Update for Nursing Mentors 2016 Supporting Undergraduate Pre- registration Nursing Students in practice

Over to you……….. What do you want to get out of this mentor update? Any issues or questions you want to cover today: e.g. Issues with students you have mentored; queries re pre – registration nursing programme; any other practice placement or mentorship issues?

What’s new? Issues potentially impacting on placements and mentors: Loss of student fees and bursaries to student loan model from September 2017 Potential increased student numbers on placements Need for new placements – and acknowledge increase in of private, independent, voluntary sector provision Models of mentorship –current one to one mentor model potentially unsustainable (RCN mentorship project, development/publications/pub ) development/publications/pub Value based recruitment/ 6cs/ professional behaviours in practice Electronic practice assessment documents - Pebblepad Grading of practice under discussion New NMC standards for pre reg nursing and supporting learning in practice currently under development

Locally - NMC visit to Leeds 2016 Emphasis on how we respond to practice concerns within nursing and midwifery education and supervision - specifically patient safety and wellbeing and the learning environment Students’ experiences are being considered as part of the quality assurance processes Students need to be aware of their duty of care to raise concerns immediately - part of Induction to placement as well as in University Emphasis on NMC and CQC being made of concerns re safeguarding/unsafe practice raised by students or staff New locally developed algorithm for reporting concerns raised by or involving students

Escalating concerns algorithm: To add here

NMC Mentor Update – check you know the basics! 1.What are the NMC requirements for quality assuring placements? 2.What are your trienniel review and on-going obligations as a mentor? 3.What is a sign off mentor, why were they introduced & how do you become one? 4.What are the obligations of the mentor – including documentation : Prior to student arriving for placement First day First week Half way through End of placemen Making fair judgements about NMC Practice Standards AND Clinical Skills Dealing with a potentially failing student – including concerns professional suitability

What if………. Student doesn’t turn up Student is off sick Student wants to make up hours Student wants to work as an agency or bank HCA in your area Student says he/she cannot arrive at start time and cannot do certain shifts

Support for mentors in Leeds: Leeds University Placement Unit Contains resources for mentors and students including copies of student documentation, local mentor update programmes, SLIP programmes, contact details for the Universities if student issues. They do the allocations of students for Leeds uni and Leeds Beckett Health care placements website Pan Yorkshire website for supporting learning: Profile of all practice placements in Yorkshire –check your is up to date (pass words from PLF or your educational leads) / Mentor register / Student online evaluation facility / Educational audits/ Details of local Practice Learning Facilitators (PLFs) Link lecturer Students personal tutor/course leader Practice learning facilitators – based in Trust or for private, voluntary and independent sector, based at University - support quality assurance of the practice placement units for students of all health professions

NMC (2008) “Mentors are responsible and accountable for..providing..constructive feedback” We know that students: Value feedback Want specific not generic feedback Want negative as well as positive feedback Need formative as well as summative feedback Can find feedback :motivating, increases their confidence, promotes personal development, improves self esteem, reduces stress, develops competence We know that mentors: Find giving feedback stressful at times Difficult to give to weaker students (Source: Duffy K Providing constructive feedback to students during mentoring Nursng Standard – 56)

Activity: Reflect on students who you have recently mentored and come up with some general principles of giving constructive feedback

Principles: Set realistic goals Gauge students expectations of feedback by self assessment Ensure it is informed by evidence (prepare) Be timely -give as close as possible to events Be specific and balanced Document feedback discussions Invite student to contribute Involve university if risk of failing or mentor needs support (Adapted from Walsh D The Nurse mentor handbook OUP Maidenhead)

Think about stage student is at: Stage 1 novice Stage 2 care of single client & family/carer – non- complex cases Stage 3 – care of groups of clients & families/carers and for complex cases Consider importance of assessing against objective criteria rather than subjective or normative criteria

Key principles of feedback and assessment 1. Interview process: preliminary, intermediate and final 2. Development plans Emphasis on intermediate review /feedback/ action plans 3.Evidence of achievement in practice of practice standards 4. Final interview – no surprises!

Scenarios: 1.You are mentoring a first year student in your practice learning environment. Another student discloses that they have seen a discussion on a social networking site posted by the student you are mentoring stating that the student does not feel supported by you, as the mentor. 2.Mark is a 2nd year pre-registration student. He is 4 weeks into his placement. When he sees his personal tutor in University, he complains that his preliminary interview did not occur until 2 weeks into the placement, that Jane, his mentor, ….. has not updated herself recently…..” and she is frequently working different shifts to him. What should his personal tutor do?

3. You are mentoring a second year student who is in week 3 of an 8 week practice learning experience. Based on your observations and questioning, you notice that the student’s underpinning knowledge is poor when undertaking a particular intervention. As part of your support strategy you give the student a workbook previously developed which you ask to be completed within a week. You then receive a telephone call from a lecturer in the University who states that the student feels that you (mentor) have unrealistic expectations of them. 4.During your introductory meeting with a pre- registration student who you mentoring, they disclose to you that they are dyslexic and so may struggle with written work

Levett – Jones,T., Lathlean, J., Higgins, I. & McMillan, M. (2009) Staff – student relationships and their impact on nursing students’ belongingness and learning Journal of Advanced Nursing, 65, 2, “Nursing students’ self-concept, confidence, resilience, self efficacy, the extent to which they were willing to question or conform to poor practice, motivation to learn and future career decisions were influenced by the extent to which they experienced belongingness.”