Mentorship Bulletin
Issue no.3 May 2007
In this Bulletin
This is the third bulletin in a series that is being published every two months throughout 2007
in order to update mentors on developments that will be implemented (September) in
response to the Nursing and Midwifery Council (2006) Standards to support learning and
assessment in practice: NMC standards for mentors, practice teachers and teachers.
(Produced by David Kinnell, Lecturer, Mansfield Education Centre).
The underpinning principles.
The underpinning principles for supporting
learning and assessment in practice for any
student undertaking an NMC approved
programme leading to registration or a
qualification that is recordable on the register
are that the NMC registrants meet principle A,
B, C, D and where appropriate E, (see page
13).
Principle D: Requires that mentors have
been prepared for their role to support and
assess learning and met NMC defined
outcomes. Also, that such outcomes have
been achieved in practice and, where
relevant, in academic settings, including
abilities to support interprofessional learning.
One of the essential roles and responsibilities
of a mentor is their contribution to
ascertaining whether a student has achieved
the required standards of proficiency for safe
and effective practice, (N.M.C., 2004). The
mentor therefore must have developed their
own knowledge, skills and competency in
order to support that role. This could be
reflected upon by asking the questions: why
do we assess? what do we assess? how do we
assess? how do we interpret? and how do we
respond?
Domain three is based on Assessment and
accountability. Within this section there are
four outcomes and these will now be
examined.
Competence and outcomes for a
mentor:
There are eight domains that are set to replace
the eight Mandatory Standards of 2004. The
intention is to examine two of these domains
in this and future mentorship bulletins.
Domain 3: Assessment
accountability.
and
Outcomes:
-
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.
Manage
failing
students so that they may either
enhance their performance and
capabilities for safe and effective
practice or be able to understand
their failure and the implications of
this for their future.
-
Be accountable for confirming that
students have met, or not met, the
NMC competencies in practice. As a
sign-off
mentor
confirm
that
students have met, or not met, the
NMC standards of proficiency in
practice and are capable of safe
and effective practice.
Consider the following:
-
Do you know at what level your student
is currently working at within their
nurse training programme?
-
Semester 1: Helper,
Semester 2 / 3: Supervised Participant,
Semester 4 / 5: Participant,
Semester 6: Assistant to the First Level
Nurse: You must assess accordingly.
-
What is the significance of assessment
bias? Are you aware of the possibility of
either over-rating or under-rating the
student’s ability in practice?
-
-
-
-
What are some of the complexities of
assessment? Are you aware that to be
effective in assessing a student you
need to be objective, and avoid issues
such as a personality clash between
you and them?
Are you aware of how to complete the
2005
Undergraduate
Diploma
in
Nursing / BSc (Hons.) Assessment of
Practice Record based on the student’s
portfolio evidence? This may be time
consuming so remember continuous
assessment can be much more
effective than episodic.
Have you arranged time for the three
interviews: preliminary, intermediate
and
final?
Remember
that
the
intermediate
will
allow
you
the
opportunity to identify and discuss
areas for future development and
implement an associated action plan.
Do you realise that if you are
experiencing problems or concerns
whilst mentoring a student you can
access help and support? You will need
to review your awareness and use of
the Mentor Flowchart. It would also be
worthwhile to read the Duffy Report
(2004) Are some mentors “failing to
fail”
students
who
have
not
demonstrated sufficient competence.
www.nmc-uk.org/nmc/main/publications/
mentor_study.pdf
Domain
learning.
4:
Evaluation
of
Outcomes:
-
Contribute to evaluation of student
learning
and
assessment
experiences – proposing aspects of
change as a result of such
evaluation.
-
Participate
in
self
and
peer
evaluation to facilitate personal
development, and contribute to the
development of others.
Consider the following:
- Evidence of achievement of competence
could be provided by the student nurse
through the following strategies:
Direct observation (DO),
Question and answer session (QA),
Reflective discussion (RD),
Reflective writing (RW),
Professional / witness statements (WS),
Work Product (WP),
Other forms of evidence.
Appropriate quality of evidence presented in
the student’s portfolio will assist you with the
evaluation of learning and can be used as
assessment tools.
Also remember that the student will be
completing their Clinical Skills Book from CFP
into their chosen Branch (cohorts from
October 2005 onwards) – this can also be
utilised in assisting you with your evaluation.
Mentors should consider how the evidence
from the various sources identified might
contribute to making a judgement on
performance and competence.
Mentor updates (face to face, on-line,
workbooks etc.) will assist you in maintaining
your credibility and ensure the continuity of
your development according to the NMC
requirements. These are stated on page 27 of
the new standards and include, you must
“have current knowledge of NMC approved
programmes”. The new Mentor Preparation
Module commences September 2007.