¡ learning styles
¡ adult learning theories ¡ social learning theory ¡ simulated learning
¡ reflective process and reflective models ¡ action learning ¡ experiential learning ¡ practice based learning Applied mentorship:
¡ the philosophy of mentorship ¡ effective mentor
characteristics
¡ the mentor – student relationship
¡ barriers to learning
¡ models of mentorship, such as team, hub and spoke and long-arm mentorship
Evaluation of teaching effectiveness:
¡ self ¡ peer
This section of the document introduces the three units that comprise this core curriculum outlining the rationale, learning outcomes, indicative content and supporting evidence for each.
4.1 Unit 1: Learning 4.1.1 Rationale
The aim of this unit is to support the development of a learner centred approach to facilitating learning and creating an effective learning environment.
4.1.2 Learning outcomes
LO .1.1 – Apply theories and principles of teaching, learning and assessment to support effective learning in the practice setting
Learning outcome 1.1 - Indicative content
Theories and styles of learning and assessment and their application to practice:
¡ interprofessional learning ¡ rolemodelling
¡ clinical skills teaching ¡ self directed learning ¡ co-operative learning styles
¡ transferability of mentorship skills to other learning situations
Good Practice Example
An example of mentorship from The Robert Gordon University
Health and social care reorganisation creates opportunities and challenges for the mentorship of students and service providers have been creative in responding to these challenges whilst ensuring practice learning capacity. RGU and their NHS partners identified mentors needed additional support to implement the different models of mentorship in practice. Some wards and departments for example, were unable to offer students the full range of learning experiences required to achieve their module learning outcomes and NMC competencies. The patient journey through a service, for example ophthalmology, was used to group practice areas together. This approach provided students with an overall practice learning experience and ensured all areas were utilised for students. Mentor feedback highlighted that guidance was required to clarify mentor responsibility and ensure effective communication between mentors within a “grouping”. This was particularly important to ensure all mentors involved in supporting a student as they progressed through the area contributed towards the assessment and documentation process. One method adopted is the use of a reflective log/diary which the student shares and discusses with their mentor as they progress through the learning experience. The different models of mentorship and individual mentor responsibility and accountability are explored as part of the mentor preparation programme.
LO 1.2 – Utilise best evidence to devise strategies which actively influence the creation of a quality, challenging and supportive learning environment
Learning outcome 1.2 - Indicative content
Learning environment:
¡ characteristics of an environment conducive to learning
¡ SWOT analysis ¡ observational analysis Managing the learning environment:
Evaluation of the learning environment: ¡ significance of culture and leadership ¡ recognising learning opportunities
¡ quality standards for practice placements (QSPP)
¡ utilising available research and evidence base
¡ acting as a resource and advocate
¡ practice placement audit/ educational audit
¡ context and challenges
¡ reasonable adjustments ¡ supporting students to provide
feedback on their learning experience
LO 1.3 - Demonstrate the application of a range of knowledge, skills and appropriate attitudes to organise, manage and evaluate a student’s learning experience
Learning outcome 1.3 - Indicative content
Understanding the student’s educational programme: ¡ locally delivered programmes
of education
¡ disseminated models of education supported locally
¡ determination of student’s stage of programme and development needs
¡ managing student’s expectations
¡ identifying appropriate learning outcomes, opportunities and activities Formulation of learning plans/agreements which will involve:
¡ establishing personal relationships/support
¡ giving and receiving effective feedback.
Good Practice Example
Using Student & Mentor Stories to Underpin the Delivery of Mentorship Preparation - Glasgow Caledonian University
Glasgow Caledonian University (GCU) delivers the mentor preparation programme five protected learning days by face-to-face contact. Learning day two incorporates group work designed to facilitate exploration of ‘giving and receiving feedback’. Student mentors are encouraged to work in groups and discuss a DVD clip showing three students reflecting on their own experiences of receiving feedback from mentors in the practice learning environment. To augment this group work, student mentors are directed to the virtual learning resource ‘GCU Learn’ where they can view a DVD clip of experienced mentors reflecting on their experiences of giving student feedback. Student mentors are encouraged to reflect on the viewpoints expressed by both students and mentors, to consider the potential impact of this learning on their own practice as a mentor and to evidence this work within their portfolio of evidence.
4.1.3 Supporting evidence
Carlson E, Wann-Hansson C, Pilhammar E (2009) Teaching during clinical practice: Strategies and techniques used by preceptors in nursing education. Nurse Education Today. 29 (5), 522-526.
Chandan M, Watts C (2012) Mentoring and pre-registration nurse education. Available at: www.williscommission.org.uk
Derbyshire JA, AI Machin (2011) Learning to work collaboratively: Nurses’ views of their pre-registration interprofessional education and its impact on practice. Nurse Education in Practice 11 (4), 239-244.
Donaldson JH, Carter D (2005) The value of role modelling: Perceptions of undergraduate and diploma nursing (adult) students. Nurse Education in Practice. 5 (6), 353-359.
Duffy K (2011) Getting off to a good start. Nursing Standard. 26 (9), 64.
Gray MA, Smith LN (2000) The qualities of an effective mentor from the student nurse’s perspective: findings from a longitudinal qualitative study. Journal of Advanced Nursing. 32 (6), 1542-1549
Gray M, Smith LN (1999) The professional socialisation of diploma of higher education in nursing students (Project 2000): a longitudinal qualitative study. Journal of Advanced Nursing. 29 (3), 639-647
Huybrecht S, Loeckx W, Quaeyhaegens Y (2011) Mentoring in nursing education: perceived characteristics of mentors and the consequences of mentorship. Nurse Education Today, 31, 274-278.
Jokelainen M, Turunen H, Tossavainen K, Jamookeeah D, Coco K (2011) A systematic review of mentoring nursing students in clinical placements. Journal of Clinical Nursing. 20 (19/20), 2854-67.
Lave J, Wenger E (1991) Situated learning: legitimate peripheral participation. Cambridge. Cambridge University Press. Mead D, Hopkins A , Wilson C (2011) Views of nurse mentors about their role, Nursing Management - UK. 18 (6), 18-23. Meechan RH, Jones H, Valler Jones T (2011). Students’ perspectives on their skills acquisition and confidence. British Journal of Nursing. 20 (7), 445-450.
Ness V, Duffy K, McCallum J, Price L (2010) Supporting and mentoring nursing students in practice. Nursing Standard, 25 (1), 41-6 NHS Education for Scotland (2003) The Development of the Quality Standards for Practice Placements. Final Report. Edinburgh. NHS Education for Scotland.
NHS Education for Scotland (2008) Quality Standards for Practice Placements. Edinburgh. NHS Education for Scotland. Available at www.nes.scot.nhs.uk/media/323817/qspp_leaflet_2008.pdf
NHS Education for Scotland (2010) Quality Standards for Practice Placements Audit Tool. Edinburgh. NHS Education for Scotland. Available at
www.nes.scot.nhs.uk/media/325397/qspp_audit_tool_interactive_fields.pdf
O’Driscoll MF, Allan HT, Smith PA (2010). Still looking for leadership - who is responsible for student nurses’ learning in practice? Nurse Education Today 30 (3), 212-217.
Pearce C. (2007) Ten Steps to Carrying Out a SWOT Analysis. Nursing Management. 14 (2), 25
Plakht Y, Shiyovich A, Nusbaum L, Raizer H (2012) The association of positive and negative feedback with clinical performance, self evaluation and practice contribution of nursing students. (doi:10.1016/j.nedt.2012.07.017)
www.nurseeducationtoday.com/article/S0260-6917(12)00259-6/abstract
Pritchard E, Gidman J (2012) Effective mentoring in the community setting, British Journal of Community Nursing. 17 (3), 119-124. Royal College of Nursing (2007) Guidance for Mentors of Nursing Students and Midwives, An RCN Toolkit. London. Royal College of Nursing.
Royds K (2010) Using reflective practice to learn from good and bad experiences. Learning Disability Practice. 13 (5), 20-23 Scottish Government Health Directorate (2010) NHS Scotland, A Joint Declaration on NMAHP Leadership from Scotland’s Chief Nursing Officer, Chief Health Professions’ Officer and Nursing, Midwifery and Allied Health Professions Leader. Edinburgh. Scottish Government.
Spouse J (1998) Scaffolding student learning in clinical practice. Nurse Education Today. 18 (4), 259-266
Stevens C, Clark C, Young A, Thomas K, Hassel D (2009) Developing activities to help students achieve learning outcomes in practice placements. Nursing Times, 105 (21), 14–15.
Watson HE, Harris B (1999) Supporting Students in Practice Placements in Scotland. Edinburgh. National Board for Nursing, Midwifery and Health Visiting for Scotland
Walsh D (2010) The Nurse Mentor’s Handbook: supporting students in clinical practice. Berkshire. Open University Press. Watts C, Gordon J (2012) Pre-registration nurse education: overview of themes from the literature. Available at www. williscommission.org.uk
4.2 Unit 2: Professional relationships and accountability 4.2.1 Rationale
The aim of this learning unit is to enable mentor development in relation to facilitating learning and professional growth, acting as a resource and directly managing learning in practice to ensure public protection.
4.2.2 Learning outcomes
LO 2.1 – Explore issues of accountability and fitness for practice
Learning outcome 2.1 - Indicative content
Professional growth, personal development and accountability: ¡ professionalism
¡ professional standards and codes
¡ implications of the professional standards for practice
¡ balancing support and challenge in mentorship
¡ supporting the student to challenge practice
¡ governance arrangements Accountability for confirming that students have met, or not met, the NMC requirements and are capable of safe and effective practice:
¡ challenges and accountability associated with assessment
¡ record keeping and audit trail ¡ promoting equality and diversity
¡ delegation of responsibility ¡ requirements for retention on
the local mentor register
¡ AEI processes e.g. cause for concern, appeals procedure, sensitive disclosure
Good Practice Example
Supporting nursing and midwifery students with a disability in practice
Feedback from mentors suggested that although there were many sources of information about the Equality Act 2010, there was limited practical guidance available relating to how the mentor can support the student with a disability within practice learning environments.
Edinburgh Napier University, the University of Edinburgh and Queen Margaret University with partner NHS Boards developed a guide for mentors with the following aims:
¡ provide key information relating to students with disability in the practice setting, to include scenarios and examples of reasonable adjustments and FAQs
¡ identify key contacts within the NHS and the Universities who can support the mentor
¡ provide guidance for the mentor in relation to supporting a student with a disability and implementing reasonable adjustments in practice
The guide is now incorporated in the mentor preparation programme and made available to mentors through annual updating activities.
LO 2.2 – Critically appraise how professional relationships inform and underpin effective mentoring
Learning outcome 2.2 - Indicative content
Effective working relationships: ¡ effective interpersonal
relationships
¡ critical reflection of self
¡ examination of professional boundaries
¡ rolemodelling
Factors which influence integration of students into practice settings:
Support to facilitate transition from one learning environment to another:
¡ cultural differences and context of practice
¡ socialisation into existing teams
¡ induction into each practice learning environment
¡ sources of support for learning and assessment in practice
¡ pastoral care and support ¡ leadership
¡ managing competing demands
¡ use and value of ongoing achievement record to identify learning needs
¡ foster a sense of belongingness ¡ confidence and competence
¡ self/peer evaluation ¡ advocacy
¡ challenging students
¡ recognising equality and acknowledging diversity
¡ student responsibility to raise concerns regarding the quality of the learning environment or when they believe the safety of service users is at risk
4.2.3 Supporting evidence
Bellafontaine N (2009) Exploring whether student nurses report poor practice they have witnessed on placements. Nursing Times 105 (35), 28–31.
Bradbury-Jones C, Sambrook S, Irvine F (2011) Empowerment and being valued: A phenomenological study of nursing students’ experiences of clinical practice. Nurse Education Today 31 (4), 368-372.
Brown J, Robb Y, Duffy K, Lowndes A (2009) Enhancing learning in care settings: the profile of learning achievements in care environments (PLACE) project. Quality in Ageing. 10 (3), 24-33.
Child J, Langford E (2011) Exploring the learning experiences of nursing students with dyslexia Nursing Standard 25 (40), 39-46. Dale C, Aiken F (2007) A Review of the Literature into Dyslexia in Nursing Practice Final Report. London. Royal College of Nursing. Available at
www.rcn.org.uk/__data/assets/word_doc/0004/29578/dyslexia_in_nursing_practice_jan07.doc
Goode M (2012) The role of the mentor: a critical analysis. Journal of Community Nursing. 26 (3), 33-35
Hammond J, Hercules F (2000) Understanding Dyslexia: An introduction for dyslexic students. SHEFC. Edinburgh.
Kane A, Gooding C (2009) Reasonable Adjustments in Nursing and Midwifery, a Literature Review. London. Nursing and Midwifery Council. Available at www.nmc-uk.org/Documents/ResearchPapers/Reasonable%20adjustments%20literature%20review.pdf Levett-Jones T, Lathlean J (2008) Belongingness: a prerequisite for nursing students’ clinical learning. Nurse Education in Practice 8 (2), 103-111
Lofmark A, Hanseho G, Nilsson M, Tornkirisit T (2012) Learning Opportunities in primary health care. Nursing Standard. 23 (13), 35-43
Morris D, Turnbull P (2007) The disclosure of dyslexia in clinical practice: experiences of student nurses in the United Kingdom. Nurse Education Today 27, 35-42
Nursing and Midwifery Council (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. London. Nursing and Midwifery Council.
Nursing and Midwifery Council (2009) Standards for Pre-registration Midwifery Education. London. Nursing and Midwifery Council. Nursing and Midwifery Council (2010) Raising and Escalating concerns: Guidance for nurses and midwives. London. Nursing and Midwifery Council.
Nursing and Midwifery Council (2010) Standards for Pre-registration Nursing Education. London. Nursing and Midwifery Council. Nursing and Midwifery Council (2011) Guidance on Professional Conduct for Nursing and Midwifery Students. London. Nursing and Midwifery Council.
Nursing and Midwifery Council (2012) Midwives rules and standards. London. Nursing and Midwifery Council. Ridley C (2011). The experiences of nursing students with dyslexia. Nursing Standard 25 (24): 35-42.
Stainer L, Ware P (2006) Guidelines to support nursing learners with Dyslexia in Practice Association of Dyslexia Specialists in Higher Education. Available at www.workingstrategies4u.co.uk/docs/adshe_guidelines.pdf
Tee SR, K Owens K, Plowright S, Ramnath R, Rourke S, James C, Bayliss J (2010). Being reasonable: supporting disabled nursing students in practice. Nurse Education in Practice 10 (4), 216-221.
The Scottish Government (2012) Professionalism in Nursing, Midwifery and the Allied Health Professions in Scotland – a report to the Co-ordinating Council for the NMAHP contribution to the Healthcare Quality Strategy for NHSScotland’
Available at www.scotland.gov.uk/Resource/0039/00396525.pdf
The Stationary Office (2010) Equality Act 2010. London. The Stationary Office.
University of Southampton (2012) Supporting dyslexic students on practice placements. Learning Differences Centre in collaboration with the School of Nursing and Midwifery and the School of Health Professions and Rehabilitation Sciences, University of
Southampton.
Available at www.nmc-uk.org/Documents/SLAIP%20case%20studies/NMC%20SLAIP%20case%20study%20University%20of%20 Southampton.pdf
Walker R, Cooke M, Henderson A and Creedy DK (2011) Characteristics of leadership that influence clinical learning: A narrative review. Nurse Education Today, 31, 743-756.
¡ contemporary evidence in relation to the process of assessment
¡ consider validity and reliability of assessment using a range of methods
¡ local practice assessment documentation and processes ¡ ongoing achievement record ¡ due regard
Methods used to monitor progress and judge achievement of knowledge, skills and attitudes:
Concept of continuous assessment:
Recording of evidence: ¡ working with the student ¡ observation of practice ¡ discussion with the student ¡ student portfolio
¡ learning agreement/assessment plan
¡ recognition of fitness to practice ¡ supporting decisions in relation to
fitness to practice
¡ simulation/OSCEs ¡ student self-assessment/
feedback
¡ feedback from professional colleagues/patients/peers
¡ formative assessment
¡ significance of effective and ongoing documentation of student performance 4.3 Unit 3: Assessment
4.3.1 Rationale
The aim of this learning unit is to enable the student mentor to assess student performance in practice and recognise under performing students and be aware of their accountability with regards to their decision to pass, refer or fail a student. 4.3.2 Learning outcomes
LO 3.1 - Apply the principles and stages of the assessment process to the effective assessment of students in practice
Learning outcome 3.1 - Indicative content
The assessment process and its purpose:
¡ service user and carer involvement in assessment of students
¡ gate-keeping entry to the professional register
¡ critical reflection
¡ NMC pre-registration standards and competencies
LO 3.2 - Provide constructive feedback to facilitate the enhancement of student performance
Learning outcome 3.2 - Indicative content
Principles of feedback including, assessing practice performance and eliciting competence: ¡ debriefing and feedback
provision in competence-based assessment
¡ criteria referenced assessment ¡ effective and ineffective
feedback
Feedback in the assessment process:
Barriers to effective feedback: ¡ guidance and support in
relation to competence and confidence building
¡ behaviour change in professional development
¡ role conflicts
¡ interpersonal skills – negative attitudes/experiences that influence provision and reception of feedback, ambiguous role modelling
¡ evidence-based modes and methods of assessment feedback
¡ structured reflection, self and peer assessment
¡ environmental barriers ¡ time
¡ strategies for dealing with barriers to feedback
¡ characteristics of effective feedback
¡ grading of practice ¡ reactions to feedback
¡ verbal and written feedback ¡ timeliness of meaningful
assessment feedback
LO 3.3 - Manage the assessment process in challenging situations
Learning outcome 3.3 - Indicative content
Support mechanisms available for mentors and students during the assessment process: ¡ professional codes and
regulations
¡ local guidance ¡ team collaboration Confidentiality within the context of assessment:
Mentor responsibilities in making complex judgements: ¡ self-disclosure
¡ data protection
¡ borderline student ¡ weak student
¡ student demonstrating unsafe practice
¡ student ongoing achievement record (OAR)
¡ student with an individual learning need
¡ access to support mechanisms when dealing with challenging situations
¡ peer support
¡ AEI and PEF/CHEF support
¡ accurate documentation
¡ student demonstrating unprofessional behaviour
LO 3.4 - Critically examine mentor accountability in relation to assessing students
Learning outcome 3.4 - Indicative content
Professional accountability when making complex assessment decisions: ¡ appropriate assessment process
¡ effective feedback mechanisms
¡ decision making process ¡ collaborative problem solving Sign-off mentor:
¡ role of and criteria for sign-off status
¡ accountability of sign-off mentor
Good Practice Example
Example of achieving sign-off mentor status
NHS Tayside has produced an illustrative flow chart to describe progress towards achieving sign-off mentor status. This flowchart uses symbols to describe the combination of activities as detailed below which can be used to achieve first and second sign–off status, while illustrating that the third supervision of sign-off must be undertaken through the assessment of an actual student undertaking an NMC approved programme.
MPP
L
A
3
Activity from Mentor Preparation programme learnProModule Assessment of Year 1, 2 or 3 student nurse/
midwife from any part of the
programme Assessment of signing-off proficiency with an actual student undertaking an NMC programme
¡ requirements for retention on the local mentor register
¡ Data Protection Act ¡ protected time
4.3.3 Supporting evidence
Carr J, Heggarty H, Carr M (2010) Reflect for success: recommendations for mentors managing failing students, British Journal of Community Nursing, 15 (12), 594-596.
Cassidy S (2009) Interpretation of competence in student assessment, Nursing Standard, 23 (18), 39-46.
Clynes M (2008) Providing feedback on clinical performance to student nurses in children’s nursing: challenges facing preceptors. Journal of Children’s and Young People’s Nursing. 2 (1), 29-35.
Clynes MP, Raftery SEC (2008) Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice. 8 (6), 405-411.
Chenery-Morris S (2011) Top ten tips for sign-off mentors assessing midwifery students in practice. Essentially MIDIRS 2 (8), 27-31 Duffy K (2003) Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. Glasgow: Glasgow Caledonian University. Available from:
www.nmc-uk.org/Documents/Archived%20Publications/1Research%20papers/Kathleen_Duffy_Failing_Students2003.pdf Duffy K (2013) Providing constructive feedback to students during mentoring. Nursing Standard. 27 (31), 50-56.
Duffy K, Hardicre J (2007) Supporting failing students in practice. Part 1 Assessment. Nursing Times, 103 (47), 28-28. Duffy K, Hardicre J (2007) Supporting failing students in practice. Part 2 Management. Nursing Times, 103 (48), 28-29.
Fisher M (2009) How can midwifery sign off mentors be supported in their role? An evidence-based discussion of the challenges facing clinicians, managers and academics. Midirs Midwifery Digest. 19 (3), 319-324
Gray M, Donaldson J (2009) Exploring issues in the use of grading in practice: Literature review. Available at www.nes.scot.nhs.uk/ media/572846/final_report_-__exploring_issuesin_the_use_of_grading_in_practice__volume_1_.pdf
Gray M, Donaldson J (2010) Literature review exploring issues of service user and carer involvement in the assessment of students’ practice - Volume 1 Available at www.nes.scot.nhs.uk/media/572852/final_-_volume_1_exploring_service_user___carer_involvement. pdf
Gray M, Donaldson J (2010) Literature review exploring issues of service user and carer involvement in the assessment of students’ practice - Volume 2. Available at www.nes.scot.nhs.uk/media/572855/final_report_-__volume_2exploring_issues_of_service_user_ and_carer_involvement_in_assessment_.pdf
Heaslip V, Scammell JME (2012) Failing underperforming students: The role of grading in practice assessment. Nurse Education in Practice 12 (2), 95-100
Lauder W, Roxburgh M, Holland K, Topping K, Watson R, Johnson M, Porter M (2008) Nursing and Midwifery in Scotland: being fit for practice. Edinburgh. NHS Education for Scotland.
Middleton R, Duffy K (2009) Mentoring a student immediately prior to registration: a qualitative study. British Journal of Community Nursing. 14 (11), 481-486
NHS Education for Scotland (2011) Developing a National Approach to Practice Assessment Documentation for the Pre-registration Nursing Programmes in Scotland. Edinburgh. NHS Education for Scotland. Available at www.nes.scot.nhs.uk/education-and-training/ by-discipline/nursing-and-midwifery/resources/publications/developing-a-national-approach-to-practice-assessment-documentation-for-the-pre-registration-nursing-programmes-in-scotland.aspx
Norman IJ, Watson R, Calman L, Redfern S, Murrells T (2000) Evaluation of the validity and reliability of methods to assess the competence to practise of pre-registration nursing and midwifery students in Scotland. London: King’s College, Florence Nightingale School of Nursing and Midwifery
Price B (2012) Key principles in assessing student’s practice based learning. Nursing Standard, 26,(49),49-55.
Stickley T, Stacey G, Pollock K, Smith A, Betinis J (2010) The practice assessment of student nurses by people who use mental health services. Nurse Education Today. 30 (1), 20-25
The Stationary Office (1998) The Data Protection Act 1998. London. The Stationary Office.
Watson R, Stimpson A, Topping A, Porock D (2002) Clinical competence assessment in nursing: a systematic review of the literature. Journal of Advanced Nursing. 39 (5), 421-431
