mentor updating - Faculty of Health, Social Care and Education ...

A Mentor is:• A registrant who has met outcomes of NMC Mentor stage 2 and whofacilitates learning, and supervises and assesses students in a practicesetting (NMC 2008)A Practice Teacher is:• A registrant who has gained knowledge, skills and competence in boththeir specialist area of practice and in their teaching role, meeting theoutcomes of NMC Practice Teacher stage 3, and who facilitates learning,supervises and assesses students in a practice setting (NMC 2008)Reference: Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice NMCStandards for Mentors, practice educators and teachers 2 nd edn. London: Nursing and Midwifery CouncilMentor/teaching and assessing qualificationsDate obtained Place of Study Course/ProgrammeAnnual mentor/practice teacher update sessionsto include sign-off Mentor development, Mentor updates etc.7Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources

Date Where attended Facilitator - name/signatureOther mentoring events/meetings – e.g. Mentor Link GroupDate Event Facilitator - name/signature8Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources

9Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources

Mentoring information/research reviewede.g. articles read, web-based learning, moderating committees etc.DateActivity/EvidenceDate of annual review anddiscussion with ManagerTriennial reviewSignature/Name of ManagerComments10Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources

Self assessment competency statement completed - Date:Date of Triennial Review:Has the Mentor/Practice Teacher evidence of: Yes/No Signed Manager• Mentored two students with due regard in last 3 years(Practice Teachers one student)?• Participated in annual updating?• Explored the validity and reliability of judgementswhen assessing practice?• Mapped role development against current NMCMentor/Practice Teacher standards?• Met all NMC requirements to stay on local register?Please note: All points above must be met to remain on the local registerOutcome: Remain on the local register?Yes / NoSignature/Name of ManagerDate Mentor Register co-ordinator informed of the decision11Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources

Mentor and practice teacher handbookRECORD OF NMC PRE REGISTRATION, ADVANCED PRACTICE AND CPPD STUDENTS MENTOREDDate from: Date to: Name of student or KU ID no: Signature of student Cohort/CPPD Module/CourseDeveloped in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources12

Developed in partnership between local Trusts/Organisations in South West London and The Faculty of Health and Social Care Sciences, KingstonUniversity/SGUL For review: October 2012Appendix2 Stage 2 mentors checklist for triennial reviewDeveloped in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources13

Developmental framework for a standard to support learning and assessment in practiceNMC Standards to support learning and assessment in practice NMC 2008Mentors to complete the checklist to map their evidence to support their role as a Mentor against the NMC Domains –Mentor Stage 2 (NMC 2008) as part of their triennial reviewName of Mentor Unique Identification number Date of triennial reviewDomain Stage 2 Mentor List of evidence to support achievement providedDemonstrate effective relationship building skills sufficient to support learning, as part of a wider interprofessional team, for a range ofstudents in both practice and academic learning environments1. Establishingeffective workingrelationships• Develop effective workingrelationships based on mutual trustand respect• Demonstrate an understanding offactors that influence how studentsand integrate into practice settingsDeveloped in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources14

• Provide ongoing and constructivesupport to facilitate transition fromone learning environment to anotherFacilitate learning for a range of students, within a particular area of practice where appropriate, encouraging self-management of learningopportunities and providing support to maximise individual potential2. Facilitation oflearning• Use knowledge of the student’sstage of learning to selectappropriate learning opportunities tomeet individual needs• Facilitate the selection of appropriatelearning strategies to integratelearning from practice and academicsettings• Support students in criticallyreflecting upon their learningexperiences in order to enhancefuture learningDeveloped in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources15

NMC competencies in practice andas a sign-off mentor confirm thatstudents have met or not met theNMC standards of proficiency andare capable of safe and effectivepracticeDetermine strategies for evaluating learning in practice and academic settings to ensure that the NMC standards of proficiency forregistration or recording a qualification at a level above initial registration have been met4. Evaluation oflearning• Contribute to the evaluation ofstudent learning and assessmentexperiences, proposing aspects forchange resulting from suchevaluation• Participate in self and peerevaluation to facilitate personaldevelopment and contribute to thedevelopment of othersCreate an environment for learning, where practice is valued and developed, that provides appropriate professional and interprofessionallearning opportunities and support for learning to maximise achievement for individuals5. Creating anenvironment for• Support students to identify bothlearning needs and experiences thatare appropriate to their level oflearningDeveloped in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources17

learning• Use a range of learning experiences,involving patients, clients, carers andthe professional team, to meetdefined learning needs• Identify aspects of the learningenvironment which could beenhanced negotiating with others tomake appropriate changes• Act as a resource to facilitatepersonal and professionaldevelopment of othersSupport learning within a context of practice that reflects health care and educational policies, managing change to ensure that particularprofessional needs are met within a learning environment that also supports practice development;6. Context of• Contribute to the development of anenvironment in which effectiveDeveloped in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources18

practicepractice is fostered, implemented,evaluated and disseminated• Set and maintain professionalboundaries that are sufficientlyflexible for providinginterprofessional care• Initiate and respond to practicedevelopments to ensure safe andeffective care is achieved and aneffective learning environment ismaintainedApply evidence-based practice to their own work and contribute to the further development of such a knowledge and practice evidence-base7. Evidence-basedpractice• Identify and apply research andevidence based practice to theirarea of practice• Contribute to strategies to increaseor review the evidence base used tosupport practice• Support students in applying anDeveloped in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources19

evidence base to their own practiceDemonstrate leadership skills for education within practice and academic settings8. Leadership• Plan a series of learningexperiences that will meet studentsdefined learning needs• Be an advocate for students tosupport them accessing learningopportunities that meet theirindividual needs, involving a rangeof other professionals, patients,clients and carers• Prioritise work to accommodatesupport of students within theirpractice rolesReference:Nursing and Midwifery Council (2008b) Standards to support learning and assessment in practice: NMC Standards for Mentors, Practice Educators andTeachers 2 nd edition London: Nursing and Midwifery CouncilDeveloped in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2012 ©www.healthcare.ac.uk/mentor-resources20