning Environment Checklist

Adapted from DoH & ENB (2001) and Price (2004) and RCN (2007)

Evaluation Statements S W T Details of Evaluation

Areas of experience to evaluate for learning The practice area has a stated philosophy of care

Practice reflects respect for the rights of health service users and their carers

Care delivery reflects respect for the privacy, dignity, religious and cultural beliefs and practices of patients/clients

Care delivery is based on relevant research / evidence based findings

Care delivery involves different models of care in line with current practice including national and local initiatives

Interpersonal and practice skills are promoted through a range of teaching/learning methods or activities

The practice experience enables learners to experience the role of the registered practitioner in a range of situations

The placement has a infrastructure in place to support continuing professional development opportunities for practitioners


Practice is arranged with due regard for health and safety of staff and students



Resources to be evaluated for mentoring A mentor is allocated prior to the students arrive to placement?

A second mentor / associate mentor is allocated

Students are given a comprehensive guide / orientation to the placement area

A welcome pack with key staff identified is available for the student

Unit protocols and policies are up to date and accessible

Up to date learning resources are available in the placement area

Essential reference sources are available, such as the drug formulary

Care plans and records are accessible


Evaluation Statements S W T Details of Evaluation Mentoring and learning support

Sufficient supervision available for learners to practise hands-on skills safely

Mentors promote the integration of knowledge, attitudes and skills

Other registered practitioners are happy to explain or teach on specific issues or techniques

Practitioners assist students in linking theory to practice by using research / literature to support their own practice

Students gain experience as part of the Multi-disciplinary team

Mentors actively seek students’ evaluation/feedback of the placement experience

Unit team members offer constructive feedback to learners and the mentor

Unit team adequately supports and demonstrates awareness of the needs of new team members


Educational approaches Students complete the initial interview within the first week of placement to agree learning outcomes & how to achieve them

Measures are in place to ensure continuity of student mentorship support

Learners are encouraged to reflect, question and evaluate care

Arrangements exist to receive and respond to student concerns or formal complaints

The unit/team draws on student evaluations in planning future support provision



ACTION PLAN:

Evaluation Statement requiring

action

Actions required in order to

address area identified

Resources required

Actions By

Whom

By When (include

review date)

Evidence (to be included in portfolio)

Mentor Assessor verification

(Signature & Date)



Analysis of the welcoming and orientation process Critically analyse the documents used in your practice placement to welcome students – what actions are required – now complete an action plan to develop and improve them where necessary

Aspect that is requiring action



Resources required

Actions By

Whom

By When (include

review date)



(Signature & Date)



Activity 3

Teaching session & teaching plan.

Provide evidence of completing a formal teaching session using a teaching method you have not used before, supported by least one learner testimonial and a self assessment of your teaching (including supplementary evidence as required). This should commence with a teaching plan, then delivered and evaluated

The aim of this activity is to develop and evaluate your teaching skills within the practice setting. You can chose to complete any type of teaching activity, but it would be helpful to your development if you explore a teaching method you are less familiar with for the formal teaching session. All teaching should be evidence based.

You can provide supplementary evidence to support your teaching sessions (i.e. handouts, quiz sheets, power-point presentations), however you must not include Trust / employer documentation unless it is in the public domain or your have written manager approval.


Lesson Plan

Date: Time: Venue:

Who are the learners::

Student Numbers: Trainee Mentor: Equal Opportunities: Inclusivity / Diversity:

Special needs:

Health & Safety:

Aim:

Objectives: By the end of this session the students will be able to:

Time Topic Tutor Activity Student Activity Resources Assessment


Example Lesson Plan

Date: 25 Dec 12

Time: 5-7pm Venue: U of B Who are the learners: Pre reg staff

Student Numbers: 19

Tutor: Trish Houghton Equal Opportunities: Inclusivity / Diversity:

Special needs: such as: 1 student has dyslexia

Health & Safety: none identified

Aim: To review and go though assignment number 1

Objectives: By the end of this session the students will be able to: Identify the learning outcomes / assessment criteria for assignment 1 Discuss and identify the frameworks required for assignment 1 Identify Carper’s ways of knowing Critically analyse an example piece of work

Time Topic Tutor Activity Student Activity Resources Assessment

5.00 – 5.05 5 min

Aim of session Explain session plan Listen Session plan

5.05 – 5.15 10 min

Recap library session Discuss last week session and ask if any concerns

Listen and ask questions

5.15 – 5.30 min

Go through assignment 1 criteria

Explain again the requirements

Listen and ask questions Module handbook

Q&A



Learner Testimonial – Teaching (Activity 3 cont….) TOPIC: DATE: Please indicate below your feelings towards the teaching session by circling the appropriate mark on the scale below. Please read carefully.

Interesting 1 2 3 4 5 6 7 Boring Too Difficult 1 2 3 4 5 6 7 Easy

Long / drawn out 1 2 3 4 5 6 7 Too short

Well structured 1 2 3 4 5 6 7 Muddled Oragnised mentor 1 2 3 4 5 6 7 Unorganised mentor Lively 1 2 3 4 5 6 7 Monotonous

Too fast 1 2 3 4 5 6 7 Too slow

Clearly audible 1 2 3 4 5 6 7 Inaudible Explanations Clear 1 2 3 4 5 6 7 Incomprehensible explanations

Good use of Examples 1 2 3 4 5 6 7 Examples confusing

Worthwhile 1 2 3 4 5 6 7 Waste of Time

Mentor Enthusiastic 1 2 3 4 5 6 7 Mentor unenthusiastic Mentor confident 1 2 3 4 5 6 7 Not confident Pleasant Manner 1 2 3 4 5 6 7 Unpleasant manner

Please give your comments to each of the following sections: Please list the elements you enjoyed the most and why:



Please list the elements you least enjoyed and why: Was the environment organised in a way that was conducive to learning? Yes No (e.g. noise, light, seating arrangements, etc) Please comment: How has this session helped to develop / enhance your knowledge: What would you have liked added or omitted from the session:

How can your mentor develop their teaching for the future? Signature of Learner: Date: By signing this form I am hereby giving my consent for this information to be used by the mentor / assessor as evidence within their portfolio as part of the Multi-professional Support of Learning and Assessment in Practice Course. Thank you for your feedback



Teaching Practice Self Evaluation Form (Activity 3 cont….)

Record with a tick in the appropriate box the comment which comes closest to your opinion of your performance in each of these areas

Very well

Satisfactorily Not Very Well

Poorly

How well did I…………….?

Identify the student/s previous knowledge

Introduce this session

Make the aims & objectives clear to the student/s

Move clearly from stage to stage

Emphasise key points

Maintain an appropriate pace

Capture students’ interest

Maintain students’ interest

Handle problems of inattention

Ask questions

Handle student questions & responses

Direct student tasks

Cope with the range of ability

Monitor student activity

Use aids and illustrations

Make contact with all class members

Cope with individual difficulties



Keep the material relevant

Use my voice and body movements

Check on student learning

Build up student confidence

Convey my enthusiasm

Summarise the session

Provide a model of good practice

Name: Location Of Teaching Session: Date Of Session: Time: Duration: Number Of Students:

Subject / Topic Area:

What were your overall impressions of your teaching on this occasion (positive aspects and areas for development):

As a result of this self-evaluation, what things would you do differently, and are there any changes to your teaching style or technique which you intend to make in future sessions? Please be specific.



Activity 3 cont…. Critical analyse reflective practice using supportive literature throughout. Chose a reflective model that you prefer and justify this choice. Use this model to reflect on your teaching session undertaken with a student. This should be a minimum 500 words and referenced – demonstrating evidence of wide reading, application, analysis of theory and understanding of the principles of mentorship.



Activity 4

Assessment and Accountability Either Observe your mentor giving feedback to a student / learner and include your notes following this observation. Also include (if applicable) the student assessment documents completed by your mentor. OR / And

Complete the assessment of your student / learner this could be the initial and / or midpoint and / or final assessment. You must be supervised by your mentor whilst assessing your student. Insert the assessment criteria used (if applicable) – this may include the clinical skills logs or similar or assessment documentation. You need consent from the student to do this – by either asking them to complete and sign the consent form and or ensure the documents are anonymised. If Applicable With the permission of your student include all the documentation you completed as part of experience in assessing students in practice in your portfolio. – you need consent from the student to do this – by either asking them to complete and sign the consent form and or ensure the documents are anonymised. Ask you student / learner to complete the testimonial below:



Student / Learner Testimonial – Assessment (Activity 4 cont….) Please provide a written statement below about your mentor’s abilities to assess you in practice. Points of consideration:

How did your mentor prepare you for the assessment?

How do you feel your mentor managed the assessment process itself? Were they organised? How did they manage the clinical learning environment during the assessment?

Did your mentor give you feedback on your performance? How were you given feedback (written / verbal)? Was it constructive? Was it objective?

Any other comments:

Signature of Learner: Date: By signing this form I am hereby giving my consent for this information to be used by the mentor / assessor as evidence within their portfolio as part of the Multi-professional Support of Learning and Assessment in Practice Course

Thank you for your feedback



Activity 4 cont……. Identify and discuss how a student could receive feedback from patients/relatives. Include the service user / carer / relative involvement in practice assessment of a student nurse form – if applicable. Documentation should be anonymised completely or obtain written declaration of consent from the student.

Complete the ‘Sign Off’ supervision 1 and 2 – which is either via ‘Moodle’ and ‘Lams’ or via the Trusts sign off mentor workshops. Evidence should consist of the certificate following completion of the on-line resources in ‘Moodle’ and / or ‘Sign Off mentor workshop’



Activity 5 Evaluation

Using the provided template evaluate at least 1 learners learning and assessment experience in your practice area (Welsh & Swann, 2002 p123-4) Complete this together with your learner. Complete an action plan proposing an aspect for change from the evaluation including evidence of change

Hierarchy Factors Learner Evaluation

Yes No

Self Actualisation

- Positive Challenges

- Achievable tasks/skills

- Opportunities to use initiative

Aesthetics - Well designed environment

- Environment supports & encourages learning

Knowing & Understanding

- Opportunities to learn using different methods

- Access to evidence based practice

- Opportunities to reflect on practice

- Access to information

- Open communication

- Constructive feedback

- Clinical supervision (minimum 40% of students’ time in practice – directly or indirectly supervised – NMC [2008])

Esteem - Students given recognition and



respect

- Opportunity for confidence to grow

- Student status acknowledged and respected

- Praise and reward

- Positive feedback from mentors, supervisors, colleagues and preceptors

Affiliation - Felt valued and part of a cohesive team

- Friendly supervision

- Positive communication

- Networking opportunities

- I felt I was able to make a contribution

Safety & Security

- Safe working conditions

- Policies and procedures readily available and used in practice

- Appropriate staffing levels

- Supernumerary status maintained for students

- Ensured theory and practice was integrated

- Student centred teaching and learning

- Orientation to the ward areas for students and new staff

- Identified mentors & associate mentors

- Peer / PEL support available



Biological - Adequate tea and meal breaks

- Pleasant working conditions


ACTION PLAN:

Development need following

evaluation



Resources required

Actions By

Whom

By When (include

review date)



(Signature & Date)



Activity 5 cont….

Review and analyse the practice placement ‘Educational Audit’. What actions have been identified? Complete a detailed action plan proposing one to two aspects of change required. Include supplementary evidence and mentor verification (action Plan template below) Evaluate your role as a mentor. This should be a minimum 500 word reflective piece on your evaluation of your role as a mentor and evaluation of your practice placement as an environment for learning. Your assertions need to be supported with references throughout.


ACTION PLAN:

Identified Audit development need



Resources required

Actions By

Whom

By When (include

review date)



(Signature & Date)



Activity 6

Evidenced Based Practice and Context of Practice Identify a piece of evidenced based practice within your area of practice from your practice placement. Provide an analysis of this and how you would share this with your students. Provide the research evidence to support this practice. If applicable you can utilize and develop the topic / teaching session used in activity 2. This needs to be referenced using the published literature to support your assertions

Activity 7

Leadership and Context of Practice Provide a comprehensive analysis of the factors that influence student integration into the practice setting. Following this discuss how you would and do overcome the issues to prevent effective integration into the practice placement and team. Again use the published literature to support your assertions Provide a comprehensive list if available and potential Spoke placement / member of the MDT areas that are linked to your own practice placement. Analyse their contribution to the patient journey thus student experience

Activity 8

Underachieving students Include a detailed flowchart or detailed action plan to demonstrate your knowledge, understanding and process of how you should effectively manage an underachieving student in practice.

Activity 9

Mapping of NMC standards and log of hours Complete the cross mapping sheets and log of hours sheet. Cross map evidence to each of the NMC standards. Ask your mentor to check evidence, agree mapping and verify correct.



Standard 1

Mandatory Standard and outcomes

Establishing effective working relationships Develop effective working relationships based on mutual trust and respect

Demonstrate an understanding of factors that influence how students integrate into practice setting Provide ongoing and constructive support to facilitate transition from one learning environment to another

Evidence Generated

Cross Reference:


Reviewed July 2013

Standard 2


Facilitation of Learning Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet their individual

needs

Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences Support students in critically reflecting upon their learning experience in order to enhance future learning

Evidence Generated

Cross Reference:


Reviewed July 2013

Standard 3


Assessment and accountability

Foster professional growth, personal development and accountability through support of students in practice

Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team

Provide constructive feedback to students and assist them in identifying future learning needs and actions, managing failing students so that they become fit for safe and effective practice or be able to understand their failure and the implications of this for their future practice

Be accountable for confirming that students have met the NMC standard of proficiency and are fit for safe and effective practice

Evidence Generated

Cross Reference:


Reviewed July 2013

Standard 4


Evaluating and Learning Contribute to evaluation of student learning and assessment experiences – proposing aspects for change as a result

of such evaluation

Participate in self and peer evaluation to facilitate personal development, and contribute to the development of others

Core 1 – (C1) -Communication Core 2 – (C2) - Personal and People development Core 5 – (C5) – Quality General (G1) – Learning and development.

Evidence Generated

Cross Reference:


Reviewed July 2013

Standard 5


Creating an environment for Learning

Support students to identify both learning needs and experiences that are appropriate to their level of learning

Use a range of learning experiences, involving patients, clients, carers and the professional team, to meet identified learning needs

Identify aspects of the learning environment which could be enhanced – negotiating with others to make appropriate changes

Act as a resource to facilitate personal and professional development of others

Evidence Generated

Cross Reference:


Reviewed July 2013

Standard 6


Context of Practice

Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated

Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained

Evidence Generated

Cross Reference:


Reviewed July 2013

Standard 7


Evidence based practice

Identify and apply research and evidence-based practice to their area of practice

Contribute to strategies to increase or review the evidence-base used to support practice Support students in applying an evidence base to their own practice

Evidence Generated

Cross Reference:


Reviewed July 2013

Standard 8


Leadership

Plan a series of learning experiences that will meet students defined learning needs

Be an advocate for students to support them assessing learning opportunities that meet their individual needs – involving a range of other professionals, patients, clients and carers

Priorities work to accommodate support of students with their practice roles Provide feedback about the effectiveness of learning and assessment in practice

Evidence Generated

Cross Reference:


Reviewed July 2013

Log of Work Based

Learning Activity


Reviewed July 2013

Log of Work Based Learning Activity (WBL) 37.5 hours (5 days) of work based learning must be logged: Please record the hours you have spent meeting in practice meeting the 8 domains. You must self declare the hours and your mentor must also sign to confirm. Examples for WBL:

Work alongside students/ learners – log the time spent doing this. Observe a mentor/ supervisor in practice assessing and interviewing students – log the time spent doing this. Observe at least one formal teaching session – log the time spent doing this. Log any teaching/ competency assessments undertaking in the clinical setting. Attend an Educational meeting – In Trust (PEL) or HEI. Log any time spent developing the learning environment identified from the protected time activities. Log time developing resources for students within your area.

Date Description of WBL Activity Mins/ Hrs undertaken

Mentor/ Supervisor Signature

Total


Reviewed July 2013

Spare PDP Forms

&

Action Plans


Personal Development Plans

Use the following tools to record your Personal Development Plan (PDP’s)

Date PDP commenced: Mentor/ Supervisor Signature: Mentee Signature:


Required

Date

completed

Success Criteria


University Bolton 2013 / All Rights Reserved not to be reproduced in whole or in part without permission of Copyright owner. Reviewed July 2013

Personal Development Plans


Date PDP commenced: Mentor/ Supervisor Signature: Mentee Signature


Required

Date

completed

Success Criteria



Example Personal Development Plan


Date PDP commenced: Mentor/ Supervisor Signature: Mentee Signature:


Required

Date

completed

Success Criteria

Enhance communication skills.

• Become familiar with ward process for

promoting communication e.g. communication book, dairy, visual management board • Participate in ward rounds and be able to

provide a full brief about the patients in your care • Communicate in a polite professional manner

with members of the multi-disciplinary team, the patient and relatives and colleagues

• Complete communication competency

• Work shadow colleagues when dealing with

complicated communication matters e.g. bereaved relatives

Preceptor Ward team MDT

• Aware of ward

communication processes • Fully participate in ward

rounds and handovers • Keeps MDT informed of

patient progress and receives regular feedback

• Communication

competency completed

• Completed work based activities

Date PDP completed: Mentor/ Supervisor Signature: Mentee Signature:


ACTION PLAN:


action



Resources required

Actions By

Whom

By When (include

review date)



(Signature & Date)


ACTION PLAN:


action



Resources required

Actions By

Whom

By When (include

review date)



(Signature & Date)

Documents

NMC Approved Credit Bearing (HE5/HE6/HE7) Multi … · 2017-10-10 · This booklet is to be used in conjunction with the module handbook and ... accounts throughout your portfolio