Mentor Update 2015
Facilitator Pack
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Facilitator guidelines for face-to face mentor update
Introduction
The 2015 version of the mentor updates continues to utilise the booklet approach, however
this has now been divided up into sections.
Each section contains reflective questions, which can be undertaken during the session or
retrospectively, meaning that the completed booklet will be useful evidence for triennial review
purposes (answers sheets will be available for the session).
In section 4 there are 4 case studies. These are not compulsory but could be used during the
update if time allows. If scenarios are not used, attending mentors should be advised to
review these and devise action plans for each scenario that can be used for triennial review
evidence.
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Section content
Section 1
This section looks at the overall aims of the session, NMC (2008)
SLAiP standards and specific curriculum issues. It discusses key
curriculum details and identifies the hub and spoke approach used
as well as placement details and theory and practice assessments.
Section 2
This section looks at the key roles a mentor should undertake.
Again, within this section are reflective questions to be discussed
during the update and compiled by the attending mentor. Within
this section is also some information on coaching students, being a
role model and how a mentor can promote NHS values.
Section 3
This section goes through the assessment of practice (AoP)
document, formative and summative spoke forms. These have
been completed and are based on a real AoP (permission granted
and names changed).
Section 4
This section goes through triennial review and the role of the Sign
off Mentor (SoM) (hand-outs to be given out at this stage.)
Section 5
Summary slides and links to various resources.
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Question and case study answer guides
Mentorship qualities
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Approachable
Good communicator (and listener)
Knowledgeable and motivated to teach
Supporting
Trustworthy
Patient
Friendly
Experienced
Enthusiastic
Shows interest
Committed
Encourages reflection (self and mentee)
Energiser
Door opener/idea bouncer
Challenger
Gives regular constructive feedback
Mentors teaching as Role models
(Murray and Main 2005)
The mentor should be seen as a positive role model. They should be:
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Knowledgeable, effective and skilled
Promote a professional relationship with students
Provide an appropriate level of supervision of students
Assist with planned learning experiences
Provide open, honest and constructive feedback
Components of an Effective Learning environment:
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Atmosphere/culture (team spirit)
Valuing staff (and students)
Welcoming
Management/leadership styles (Orton 1981)
Team working/MDT/IPL
Staff experiences and relationships
Access to learning opportunities
Relevant resources
Awareness of educational needs of the students
Good communication/constructive
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TRIENNIAL REVIEW
Mentors are required to keep evidence against the 8 domains in the standard. This simple
framework provides the criteria and prompts for staff to keep the necessary evidence in
preparation for their triennial review.
The 8 domains are:
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
They would therefore need to provide managers with:
 Names / dates of students supervised
 Decisions made about student proficiency
 Reflections/ witness testimony of challenging circumstances
To assist NHS staff with this process, the NMC have recognised that some of this overlaps
against the Knowledge and Skills framework so for NHS organisations the standards provides
grids with KSF domains attached
For Non NHS staff, it will be necessary to read each domain and consider how they might
demonstrate they have achieved this.
Evidence could be:
 Photocopies of student documents including:
 Initial interviews
 Learning contracts
 Signed outcomes & comments made
 Formative & summative assessments
 Copies of statements or letters written to Universities
 Copies of action plans written to support the ‘failing student’
 Witness testimonies from peers or managers
 Written evaluation from the students
 Reflections on student performance & subsequent own performance
It is suggested that organisations supply mentors and sign off mentors with a portfolio outline
to help them collate essential evidence. This should include:
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Evidence that they have mentored 2 students in the past 3 years
Attended a yearly mentor update
Explored, as a group activity, the reliability/ validity of judgements made in
challenging circumstances
Mapped ongoing development against the 8 domains
In addition, whilst signing off proficiency at the end of a final placement, Sign off mentors
need to have evidence that they have experienced two simulated supervisions and one
officially supervised process.
David V (2008) East of England Deanery. Health Education England.
https://www.eoedeanery.nhs.uk/page.php?page_id=434 retrieved 27/11/2014
http://www.uea.ac.uk/foh/mpe/triennial-review
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The role of the Sign off Mentor
Q.
When are sign off mentors required?
A.
A sign off mentor (same field/branch of nursing as the student) is
required for pre registration nursing students only in their final placements (the
last placement in the 3rd year). Other mentors may review the student’s
progress at the end of years 1 and 2 (this will only apply from September
2011). More information regarding this will be detailed in FAQ sheet 3 about
the new nursing curriculum.
Q.
Why do we need a sign off mentor?
A.
“The role of a sign off mentor is to make judgements about whether a
student has achieved the required standards of proficiency for safe and
effective practice for entry to the register” NMC (2008:6). The sign off mentor
is therefore an additional ‘gatekeeper’ in protecting patients and the public.
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Where do the Standards of Proficiency come from?
A.
The standards of proficiency define the overarching principles of being
able to practice as a nurse in the chosen field and with any client group and
reflect integration of theory and practice.
The standards of proficiency are the ultimate outcome of nursing
programmes. NMC (2004; 2010) and are the statutory requirements to
practice as a nurse. The Learning Outcomes for each placement the student
undertakes are developed from the standards of proficiency.
Q.
Where can I find the Standards of Proficiency?
A.
These are included in the Sign off documentation which will be sent to
you directly from the School of Nursing and Midwifery. You can also find
them at http://www.nmc-uk.org/. There will be new standards for all new
nursing programmes from September 2011. These specify the standard for
competence required.
Q.
When do I need to undertake the sign off of practice?
A.
You will do this in the final placement undertaken by nursing students.
This is at the end of the three year pre registration programme. You will also
have a role in supporting mentors if a student is not achieving the required
standard in their clinical placement. As a sign off mentor you will need to be
involved if a mentor is failing a student from any year of pre registration
training.
Q.
Does a sign off mentor need any special qualifications?
A.
You will be registered on the same part of the register and working in
the same field of practice in which the nursing student intends to qualify i.e. a
Registered Adult Nurse for an Adult Nursing Student, a Registered Mental
Health Nurse for a Mental Health Student etc. This is called ‘due regard’.
You will also have undertaken a Mentor Preparation programme (or the
equivalent) and have had experience of mentoring pre registration nursing
students, making judgements about whether a nursing student has the skills
and ability to practice safely and effectively. You will also have to achieve the
requirements to maintain your live mentor status on the local register. This
will be achieved by attending an annual update and providing evidence of
involvement in mentoring a minimum of two pre registration nursing (or Return
to Practice) students in three years (to meet the requirements of triennial
review).
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Your organisation may specify more than this minimum number of students.
You will either have identified yourself or been identified by your employing
Trust as a sign off mentor and you will have received extra
preparation/support to prepare you for the role of assessing the student’s
proficiency. You may already hold a degree or have undertaken at least 1
module at degree level (but this is not mandatory)
Sign off mentors will be annotated as such on the local Live Register.
Q.
What is a sign off mentor doing?
A.
A sign off mentor is making the final sign off in practice, confirming that
a nursing student has successfully completed all practice requirements.
You will be confirming to the programme provider that the student has met the
defined standards of proficiency and is capable of safe and effective practice.
This confirmation will contribute to the evidence submitted to and considered
by the UEA School of Health Sciences Pre-registration Board of Examiners.
The confirmation of proficiency forms part of the evidence submitted to the
Board of Examiners by the Programme Leader, who confirms to the Board
that all theoretical and practice elements have been achieved on completion
of the programme.
Q.
How will a sign off mentor determine whether the student has
achieved the Required standards?
A.
You will need to allocate time with the student to reflect, give feedback
and keep records of their achievement in this final period of practice learning.
This should be the equivalent of one hour per student per week, which might
mean spending a bit more time early in the placement and should reduce as
the student gains in confidence and competence.
This gives you the opportunity to give the student effective feedback on their
performance so that the ultimate decision on their proficiency is not
unexpected.
You will draw on evidence over a sustained period of time to make the final
assessment of proficiency.
Some evidence will come from your personal observation of the nursing
student in practice and the discussions you have with them and their mentor
(as well as the wider care team) throughout the placement.
You will also draw on other evidence by reviewing the student’s practice
assessment documents, skills book and portfolio from their three year
programme of training; these documents make up the ongoing record of
achievement.
This will help you to assess not only how the student is achieving in the final
placement but how they have achieved in practice over three years. You can
also discuss the student’s progress with their mentor.
Q.
Will the nursing student have the usual assessment of practice
document in the final placement?
A.
Yes they will have Year 3 Module B assessment of practice document
which will be given to the mentor, who will assess the student and undertake
the preliminary, intermediate and final interviews. As the sign off mentor you
should also be involved in the three interviews.
Q.
What does the sign off mentor have to complete to confirm the
student has achieved the standards of proficiency?
A.
You will have specific Sign Off document to complete.
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The standards of proficiency are detailed at the back of this document so that
you have the information required to confirm that the student has achieved
the standards of proficiency.
The document has clearly identified sections so that you can record your
weekly discussions with the nursing student. The written comments will show
how the student is achieving the standards of proficiency.
This document is signed by the sign off mentor to confirm that the preregistration nursing student has achieved the standards of proficiency.
Q.
What help is available if the sign off mentor experiences any
problems, for example if the student does not have the record of
achievement available?
The student will be aware that the record of achievement must be available
and that they are required to have this documentation with them. If you have
any difficulties or issues, the link lecturer will be available to help as well as
other members of staff from the School of Health Sciences and the Clinical
Lead Educator Link (CLEL) covering your area.
Q.
What do I do if I/we have concerns about a student?
A.
Either contact the Link Lecturer to your area or the student’s Academic
Adviser so that appropriate remedial action can be agreed to support the
assessment of practice and sign-off process. If this is not appropriate or you
have serious concerns complete the ‘Reporting a Concern about a Student’
form. This can be found on the Mentors and Practice Educator Website. See
link below:
https://www.uea.ac.uk/foh/mpe/mentor-area
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Case studies
Amanda
Amanda’s mentor arranged a meeting between the mentor and Amanda
to go through each issue and develop an appropriate agreed action plan
between all parties and document everything.
She liaised with relevant staff (link lecturer, PEF, other mentors) to seek
support and guidance as well as informing Amanda of the action plan.
She looked at how the Amanda’s learning can be enhanced by
reviewing her learning style.
She ensured Amanda gets breaks as she is entitled and not to be
‘socialised’ into the existing culture.
Amanda’s mentor will give regular feedback and regularly review
progress of the action plan.
She will develop strategies to improve Amanda’s confidence.
She will ensure that learning outcomes are being met at the appropriate
level and facilitation is appropriate.
She will ensure that Amanda is clear of the assessment process and
identify when and how meetings for formative and summative
assessment will take place.
Hira
Hira’s mentor liaised with Hira and HEI staff and developed an action
plan that incorporated reasonable adjustments.
He discussed the appropriateness of disclosure to other mentors who
will be supporting or working with Hira.
He developed a teaching session to help facilitate learning that
incorporated techniques to enable Hira’s learning needs to be met.
Her mentor gave Hira regular feedback and undertook a formative
assessment.
He reviewed her awareness of relevant legislation requirements and
revised the learning environment to incorporate reasonable
adjustments.
He ensured she was accessing the support available.
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Tom
Tom’s mentor met with Tom and other mentors to discuss issues and
review evidence from previous placements i.e. skills profile.
She assessed his performance and informed him of concerns about
working independently, but avoided making the student lose confidence
and using initiative.
She developed an action plan with Tom and liaised with mentors and
HEIs. The plan was reviewed on a regular basis to give appropriate
feedback and document.
She undertook a formative assessment and gives regular feedback
Tom’s mentor involved the sign off mentor in discussion and reviewed
the student’s progress.
She will review progress and the evidence available to make an
appropriate summative decision.
Kagiso
Kagiso and her mentor met and discussed the issues. They developed
a relevant action plan which they document. They involved all relevant
parties.
She reviewed support available for Kagiso e.g. study skills and
facilitated relevant training sessions, booking her onto any mandatory
training programmes.
She undertook a formative assessment and gave regular feedback to
enable Kagiso to gauge progression.
Kagiso and her mentor reviewed evidence base and Trust policies in
relation to skills such as manual handling.
Her mentor worked with Kagiso to produce work that will meet learning
outcomes and also develop an underpinning knowledge base of clinical
procedures.
She linked the theory delivered in class into the practice setting.
DH/Update/2014/15
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