PROGRAMME HANDBOOK. Multi-Professional Support of Learning and Assessment in Practice. Part-time

(1)

PROGRAMME HANDBOOK

Multi-Professional Support of Learning

and Assessment in Practice

Part-time

2014-2015

(2)

you with opportunities to study for the qualifications which will equip you for the best jobs in your field. We can be confident in this aim, because each of our programmes provides academic perspectives alongside experience-based insights from the professional field. We hope you will enjoy your time with us and use the learning to improve care services for others.

The programme is specifically tailored to meet your professional and personal development needs, and to do this at a pace that suits your employing organisation. We intend your programme to educate, challenge and stimulate your personal development and your professional career.

In this Handbook we have tried to draw together the things that students on this programme need to know so that you have them in one place.

I hope you find the Handbook useful. Do let us know how we can improve it. I hope you find your time with us rewarding and stimulating.

Jane Howarth

(4)

Introduction

Welcome to the 2014/15 academic year and the multi-professional support of learning and assessment in practice programme. This Programme Handbook is designed to ensure that you can find key information about your programme of study. It should be read in conjunction with the Student Handbook webpages.

You can access the Bolton University Student Handbook webpages by following this

link: http://www.bolton.ac.uk/Students/Home.aspx

This program can be taken at a range of different academic levels; Undergraduate (Either Diploma or Degree level) or Masters

The undergraduate level programme is delivered and assessed at levels HE5 or 6 and complies with the Assessment Regulations for Undergraduate Programmes. These are accessible via the following web-link:

http://www.bolton.ac.uk/Students/PoliciesProceduresRegulations/AllStudents/Taught -Programmes.aspx

This master level programme is delivered and assessed at level HE7 and complies with the Assessment Regulations for the Postgraduate Programmes. These are accessible via the following web-link:

http://www.bolton.ac.uk/Students/PoliciesProceduresRegulations/AllStudents/Taught -Programmes.aspx

(5)

1. Programme Details and Calendar Programme Overview

Please see the appendices for the learning outcomes, mapping of the learning outcomes of the programme to the professional body requirements and the programme specification.

The programme / module is credited to the value of 20 level HE5 credit points, 20 level HE6 credit points or 20 level HE7 credit points. On successful completion of the course, production of the assignment and a portfolio of evidence of the learning experiences and supporting evidence countersigned by the mentor and the Line Manager, Practice Education Lead or Placement Education Facilitator the course member will be awarded a certificate from the University.

Programme Structure / About This Programme / Module

The Multi-professional Support of Learning and Assessment in Practice Module is appropriate for all healthcare practitioners who support, supervise and assess learning in the practice setting. The course is also designed to comply with the NMC (Nursing and Midwifery Council) Standards to Support Learning and Assessment in Practice (2008) (see appendix A). It has also been mapped against the learning outcomes for the Charted Society of Physiotherapy (CSP) - Accreditation of Clinical

Educators scheme (ACE) and the College of Occupational Therapists (COT) –

Accreditation of Practice Placement Educators’ (APPLE) scheme. The programme will help practitioners to provide evidence that they have meet the requirements for appropriately qualified and experienced staff in practice placements – (5.6, 5.7 & 5.8) as part of the ‘Standards for Education & Training Guidance’ by the Health Professional Council. (See appendix 4 & 5)

The programme / module can also be the foundation to those who wish to continue their studies in relation to supporting learning and assessment of learners in practice. Following on from this module student may wish to undertake the HE7 level modules / programme that can lead to achievement of both the Practice Teacher standards (stage 3 of the NMC standards) and also the Teacher standards (stage of the NMC standards).

(6)

1.2 Programme Aims

 To prepare students to undertake the role of ‘Mentor’ and fulfil the

requirements of their respective statutory bodies.

 To enable students to develop a reflective approach to their personal

development in the context of mentoring others

1.3 Programme Structure

The Module content consists of the following main topic areas:

 Establishing Effective working relations

 Facilitation of Learning

 Assessment and accountability

 Evaluation of learning

 Creating an environment for learning

 Context of practice

 Evidenced Based Practice

 Leadership

During the latter taught sessions, time will be allocated for the course members to achieve at least 1 and possibly 2 sign-off mentor simulations, depending on your Trust local mentorship policy. (Please locate your Trust own mentorship policy, read and ascertain the Trust requirements for the sign off mentor role. The NMC stipulate that the decisions about whether a student has achieved the required standards of proficiency for safe and effective practice for entry to the register must be made by a sign-off mentor. Sign-off mentors are also a requirement for post registration specialist practice programmes, and specialist community public health nursing programmes, and supervisor of midwives programmes.

• From September 2007 nurses or midwives designated to sign off proficiency must meet the criteria listed at section 2.1.3 of the NMC standards.

• All midwifery mentors must meet the additional criteria to be a sign-off mentor.

Achieving Sign-off Mentor Criteria

The NMC Professional Practice and Registration Committee have agreed that: 1. the requirement for a prospective sign-off mentor to be supervised in signing

(7)

2. first and second such supervisions may now be effected using a range of methods. These include activities which would test the skills required to sign off students safely, including: simulation, role play, objective structured clinical examination (OSCE) and interactive use of electronic resources. These will be determined locally by programme providers (approved education institutions and their partners) and will be considered by the NMC at programme approval and monitored during annual monitoring visits

3. The final supervision for signing off proficiency must be with an actual student undertaking an NMC approved programme. The alternative methods, such as those referred to above, above, are not permitted for this final supervision Therefore for this programme the first one will be on-line via a programme named LAMs accessible through moodle. This is an interactive programme developed by the University of Bolton and in partnership with Practice Education Facilitators across Greater Manchester. The second simulation will be a classroom based scenario facilitated by the Programme leads. As stated the final one will be achieved in practice and supervised and assessed by a sign-off mentor.

(8)

1.4 Programme Calendar

Date Topic Tutor

22/09/14

Introduction to Programme & Mentorship NMC Standards for SLaP – What are these and

how do they relate to the application of mentorship in practice

Establishing an Effective Working

Environment – This is an essential pre-requisite

for learning in all settings but can be challenging within the clinical context

Tyler Warburton

29/09/14

Portfolio Workshop – A detailed look at the

portfolio requirements of the programme and how these can be effectively achieved

Facilitation of Learning – Exploration and

application of learning theories within a clinical education setting

Tyler Warburton

06/10/14

Assessment of Learning – Definition and

application of assessment and the judgement of professional competence

Sign-off Mentor Practice 1 – Thus in undertaken

at home via LAMS which is located on Moodle

Debbie Barry

13/10/14

Assessment Documentation – A closer look at

example documentation for the assessment of learners in practice

Evidence Based Practice – Supporting students

to identify and apply research in practice and strategies to increase appraisal skills when reviewing evidence

Debbie Barry

20/10/14

Leadership – Advocacy, prioritisation of workload

and the provision of constructive feedback to both students and the wider educational team

Essay Workshop – Review of the assessment

requirements for the module and essay writing techniques

Tyler Warburton

08/12/14 Assignment/Portfolio Tutorial – Individual slots

(9)

2. Communications

2.1 Communication Systems

Communication to individual students is usually through e-mail. As a policy the University of Bolton will only respond to student communication sent via e-mail if the student University e-mail account is used. This is to ensure we comply with data protection legislation in that e-mails from other accounts such as yahoo and Hotmail. These do not have authentication checking the claims made when the account is created.

In some cases letters may be sent to your local address, though most Module Leaders and Module Tutors will post announcements through Moodle, the University’s virtual learning environment (VLE). It is important therefore that you familiarise yourself with how to access this electronic information. You will be given a password at the beginning of your programme.

Useful web addresses:

University of Bolton website: www.bolton.ac.uk

University of Bolton Student Portal: www.bolton.ac.uk/Students

University of Bolton Library: www.bolton.ac.uk/library

(10)

2.2 Opening Times of Offices

Office Location Telephone

No. Opening Hours

Student Services http://www.bolton.ac.uk/Stu dentServices/Home.aspx Chancellor’s Mall 01204 903733 Monday – Friday 8:45 – 5:00pm

Advisor available in the Library (term time only): Monday – Thursday 5:00 – 9:00pm

Peter Marsh Library

http://www.bolton.ac.uk/libr ary Chancellor’s Mall via SLZ 01204 903094 Monday – Thursday 8.45am – 9.00pm Friday 8.45am – 5.00pm Saturday 9.30am – 12.30pm

Careers Centre & Job Shop

http://www.bolton.ac.uk/Ca reers/Home.aspx

Chancellor’s Mall 01204 903083

Refer to notice outside facility

Sport and Recreation Service http://www.bolton.ac.uk/Sp ort/Home.aspx Bolton One 01204 903172 Monday – Friday 9.00am – 10.00pm Saturday 10.00am – 5.00pm Sunday 10.00am – 8.00pm Student Union http://www.boltonsu.com/ Chancellor’s Mall 01204 900850

Student Union Office Monday – Friday 9.00am – 5.00pm

(11)

2.3 Key Programme Staff

The table below identifies key staff associated with your programme along with their locations and contact details.

Name Designation e-mail Phone

Trish Houghton Programme

Lead [email protected] 01204 903756

Jenny Markey Programme

Administrator [email protected] 01204 903658

Jane Howarth Academic

Group Lead [email protected] 01204 903780

Dawn Grundy Subject

Librarian [email protected] 01204 903597

IT help desk IT issues [email protected] 01204 903444

Tyler Warburton Lecturer [email protected] 01204 903791

2.4 Additional Programme Support

Mentors / Managers

All course members are required to have a mentor in the practice placement. The responsibilities of the mentor are outlined in the ‘Guide for Mentors’. It is essential that an appropriate mentor be identified before commencement of the course, as their support will be required in identifying/facilitating appropriate learning

experiences and verifying the evidence for the mentee. It is expected that the mentor will be an experienced practitioner working within the same practice

environment as the mentee and who is in possession of a teaching qualification such as the Mentorship, ENB 998 or Community Practice Teacher qualification. Mentors are required to complete and sign the information in your portfolio regarding the qualification as a mentor and last mentor update. You will be provided with a mentor guide handbook which you must read and then pass to your mentor for them to read and refer whilst they support you in practice.

Line manager/sponsors

It is particularly important that you brief them thoroughly about what will be the expected of you, particularly if your modules require practical engagement from the workplace. You are advised to make sure they understand the structure and level of the course you are undertaking. It is also important that you are clear that, unless you are given study time, their investment in your study is not likely to yield high dividends. Please provide and ask your line manager to read and sign the letter in appendix.

(12)

2.5 Contacting Staff

The best way to contact staff outside lecture time is by email. Staff will endeavour to respond to your emails within 2 working days. If face-to-face discussion is required, you may arrange a mutually convenient appointment with your Programme Leader or Module Tutor.

(13)

3. Programme Support

3.1 Support for Students with Disabilities, Learning Difficulties or Specific Needs

The University of Bolton welcomes students with disabilities and/or additional support requirements and will make every effort to support your needs. We will help you to develop strategies, discover skills and independence by a multi-team, student-centred approach. We encourage you to work with us to achieve your full potential.

We have contacts with local and national external bodies concerned with inclusion, disability awareness and disability provision. Advice is provided by the University Disability Service on an individual, strictly confidential basis. If you would like to know more about the support available you can by following this link:

http://www.bolton.ac.uk/Students/AdviceAndSupport/ServicesForDisabledStudents/H ome.aspx

Financial support for full-time and part-time students may be available through the Disabled Students Allowance (DSA). More information is available from the following website:

http://www.sfengland.slc.co.uk/media/664653/sfe_dsa_guide_1415_d.pdf

3.2 Attendance

In order to progress and achieve the award for which you are registered, you must attend the classes for each individual module regularly and in accordance with any compulsory attendance requirements defined for such modules. The University attendance policy is located at:

(14)

4. Health, Safety and Welfare 4.1 Health and Safety

The University of Bolton is committed to providing a safe and healthy working environment and expect staff and students to contribute to the maintenance of this policy by adhering to the regulations and procedures that are in place.

4.2 Use of Computers

General guidance on the safe use of computers will be given to you as appropriate at induction and you should at all times follow this guidance. In particular should:

 Not use the computers for longer than 90 minutes at a time without a 15 minute complete break from the screen

 Plan your work to enable you to have shorter sessions such as 30 minutes followed by 5 minutes of change or 60 minutes followed by 10 minutes of change.

4.3 Student Welfare

As well as your Personal Tutor, the Student Liaison Officers and the Student Union can provide you with support, advice and guidance.

(15)

5. Staff-Student Liaison Committees, Student Feedback and the Student Union

5.1 Staff-Student Liaison Committees and Student Representatives

In relation to the management of the programme, you will be represented by your year’s elected representative on the Student-Staff Liaison Committee (SSLC). As well as student representatives, this committee comprises your Programme Leader, Module Leaders and Module Tutors and representatives from the Library and

administration. The proceedings of the SSLC are reported to the Academic Group’s

Achievement Review Board (ARB).

Matters raised by student representatives are always an item of business on the agenda of the SSLC and ARB. Information on action being taken on issues raised by students may be found in these minutes and from feedback from Student Representatives. Elections for representatives are held early in the semester in which you start.

5.2 Student Feedback

All students have the opportunity to contribute to the monitoring and enhancement of their course of study. You can approach the Programme Leader or Module Tutor on an informal level to discuss issues. The SSLC is also an important forum at which elected Student Representatives can speak on behalf of their peers.

In addition, you are asked to complete a satisfaction questionnaire for each module in each semester. Furthermore, at least once in your programme you will be requested to complete a programme questionnaire. Survey feedback is important as it is used by the Programme Team and Quality staff to enhance the provision and improve the student learning experience.

We would be most grateful if you would complete student questionnaires when asked.

5.3 Students’ Union

The University’s Students’ Union exists to help all students enjoy their time at the University. The Union will support you by welcoming you to the university at the start of each year, providing you with advice, support and key services, as well as creating a strong community of students who are just like you. You can get involved by:

(16)

 becoming a Student Representative to work with your lecturers to improve your course

 getting advice and support through our student-friendly Advice Unit- we can help you with money concerns, housing concerns and any academic issues

 joining one of our many clubs and societies (or creating your own!)

 standing for election to be the next SU President or NUS representative- we

elect these people in March every year.

The Students’ Union also runs the campus shop, Athena Xpress, and the SU Bar. All University of Bolton students are automatically members of the Students’ Union, unless you choose to opt out.

For more information please visit us at www.boltonsu.com, visit us in Chancellors’

Mall (opposite the Student Centre) or email us at [email protected]. You can also find us at https://twitter.com/Bolton_SU or

https://www.facebook.com/BoltonStudentsUnion?fref=ts.

(17)

6. Learning Resources

The University of Bolton Library provides the resources required for the programme.

6.1 Resources

The Library provides access to a wide range of information sources designed to meet the needs of members of the University. On-campus, The Peter Marsh Library contains print books, print journals, study space and access to IT facilities. Online learning resources are accessible via the Library website. Electronic resources include e-books, e-journals, academic databases and software packages. Specialist subject librarians liaise with teaching staff to ensure resources reflect current requirements and help to provide users with the information they need.

6.2 Library Support

The subject librarian team provide support to students in the form of inductions and user education classes and workshops. The team run the Subject Help Desk in the Peter Marsh Library and have email and phone enquiry services for off-campus students. The subject librarians provide a range of help guides such as cribsheets and videos which show how to access electronic books, journals and databases. The videos are available via the following link:

http://www.bolton.ac.uk/library/Study-Skills/Video-Tutorials.aspx

6.3 BISSTO – Bolton Interactive Study Skills Tutorial Online.

This is a particularly helpful resource for information skills, study skills, basic skills and research skills and is located at: http://www.bolton.ac.uk/bissto/Home.aspx.

Please note that BISSTO is an open resource and does not require a University login.

Students registered with the University as having a need for additional learning support are able to benefit from a range of enhanced services, such as extended loans. The Library has an Assistive Technology room with specialist hardware and software to assist students with disabilities.

(18)

7. The Role of the External Examiner

All University degree programmes have at least one External Examiner. As the title implies, External Examiners come from other institutions and play a key role in ensuring that our marking and the standard of our programmes are in line with other UK Universities. External Examiners are involved in assessment of student work and are key members of Assessment Boards. They will write an annual report to the University outlining their findings. You can view copies of reports for each programme via the link below:

(19)

8. Careers and Employability Opportunities 8.1 Careers and Professional Development

All students on this programme are healthcare practitioners working within the NHS or independent health & social care organisations already. The programme you are undertaking is work based related and therefore directly links to your current employment and role. The completion of this programme may enable you to improve your career opportunities in the Health and Social sector moving you along the pay bands from 4-7. If you are an NHS employee you should receive an annual IPR / PDP review to enable you to work towards your role outlines (following agenda for change) and gateways as part of the Knowledge and Skills Framework (KSF) within your allocated banding.

8.2 Professional Recognition

This programme is approved and monitored by the Nursing and Midwifery Council (NMC).

(20)

Appendix One – Indicative Reading and Web Resources Indicative Reading

Barnett, R (1994) The Limits of Competence. Milton Keynes: Society for Research into Higher Education and Open University Press***

Bastable, S.B (2003) The Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (2nd.ed). Jones & Bartlett

Barnett, R (1997) Higher Education: A Critical Business. Milton Keynes: Society for Research into Higher Education and Open University Press***

Boud, D. and Felleti, G. (1997) The Challenge of Problem-based Learning (2nd Edition) London: Kogan Page.***

Brockbank, A and McGill, I (1998) Facilitating Reflective Learning in Higher Education Milton Keynes: Society for Research into Higher Education and Open University Press***

Burkitt, I; Husband, C; Mackenzie, J: Torn, A. and Crow, R (2001) Nurse Education and Communities of Practice. Researching Professional Education. London: ENB***

Burns, S and Bulman, C (2000) Reflective Practice in Nursing: The Growth of the Professional Practitioner. (2nd Edition). Oxford: Blackwell Science

Canham J (2002) Mentorship in community Nursing: Challenges and Opportunities, Oxford: Blackwell Science

Day C, Fraser D and Mallik, M (1998) The Role of the Teacher/Lecturer in Practice: Researching Professional Education. London: ENB***

Department of Education (1998) Report of the National Committee of Inquiry into Higher Education (Dearing Report) DoE: Norwich

Department of Health (1999). Making a Difference: Strengthening the nursing, midwifery and health visiting contribution to health and health care. London: DoH:

Department of Health (2000a) Meeting the Challenge: A Strategy for the Allied Health Professions. London: DoH

Department of Health (2000b) A Health Service of All the Talents. London: DoH Downie, C.M Basford, P (1998) Teaching and Assessing in Clinical Practice. London: Greenwich: University Press

Duffy, K (2004) Failing Students: A UKCC financed Study. Online: Available http://www.nmc-uk.org/main/publications/research [29.06.04]

(21)

Gardner J (2007) Assessment and Learning London: Sage Publications

Glen, S and Parker, P (2003) Supporting Learning in Nursing Practice. A Reader. London: Greenwich University Press

Gopee N (2007) Mentoring and Supervision in Healthcare. London: Sage Publications Gopee N (2010) Practice Teacher in Healthcare, London: sage Publications

Hinchcliffe S (1999) The practitioner as teacher. (3rd Edition) London: Churchill Livingston. Howard S and Eaton A (2003) The practitioner as assessor London: Bailliere Tindall. Kinnell D and Hughes P (2010) Mentoring Nursing and Healthcare students, London: Sage Publications.

Knowles, M (1990) The Adult Learner; A Neglected Species (4th Edition) Houston: Gulf Publishing

Morton-Cooper, A and Palmer, A (2000) Mentoring, Preceptorship and Clinical Supervision: A guide to Professional Roles in Clinical Practice: Oxford: Blackwell Scientific Publications. Murray C, Rosen L, Staniland K (2010) The Nurse Mentor and Reviewer Update Book, Berkshire: Open University Press

Neary, M (2000) Supporting Students Learning and Professional Development through process of Continuous Assessment and Mentorship. Nurse Education Today . Vol. 20 No 6 pp 463-473.***

Nicklin, P and Kenworthy, N (2000) Teaching and Assessing in Nursing Practice – An Experiential Approach. Edinburgh: Bailliere Tindall

Nursing and Midwifery Council (2005) Proposals arising from a review of fitness for practice at the point of registration. [Online] Available from: http://www.nmc-uk.org/aArticle.aspx [31.08.06]

Nursing and Midwifery Council (2008) Duffy, K (2004) Failing Students: A UKCC financed Study. Online: Available http://www.nmc-uk.org/main/publications/research [29.06.04] Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice: NMC standards for mentors, practice teachers and teachers, London: NMC Nicklin, P and Kenworthy, N (2000) Teaching and Assessing in Nursing Practice – An Experiential Approach. Edinburgh: Bailliere Tindall

Petty G. (2004) Teaching Today. A Practical Guide. (3rd Edition), Cheltenham, Nelson Thornes.

Phillips, T; Schostack, J and Tyler, J (2000) Practice and Assessment in Nursing and Midwifery: doing it for real Researching Professional Education. London: ENB***

Quinn, F M (2000) The Principles and Practices of Nurse Education (4th Edition). Cheltenham: Stanley Thornes (Publishers) Ltd

(22)

Reed, J and Proctor S (1993) Nurse Education: A Reflective approach. London: Edward Arnold

Stuart C.C (2007) Assessment, supervision and support in clinical practice: a guide for nurses, midwives and other health professionals. (2nd Edition) London: Churchill Livingston. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1999) Fitness for Practice. London: UKCC

Walsh D (2010) The Nurse Mentor’s Handbook. Supporting Students in Clinical Practice, Berkshire: Open University Press.

Welsh, I. and Swann, C (2002) Partners in Learning: a guide to support and assessment in nurse education, Oxon: Radcliffe Medical Press Ltd.

Web Addresses

See Subject electronic links on University of Bolton web pages for Education and Health Studies.

Department of Health: http://www.dh.gov.uk

Health Professions Council http://www.hpc-uk.org

Higher Education Academy http://www.heacademy.ac.uk

Nursing and Midwifery Council: http://www.nmc-uk.org

The Coaching & Mentoring Network www.coachingnetwork.org.uk

Chartered society of physiotherapists http://.www.csp.org.uk/

Perioperative practitioners http://www.afpp.org.uk/home

Occupational therapists http://www.cot.org.uk/

Social workers http://www.basw.co.uk/

http://www.gscc.org.uk/home/

Quality Assurance Agency for Higher Education http://www.qaa.ac.uk

Higher Education Academy http://www.health.heacademy.ac.uk/

(23)

Appendix Two – Learning Outcomes

These intended learning outcomes have been developed to ensure that those undertaking the programme meet the new NMC standards (NMC, 2008) at the required academic level.

When you have successfully completed this module you will:

Level HE5

1. Demonstrate the ability to develop and maintain a supportive relationship, act as an advocate for the learner that promotes socialisation and integration in the workplace through prioritising workloads, collaborating with others and develop plans for ongoing support.

2. Demonstrate the ability to diagnose individual learning need(s), mobilise resources to meet learning need(s) and promote patient centred critical reflection on the learning experience.

3. Utilise an analytical approach in demonstrating the role and professional responsibilities of the mentee as part of the teaching team in the effective deployment of assessment strategies and processes to ensure safe and effective practice.

4. Show a critical understanding of key factors that contribute to the development and maintenance of the practice placement as an environment for interprofessional learning in which safe and effective evidence-based care is delivered.

5. Contribute to the evaluation of the student learning and assessment experience through self/peer/student evaluation and proposes a plan of action to meet shortcomings.

Level HE6

1. Critically analyse your own actions in developing and maintaining a supportive relationship, act as an advocate for the learner that promotes socialisation and integration in the workplace through prioritising workloads, collaborating with others and develop plans for ongoing support.

2. Critically analyse the process of diagnosing and mobilising resources to meet learning need(s) and analyse your own actions in promoting patient centred critical reflection on the learning experience.

3. Critically evaluate the role and professional responsibilities of the mentee as part of the teaching team in the effective deployment of assessment strategies and processes to ensure safe and effective practice.

4. Critically review and consolidate the key factors in the development and

(24)

interprofessional learning in which safe and effective evidence-based care is delivered.

5. Critically evaluate the student learning and assessment experience by utilising evidence from a range of sources and proposes a plan of action to meet shortcomings.

Level HE7

1. Develop and critically evaluate a plan of action in the development and maintenance of a supportive relationship, act as an advocate for learners that promotes socialisation and integration in the workplace through the prioritisation of workloads, collaborating with others and create plans for ongoing support.

2. Critically evaluate the process of diagnosing learning need(s); utilise a creative approach in planning to meet learning need(s) and evaluate your own actions in promoting patient centred critical reflection on the learning experience.

3. Critically evaluate the role and professional responsibilities of the mentee as part of the teaching team in the effective deployment of assessment strategies and processes demonstrating the ability to accept accountability in related decision making to ensure safe and effective practice.

4. Design and critically evaluate a plan for development and maintenance of the practice placement as an environment for interprofessional learning in which safe and effective evidence-based care is delivered.

5. Design and apply appropriate methodologies for the evaluation of the student learning and assessment experience by utilising evidence from a range of sources and develop a plan of action to meet shortcomings.

(25)

Appendix Three

The NMC (2008) Standards to support learning and assessment in practice mapped against the module learning outcomes and KSF

NMC Standard for Mentorship Intended Learning

Outcomes

KSF Dimensions

Establishing effective working relationships

 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

 Have effective professional and interprofessional working relationships to support learning for entry to the register. Learning Outcome 1 Core 1 – (C1) -Communication Core 2 – (C2) - Personal and People development General 1 (G1) – Learning and development. General 6 (G6) – People management Facilitation of learning

 Use knowledge of the

student’s stage of leaning to select appropriate learning opportunities to meet individual needs

 Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences

 Support students in critically reflecting upon their learning experiences in order to enhance future learning Learning Outcome 2 Core 1 – (C1) -Communication Core 2 – (C2) - Personal and People development General 1 (G1) – Learning and development. General 6 (G6) – People management

Assessment and accountability

 Foster professional growth, personal development and accountability through support of students in Learning Outcomes 1, 2 & 3 Core 1 – (C1) -Communication Core 2 – (C2) - Personal and

(26)

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 People development General 1 (G1) – Learning and development. General 6 (G6) – People management Evaluation of Learning  Contribute to evaluation of student learning and assessment experiences, proposing aspects for change resulting from such evaluation

 Participate in self and peer evaluation to facilitate personal development and contribute to the development of others Learning Outcomes 1, 4, 5 Core 1 – (C1) -Communication Core 2 – (C2) - Personal and People development Core 5 – (C5) – Quality General (G1) – Learning and development. Creating an environment for

learning  Support students to Learning Outcomes 1, 4, 5 Core 1 – (C1) -Communication

(27)

 Use a range of learning experiences, involving patients, clients, carers and the professional team, to meet defined 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 Quality General (G1) – Learning and development. General 6 (G6) – People management 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 carte is achieved and an effective learning environment is maintained Learning Outcomes 1, 2, 3, 4, 5 Core 2 – (C2) - Personal and People development Core 5 – (C5) – Quality General (G1) – Learning and development.

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

Learning Outcome 2 & 4 Core 2 – (C2) - Personal and People development Core 5 – (C5) – Quality General (G1) – Learning and development.

(28)

to their own practice

Leadership

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

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

 Prioritise work to

accommodate support of students within their practice roles

 Provide feedback about

the effectiveness of learning and assessment in practice Learning Outcomes 1, 2, 4, 5 Core 1 – (C2) -Communication Core 2 – (C2) - Personal and People development General (G1) – Learning and development. General 6 (G6) – People management

(29)

Appendix Four

Mapping of KSF Dimensions and Indicators to Multi-professional Support of Learning and Assessment in Practice Sessions and NMC Standards to support learning and assessment in Practice (2008).

KSF Dimension & Levels

Indicators Learning Outcomes Prep for Mentorship

Sessions NMC Standard CORE DIMENSION 1: COMMUNICATION Levels: 1 Communicate with a limited range of people on day-to-day matters 2 Communicate with a range of people on a range of matters 3 Develop and maintain communication with people about difficult matters and/or in difficult situations 4 Develop and maintain communication with people on complex Core 1/Level 4:

Develop and maintain communication with people on complex matters, issues and ideas and/or in complex situations. The worker:

a) identifies:

– the range of people involved in the communication – potential communication differences – relevant contextual factors – broader situational factors, issues and risks

b) communicates with people in a form and manner which: Learning outcome 1 Learning outcome 2 Learning outcome 3 Learning outcome 4 Learning outcome 5 Establishing effective working relationships Creating an environment for learning Facilitation of learning Assessment and accountability Leadership  Establishing effective working relationships  Facilitation of learning  Assessment and accountability  Evaluation of Learning  Creating an environment for learning  Leadership

(30)

matters, issues and ideas and/or in complex situations – is consistent with their level of understanding, culture, background and preferred ways of communicating – is appropriate to the purpose of the communication and its longer term importance – is appropriate to the complexity of the context – encourages effective communication between all involved – enables a constructive outcome to be achieved c) anticipates barriers to communication and takes action to improve communication

(31)

assist longer term needs and aims e) takes a proactive role in producing accurate and complete records of the communication consistent with legislation, policies and procedures f) communicates in a manner that is consistent with

legislation, policies and procedures. CORE DIMENSION 2: PERSONAL AND PEOPLE DEVELOPMENT Levels: 1 Contribute to own personal development 2 Develop own skills and knowledge and provide information to others to help their development Core 2/Level 4: Develop oneself and others in areas of practice The worker: a) evaluates the currency and sufficiency of own knowledge

and practice against the KSF outline for the post and identifies own development needs Learning outcome 1 Learning outcome 2 Learning outcome 3 Learning outcome 4 Learning outcome 5 Establishing effective working relationships Creating an environment for learning Facilitation of learning Assessment and accountability Evidenced Based Practice  Establishing effective working relationships  Facilitation of learning  Assessment and accountability  Evaluation of Learning

(32)

3 Develop oneself and contribute to the development of others

4 Develop oneself and others in areas of practice

and interests

b) develops and agrees own personal

development plan with feedback from others c) generates and uses appropriate learning opportunities and applies own learning to the future development of practice

d) encourages others to make realistic self assessments of their application of knowledge and skills challenging

complacency and actions which are not in the interest of

the public and/or users of services

e) enables others to develop and apply their knowledge and skills Leadership  Creating an environment for learning  Context of Practice  Evidenced Based Practice  Leadership

(33)

to learn from each other and from

external good practice g) alerts managers to resource issues which affect learning, development and performance h) develops others in a manner that is consistent with

legislation, policies and procedures.

CORE DIMENSION 5: QUALITY

Levels

1 Maintain the quality of own work 2 Maintain quality in own work and encourage others to do so 3 Contribute to improving quality 4 Develop a culture that improves quality Core 5/Level 4:

Develop a culture that improves quality The worker: a) acts consistently with legislation, policies, procedures and other quality

approaches and alerts others to the need for improvements to quality

b) works effectively in own team and as part of the whole organisation Learning outcome 1 Learning outcome 2 Learning outcome 3 Learning outcome 4 Learning outcome 5 Establishing effective working relationships Creating an environment for learning Facilitating learning Assessment and accountability Evidenced based practice Leadership  Evaluation of Learning  Creating an environment for learning  Context of Practice  Evidenced Based Practice  Leadership

(34)

c) prioritises, organises and carries out own work effectively d) enables others to understand, and

address risks to quality e) actively promotes quality in all areas of work

f) initiates and takes forward the introduction and

maintenance of quality and governance

systems and

processes across the organisation and its activities

g) continuously monitors quality and takes effective action to address quality issues and promote quality.

Evaluation

DIMENSION G1: LEARNING AND DEVELOPMENT

G1/Level 4: Design, plan, implement and evaluate learning and

Learning outcome 1 Learning outcome 2 Establishing effective working relationships  Establishing effective working relationships

(35)

activities

2 Enable people to learn and develop 3 Plan, deliver and review interventions to enable people to learn and develop 4 Design, plan, implement and evaluate learning and development programmes commissioning learning and development programmes:

– the purpose and aims of programmes

– the relationship of one programme to another, and to

related learning needs – the starting points and learning needs of learners

– the time and resources available – any contextual factors that need to be taken into account in learning designs b) designs overall learning and development programmes that:

– are appropriate to the interests of the

commissioners and the needs of learners Learning outcome 5 Facilitation of Learning Assessment and accountability Evidenced based practice Leadership Evaluation  Assessment and accountability  Evaluation of Learning  Creating an environment for learning  Context of Practice  Evidenced Based Practice  Leadership

(36)

– contain phased and inter-related objectives, methods

and approaches

– make best use of the resources available – are consistent with good learning practice – identify how

programmes and their component parts will be evaluated – specify relevant legislation, policies and procedures

c) details the inter-relationships between the different

learning and development components

d) agrees the designs of overall programmes and individual

components with the relevant people making

(37)

e) agrees with the programme team how programmes will be implemented and supports them

throughout the process responding to arising issues

f) monitors the delivery of programmes for their effectiveness

in meeting their aims and objectives

g) evaluates the effectiveness of

programmes and uses the outcomes to improve future programmes. DIMENSION G6: PEOPLE MANAGEMENT Levels: 1 Supervise people’s work

2 Plan, allocate and supervise the work of a team 3 Coordinate and G6/Level 1: Supervise people’s work The worker: a) gives people opportunities to contribute to the planning and organisation of their work b) develops and Learning outcome 1 Learning outcome 2 Learning outcome 3 Learning outcome 4 Learning outcome 5 Establishing effective working relationships Creating an environment for learning Facilitating learning  Establishing effective working relationships  Facilitation of learning  Assessment and accountability

(38)

delegate work and review people’s performance 4 Plan, develop, monitor and review the recruitment, deployment and management of people

explains plans and work activities to people

and enables them to carry out their work effectively

consistent with

legislation, policies and procedures

c) gives people support and opportunities to assess their

own work and gives them clear, sensitive and appropriate

feedback in a way that helps them improve and develop

d) supports people effectively during the NHS KSF

development review process

e) reports poor performance to a relevant person for

Assessment and accountability Evidenced based practice Leadership Evaluation  Creating an environment for learning  Leadership

(39)

Appendix Five

ACE & APPLE Learning Outcomes

The Clinical Educator (CE) or Practice Placement Educator (PPE) should provide evidence that s/he is able to:

1. Describe the role and identify the attributes of the effective CE or PPE. 2. Apply learning theories that are appropriate for the adult and

professional learners.

2. Plan, implement and facilitate learning in the clinical setting.

4. Apply sound principles and judgement inn the assessment of performance in the clinical setting.

5. Evaluate the learning experience.

6. Reflect on experience and formulate action plans to improve future practice.

ACE & APPLE Learning Outcomes Mapped to the KSF.

Learning outcomes Dimensions Level Indicator(s)

1 Describe the role and identify the attributes of the effective CE or PPE.

Core 1: Communication Core 5: Quality

Core 6: Equality, Diversity and Rights

General 1: Learning & Development 3 2 2 2 B & F B & C A A 2 Apply learning

theories that are appropriate for the adult and

Professional learners.

General 1: Learning & Development 3 2 2 2 B,C & D D C A.B,C & D

3 Plan, implement and facilitate learning in the clinical setting.

Core 1: Communication Core 6: Equality, Diversity and Rights

General 1: Learning & Development 3 2 2 A,B,C,D & F B & C A,B,C,D,E & F 4 Apply sound principles and judgement inn the assessment of performance in the clinical setting.

General 1: Learning & Development 3 2 2 2 D,E & F A & F D A,B,C & D

(40)

5 Evaluate the learning experience.

General 1: Learning & Development 3 2 2 2 B & C F D & E A,B,C & D 6 Reflect on experience and formulate action plans to improve future practice. Core 4: Service Improvement

General 1: Learning & Development 2 2 2 A,B,C,D,E & F E & F A,B,C & D

(41)

41 Appendix Six

Curriculum Map and assessment summary

Standards Mapping Matrix for Programme Leaning Outcomes / NMC Standards / ACE & APPLE Learning Outcomes / HPC Guidance and how met.

Programme learning outcomes

NMC Standards ACE & APPLE

Learning outcomes

HPC Guidance How met (assessment

activity)

Learning Outcome 1 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

1.Describe the role & identify attributes of the effective clinical

educator.

3.Plan, implement and facilitate learning in the clinical setting.

5.7.Have the knowledge, skills & experience to support students. 5.7 Provide a safe environment for effective learning. Assessment 2 – portfolio Assessment 1 – essay.

(42)

Evaluation of Learning  Contribute to evaluation of student learning and assessment experiences, proposing aspects for change resulting from such evaluation

 Participate in self and peer evaluation to facilitate personal development and contribute to the development of others Leadership  Plan a series of learning experiences that will meet students defined learning needs  Be an advocate for students to support them accessing

(43)

43 individual needs, involving a range of other professionals, patients, clients and carers  Prioritise work to accommodate support of students within their practice roles  Provide feedback about the effectiveness of learning and assessment in practice

Learning Outcome 2 Facilitation of learning

 Use knowledge of the student’s stage of leaning to select appropriate learning opportunities to meet individual needs  Facilitate selection of 2.Apply learning theories that are

appropriate for the adult and professional

learners.

5.7.Have the knowledge, skills & experience to support students.

Assessment 1 – essay. Assessment 2 –

(44)

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

Learning Outcome 3 Assessment and

accountability  Foster professional growth, personal development and accountability through support of students in practice  Demonstrate a breadth of understanding of assessment

educator.

4.Apply sound principles and judgement in the assessment of

performance in the clinical setting.

5.7Have the knowledge, skills & experience to support students. 5.8 Be able to assess students using formative and summative assessments. 5.11 Demonstrate their expectations of professional conduct. 5.11 Demonstrate Assessment 1 – essay Assessment 2 – portfolio

(45)

45 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

action to be taken in the case of, failing to

(46)

practice

Learning Outcome 4 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 defined learning needs  Identify aspects of the learning environment which could be enhanced negotiating with others to make

educator.

5.Evaluate the learning experiences.

6.Reflect on experience and formulate action plans to improve future practice.

5.7 Provide a safe environment for effective learning.

5.7Have the knowledge, skills & experience to support students.

Assessment 1 – essay Assessment 2 – portfolio

(47)

47 to facilitate personal and professional development of others

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

(48)

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

Learning Outcome 5 Evaluation of Learning

 Contribute to evaluation of student learning and assessment experiences, proposing aspects

5.Evaluate the learning experiences.

6.Reflect on experience and formulate action plans to improve future practice.

5.7.Have the knowledge, skills & experience to support students.

Assessment 1 – essay Assessment 2 –

(49)

49  Participate in self

and peer evaluation to facilitate personal development and contribute to the development of others

(50)

Appendix Seven – Management Support Letter University of Bolton Health & Community Studies

Multi-professional Support of Learning and Assessment in Practice Module

Dear Line Manager,

Nurses, midwives and Allied Health Professionals undertaking the Multi-professional Support of Learning and Assessment in Practice modules need to be supervised by an experienced mentor for the duration of the module.

The mentor –assessor and mentorship student must be scheduled to mentor pre-registration learners together in the time period of the Multi-professional Support of Learning and Assessment in Practice module. If pre-registration learners are not available then contact the Trust PEF team to arrange access to a pre registration student.

Protected Learning Time (NMC, 2008)

The NMC (2008) Standards to support learning and assessment in practice requires all mentorship students to be given protect learning time to complete NMC requirements. Mentorship students must complete a minimum of a 10 day mentorship programme, with at least 5 days protected learning time (NMC, 2008).

Mentoring with Due Regard (NMC, 2008)

 It is an NMC requirement that due regard is applied to the final assessment of achievement of standards of proficiency for entry to the register.

 Those assessing performance at these points must be on the same part/sub-part of the register/ field of practice.

 A mentor/ practice teacher with due regard may draw together feedback and assessment of transferable skills, making an overall judgement of achievement of proficiency at the end of two or three placements.

 A 'hub and spoke' approach may be used, where students have a base or hub during a long placement, supervised and summatively assessed by a mentor/ practice teacher with due regard. As part of this placement, students may undertake a series of spoke or satellite placements overseen by a range of supervisors who feed back to the hub assessor.

 A tripartite approach to summative assessment can also be utilised as outlined in NMC circulars 26/2007 (nursing) and 02/2008 (midwifery).

I agree the above NMC (2008) requirements will be met:

Signature: Print Name & Designation:

Practice Area: Trust:

(51)

51 Appendix Eight – Marking Criteria

General Assessment Guidelines Level HE5

Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing

C las s I (E x c e p tion a l Qu a lit y )

80%+ As for Class 1(70-79%) but exceptional work

70-79%

Directly relevant to title. Addresses most or all of the implications and assumptions of the title.

Demonstrates a wide knowledge/understanding of theory and practice for this level, through the identification and analysis of the most important issues and themes.

Makes creative use of appropriate arguments and/or theoretical models. Contains some distinctive or independent thinking. A comprehensive analysis of the material resulting in clear, logical conclusions.

Coherently articulated and logically structured. An appropriate format is used.

The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).

A very well written answer with standard spelling and grammar. Style is clear, resourceful and academic.

Sources accurately cited in the text. A wide range of appropriate references cited in the reference list in the correct style.

C las s I I/ i (V e ry Go o d Qu a lit y ) 60-_69%

Directly relevant to title. Addresses some of the implications of the issues addressed by the title.

Demonstrates a sound knowledge/understanding of theory and practice for this level through the identification and analysis of key issues and themes.

Uses appropriate arguments or theoretical models.

Intermittent analysis of the material, with some descriptive or narrative passages. Clear, logical conclusions.

For the most part coherently articulated and logically constructed. An appropriate format is used.

The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP.

Well written with standard spelling and grammar. Style is clear and academic.

Sources accurately cited in the text and a range of appropriate references cited in reference list in the correct style. C las s I I/ ii (Go o d Qu a lit y ) 50-_59%

Generally addresses the title and its implications, but sometimes addresses irrelevant issues.

Demonstrates an adequate knowledge/understanding of theory and practice for this level, through the identification and analysis of the some key issues and themes.

Provides a coherent argument, but lacking clear focus and consistency in places. Some issues lack clarity, or theoretical models expressed in simplistic terms. Evidence of attempted analysis, with descriptive or narrative passages. Conclusions are fairly clear and logical.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is correct for the type of assignment. Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and mainly academic.

Most sources accurately cited in the text and an appropriate reference list in the correct style is provided. C las s I II (S a ti s fa c to ry Qu a lit y ) 40-49% Some degree of irrelevance to the title. Superficial consideration of the issues.

Demonstrates limited knowledge/understanding of theory and practice for this level, with intermittent analysis of some key issues and themes.

An argument is evident but lacks clarity and

coherence.

Issues are only vaguely stated.

Largely descriptive or narrative passages lacking clear analytical purpose. Conclusions are not always clear or logical.

Some attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid

understanding.

Generally competent writing although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and tends not to be academic.

Some relevant sources cited. Some weaknesses in referencing technique.

(52)

B o rd e rli n e Fail 35-39%

Some significant degree of irrelevance to the title is common. Onlythe most obvious issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level. Evidence of understanding of key issues is lacking.

Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.

Poorly structured. Lack of articulation.

Format deficient.

For the type of assignment the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult.

Simplistic or repetitious style impairs clarity.

Limited sources and weak referencing.

Fail

<34%

Relevance to the title is intermittent or missing. The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.

Inadequate arguments and no analysis.

Conclusions are sparse.

Unstructured.

Lack of articulation. Format deficient.

For the type of assignment the presentational style &/or layout is lacking. FTP as above.

Poorly written with numerous deficiencies in grammar, spelling, expression and style.

An absence of academic sources and poor referencing technique.

PROGRAMME HANDBOOK. Multi-Professional Support of Learning and Assessment in Practice. Part-time