Implemented September 2007 – updated 2008 Mentor Update 2014 NMC Standards for mentorship Implemented September 2007 – updated 2008 http://www.nmc-uk.org/

Overview Criteria for mentorship NMC domains for mentors Triennial review Reliability & validity of assessments Supporting students who have a disability or a weak student Protecting the public –your role as a mentor New curriculum – ‘Nursing 2012’

Criteria to remain a mentor Mentor at least two students within a three year period. For Sign off Mentors this MUST be 2 final placement students Attend an annual update Demonstrate maintenance and development of knowledge skills and competence as a mentor during Triennial Review Maintain a record of all mentorship activity

Criteria for becoming a Sign Off Mentor Same part of register and same field of practice as the student Meet NMC requirements to remain on mentor register Been supervised on at least 3 occasions for signing off proficiency at end of course by existing sign off mentor (first 2 can be simulated) Knowledge of programme / assessment requirements Understanding of NMC registration requirements and contribution made – licence to practice Understanding of the accountability to NMC for decisions made to pass or fail a student – a prime means of protecting the public

Framework to support learning and assessment in practice – 8 domains Establishing effective working relationships Facilitation of learning Assessment and accountability Evaluation of learning Creating an environment for learning Context of practice Evidence based practice Leadership

Who can review Mentors/Sign off Mentors? TRIENNIAL REVIEW It is the responsibility of each Mentor/‘Sign Off’ Mentor to undertake a self assessment and complete documentation prior to their Triennial Review. Who can review Mentors/Sign off Mentors? The ward/department Sister or Charge Nurse or a designated deputy who is: A nurse mentor with a minimum of two years experience as a mentor or sign off mentor who is able to facilitate any development and/or action plans that may arise from the review

Examples of ‘evidence’ to show competence as a mentor Copies of (anonymous) student/mentor learning contract Evidence of placement audit report including student feedback Reflective accounts of learning situations Record of meeting/ liaison with HEI staff Student placement info / induction pack Individual student feedback Documentation re action plans/ extra learning contracts if drawn up

If you don’t meet the criteria in your Triennial Review…. Develop an action plan with your reviewer, detailing when you aim to achieve your outcomes Examples of actions: If you have not had 2 students over 3 years – you can work with a current mentor, who can support you to achieve competence If you have not attended updates for more than 5 years you will need to undertake the mentor course (or parts of) to be able demonstrate your knowledge of Pre Registration Nursing Standards 2010 ( NMC 2010) If you feel you need to re attend the course, due to lack of students/ being out-dated please negotiate with your manager

Reliability of Assessments An assessment is said to ‘reliable’ if it gives similar results when used on separate occasions, and with different assessors. Stuart (2007) identifies three key issues: 1) Consistency of student performance –how consistent is the student’s performance across different care giving situations? 2) Consistency of interpretation – would I interpret the student’s performance of a particular skill in the same way if I saw it again? 3) Consistency between assessors –would other assessors agree with my interpretations of the student’s performance.

Validity of Assessments An assessment is said to be ‘valid’ if it measures what it was designed to measure. (Stuart 2007). Two key areas are important: how and what we measure. This means that you should use appropriate methods, depending on what is being assessed. For example: You would not assess performance of aseptic technique by verbal questioning alone; you would need to observe the skill being performed. However, using both methods to test theory and practice of technique capability will enhance validity.

How then do we know our assessments are valid? Opinions of others/ colleagues Review portfolio Reflective discussions with students Triangulation of evidence - attitude scales/ learning outcomes/ learning contract Avoid making snap judgments/ stereotyping Make individualised judgments, not comparisons to other students Students with learning differences - support

How do we identify a weak student? Lack of practical skills commensurate with the student’s level of training Inconsistent clinical performance Exhibits poor preparation and organisational skills Poor communication / interpersonal skills Lack of interest Absence of professional boundaries (Duffy, 2004)

Protecting the public – your role as a mentor Accurate assessment of your student - avoid giving ‘benefit of the doubt’. Deal with any concerns you have about a student appropriately & in a timely manner Be aware of the ‘Escalation of Concerns’ collaborative policy ( BCHUB and AEIs) which supports students to raise concerns about patient care

Generic and Field More generic elements in year 1 which reduce as course progresses Fewer field elements in year 1 which increase as course progresses Year 3 FIELD SPECIFIC Year 2 GENERIC Year 1

Overview of year 1 19 weeks theory Holidays and reading weeks Wk 5 -19 1 day/week in practice Holidays and reading weeks interspersed throughout the year 10 week placement with 7 study days 11 week placement with 8 study days 50% of Modular Credits - Clinical/Practice

Overview of year 2 16 weeks theory Holidays and reading weeks interspersed throughout the year 1) 12 week HUB placement with SPOKE placements(1-3 weeks) - arranged by HEI. Short spokes negotiated between student & mentor. PLUS 7 study days set by HEI 2) 12 week placement as for placement1 but with 8 set study days

Overview of year 3 Holidays and reading weeks 16 weeks theory interspersed throughout the year 1) 11 week HUB placement with SPOKE placements(1-3 weeks) - arranged by HEI. Short spokes negotiated between student & mentor. PLUS 5 study days set by HEI 13 week placement with NO Spoke placement Plus 5 set study days

HUB placements Hub mentor facilitates ‘insight visits’ Students assessed in terms of Learning Contract/ Attitude Scale and Learning Outcomes Responsibility of hub mentor to assess and sign Learning Outcomes (competencies) This decision will informed through liaison and documentation by SPOKE supervisor

HUB - Placement 2 each year ALL practice outcomes must be completed the end of each year to enable the student to progress into the next year. Student documentation will be submitted to personal tutors part way through placement 2 in each year, so they can be checked. Please note: Learning outcomes, attitude scales and leaning contracts DO NOT need to be completed at this point. However the submitted documentation should accurately reflect the students’ progression to date, at the time of this midway submission. Any subsequent student needs can then be identified (including any makeup time that may be required) This is in line with NMC requirements that students should have two attempts at portfolio completion before each progression point

SPOKE placements No formal summative assessment required in Spoke placements, BUT all learning must contribute to students ability to achieve NMC competencies Appropriate learning opportunities must be identified to ensure student learning needs are achieved in SPOKE Staff in SPOKE to liaise with mentor in HUB if there are areas of concern or excellence

Documentation in Spoke Placements If a student is with you for up to 1 week: Please complete a Short Placement Record, documenting the student’s experiences and achievements/on-going learning needs If a student is with you for over a week: Please complete the first and final sections on the Learning Contract and one Attitude Scale

Meeting NMC standards in Wales for BN Nursing Course 360 credits – 120 at level 4, 5 & 6 Opportunity to select English medium or bi-lingual module Exit Awards: 120 credits level 4 - Certificate 120 credits both level 4 and level 5 - Diploma BN (Hons) for achievement of all credits

Mentoring Coleg Cymraeg Cenedlaethol Welsh scholarship students Two types of scholarships available- Incentive or Full/ Lead £500 a year if they complete a 40 credit module through the medium of Welsh each academic year £1000 a year if they complete a 80 credit module through the medium of Welsh each academic year 50% of the credits are achieved in the clinical setting, highlighting the key role the mentor plays in helping them achieve the credits Supports the principle of Active Offer and for students to be able to learn in their language of choice

Needs and responsibilities of the CCC nursing students Portfolio-Need to identify what has been taught / learnt through the medium of Welsh by means of placing a ‘ Working Welsh’ sticker next to the relevant competence/ learning outcome, reflective reports and so on ( stickers can be obtained from Link Tutors or Practice Educators) Feedback to be discussed and written in Welsh when appropriate ( N.B Mentors are not obliged to write reports in Welsh but are encouraged to do so if they are happy to do so) Use the bilingual/ Welsh documentation Complete a Welsh Language Skills Certificate

Number of credits to be presented a year through the medium of Welsh Scholarship Worth Number of credits to be presented a year through the medium of Welsh Number of Theory Credits Number of Practice Credits Total Credits Incentive £500 a year At least 40 credits a year 20 credits e.g. ONE 20 credit assignment e.g. evidence of learning and assessing through the medium of Welsh in at least ONE placement, e.g. SWOT Analysis, Action Plan, Reflective accounts ,learning /practice outcomes 40 credits Full £1,000 a year At least 80 credits a year e.g. TWO 20 credit assignments 40 credits e.g. . evidence of learning and assessing through the medium of Welsh in at least TWO placement, e.g. SWOT Analysis, Action Plan, Reflective accounts ,learning /practice outcomes 80 credits

Support for CCC and bilingual student Mentors Mentor updates and resources available in Welsh ‘Improve your Welsh ‘ courses available at the Health Board Can refer to and utilise the ‘Mentoring in the Bilingual setting’ pages on the University and Health Boards’ internet sites Discuss any concerns with the Practice Educators Support available from University link Sharon Pierce at s.a.pierce@bangor.ac.uk extension 8622 Remember to record your skills as a Bilingual Mentor on the ‘E roster’ system!

Mentoring students on other programmes… When mentoring students on post registration, post graduate courses and other HCPs mentors should have knowledge of: course structure and content (handbook) learning outcomes assessment requirements for each programme

Return to Practice students (NMC PREP requirement) Part time over 3 months 2 weeks theory and study days, , Manual Handling, BLS IT distance learning packages, drug calcs, IC, Nutrition etc clinical placement (av. min 15hrs per week over  3 months) placement hours  determined by profile and time out of practice assessment of summative ''On-going record of achievement of competencies' document utilised supervised practice placement competencies' other competences and learning outcomes may be considered Formative in response to identified needs Sign off mentor required to assess safe and effective practice for entry to register

Accessing information on BCUHB intranet Accessing information on BCUHB intranet. (This can only be accessed on site within BCUHB)   How to access mentor information & student documentation on the BCUHB intranet Go to BCUHB home page then: Scroll down page to ‘Nursing and Midwifery I Z’ link and click on this. Click on the picture below ‘Local learning and Development’ Click on ‘Nursing and Midwifery education’ on top right hand side of page in the LINKS section (in blue) Click on ‘Mentor Information’ on top right hand side of page in the LINKS section (in blue) Scroll down for all mentor information This link provides useful mentorship information, including mentor newsletters and all current mentor training/ update dates. External link - http.nurse-mentor@bangor.ac.uk

References / useful websites   Aston L;  Hallam P. (2014) Successful Mentoring in Nursing .London, Sage, Learning Matters Bailey – McHale J; Hart D. (2013) Mastering Mentorship.  London, Sage Publications. Barker, B. (2013) Evidence – based Practice for Nurses. London, Sage Publications.  Gopee, N; (2010), Mentoring and Supervision in Healthcare, 2nd edition London: SAGE Publications Ltd Kinnell, D; Hughes, P; (2010) Mentoring, Nursing and Healthcare students. SAGE Publications Ltd Nash, S., Scammell, J., (2010), Skills to ensure success in mentoring and other workplace learning approaches. Nursing Times, 106, 2. Nursing & Midwifery Council (2008) Standards to Support Learning and Assessment in Practice, 2nd edition. London: NMC RCN Toolkit (2007) http://www.rcn.org.uk/__data/assets/pdf_file/0008/78677/002797.pdf Rhodes, C ;Stokes M Hampton G (2004) A practical Guide to Mentoring, Coaching and Peer-networking London: Routledge Falmer Stuart C.C, (2007) Assessment, Supervision and Support in Clinical Practice: A Guide for Nurses, Midwives and Other Health Professionals, 2nd edition. Oxford: Churchill Livingstone Veeramah, V., (2012), What are the barriers to good mentoring? Nursing Times,108, 39, pp12-15    Walsh, D (2010) The Nurse Mentor’s Handbook: Supporting Students in Clinical Practice. Berkshire: Open University Press

Useful contacts Karen Hughes: hss409@bangor.ac.uk 01978316318 Sandra Roberts: hssa05@bangor.ac.uk 01978316356 Gill Truscott: g.truscott@glyndwr.ac.uk 01978293407 Justine Mason: j.mason@glyndwr.ac.uk 01978 293599 Sharon Pierce s.a.pierce@bangor.ac.uk 01248 388622