Mentorship Preparation Programme Week 6 Clinical Assessment processes Queen’s University Belfast Open University University of Ulster

Structure for the Morning Introduction and Recap Presentation: Principles of assessment Coffee Workshop : Developing Learning Contracts, Action Plans and Teaching Plans Questions and Close 23/08/2011 Queens University, Open University University of Ulster 2

Aims Discuss issues raised in Week 1 Outline General Principles of Assessment Outline practice elements (NMC Essential skills clusters ESC’s) of all Programmes Discuss Assessment including:  Responsibility and Accountability  Fitness for Practice  Managing the Failing Students 23/08/2011 Queens University, Open University, University of Ulster 3

Current Pre registration Nursing Programme Structure Year 1 50% Theory 50% Practice Year 2 50% Theory 50% Practice Year 3 50% Theory 50% Practice 23/08/2011 Queens University, Open University, University of Ulster 4 Year 1 “Common Foundation Programme” NMC (2004) 20 Learning Outcomes to be achieved Year 2 and 3 “ Branch Programme” NMC (2004) 17 Proficiency Standards to be achieved for entry to the register Pre registration programmes will change in structure, in line with new NMC standards for Pre registration nursing programmes approved from September 2011 (NMC 2010)

NMC (2004) Outcomes and Standards Learning Outcomes based around 4 key areas Enhanced now also with the Essential Skills Clusters 23/08/2011 Queens University, Open University, University of Ulster 5 Care Delivery Skills Professional and Ethical Practice Personal and Professional Development Care Management Skills

Types of Clinical Assessment Two key principles: Formative - diagnostic in nature, highlights strengths and limitations concerned with student development and provides feedback on progress Summative – end of clinical module assessment, has pass and fail criteria which assesses student achievement against NMC outcomes (CFP) or proficiency standards in branch programmes 23/08/2011 Queens University, Open University, University of Ulster 6

Key Stages of Assessment Complete a Development plan having reviewed Students Ongoing Achievement Record, Learning Contracts and Action Plans Orientation interview pack on placement Midway review of progress (use student portfolio documentation) Provide feedback Progress Report and Action Plan if required Personal and Professional Development Statement Sickness and absence record 11/09/2015 Queens University, Open University, University of Ulster 7

11/09/2015 Queens University, Open University, University of Ulster 8 Required and Additional Practice Outcomes What do I have to achieve? Action Plan How will I achieve this? Resources What do I need to achieve this outcome? Target Date When do I need to achieve this by? Evidence of achievement How do I know that I have achieved this outcome?

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11/09/2015 Queens University, Open University, University of Ulster 10

Progress Reports Normally completed at end of placement (final week): Refer to:  Ongoing Achievement record  Clinical NMC essential skills achieved  Personal and Professional Development Statement  Action Plan for future learning  Sickness and Absence Record Core Clinical Skills achieved (Branch) 11/09/2015 Queens University, Open University, University of Ulster 11

Mentors’ Judgement Evidence based on: Observation of the student demonstrating skills in clinical practice, following demonstration and teaching Feedback from colleagues Answers given by the student to questions about theory and evidence that underpins clinical skills (theory practice links) Personal Professional Development Statement and Action Plan for future learning recorded by the student (Ongoing Achievement Record) 11/09/2015 Queens University, Open University, University of Ulster 12

Progress Reports and Clinical Practice Assessment 11/09/2015 Queens University, Open University, University of Ulster 13 Requires a partnership approach “Practice and the University” Is dependent on ‘professional judgment’ of the mentor which contributes to the sign-off mentor’s decision making, in relation to achievement of the 17 standards of proficiency for safe and effective practice” (NMC, 2008, p21).

What are Essential Skills Clusters? These are UK – wide generic skills statements that support achievement of standards proficiency 23/08/2011 Queens University, Open University, University of Ulster 14 Care and Compassion Communication Organisational Aspects of Care Infection Prevention and Control Nutrition and Fluid Management Medicines Management

Core Clinical Skills 23/08/2011 Queens University, Open University, University of Ulster 15 Patient Assessment on Admission Planning Care Transfer and Discharge Planning Patient Teaching Intravenous Fluid Management Wound Management Administration Medicines Year2 and Year3

Causes for Concern Professional behaviour Clinical skills deficit identified Knowledge Development - lack of application of theory to practice Elements that impact on a students ability to perform or achieve Other 11/09/2015 Queens University, Open University, University of Ulster 16

Managing Failing Students Duffy (2004) suggests that the main problems found after a “settling in” period were: Poor communication and interpersonal skills Lack of interest and failure to participate in practice learning Persistent lateness Lack of personal insight Lack of insight into professional boundaries 11/09/2015 Queens University, Open University, University of Ulster 17

Managing Failing Students Mentors must remember to access support from Link Lecturer and Practice Education Facilitator Early exploration and intervention … ask why? Be fair, avoid making assumptions or jumping to conclusions Clearly articulate expectations – (use documentation) Prompt removal of any obstacles to allow facilitation of progress Negotiate learning opportunities (Marsh et al. 2004) 11/09/2015 Queens University, Open University, University of Ulster 18

Managing Failing Students Give formal, written feedback at an early stage Arrange tripartite meeting with Student, Link Lecturer and Mentor. Develop an Action Plan agreed by all parties Regular formal progress feedback meetings Give student every opportunity and support to progress Recognise that some students need to fail (Marsh et al. 2004) 11/09/2015 Queens University, Open University, University of Ulster 19

Fitness for Practice, Purpose and Award 11/09/2015 Queens University, Open University, University of Ulster 20 NMC Learning Outcomes & Proficiency Standards Theory Outcomes Practice Outcomes Tripartite Partnership Student / Mentor / Lecturer ASSESSMENT: Knowledge / Skills / Attitudes

NMC SLAIP STANDARDS (2008) Make use of the standards Make use of supportive networks - Link Lecturers, Programme Tutors (OU), Practice Education Facilitators, Managers and Mentors Document students meetings, progress and achievements Discuss concerns early with Link Lecturer or Practice Education Facilitator Discuss assessment principles with other mentors Become familiar with student documentation 11/09/2015 Queens University, Open University, University of Ulster 21

Recommended Reading Nursing Midwifery Council (2008) Standards to Support Learning and Assessment in Practice, London: NMC Turnock C and Mulholland J (2007) Learning in the Workplace: A Toolkit for Placement Tutors, Supervisors, Mentors and Facilitators, Chichester: Kingsham Press Nursing Midwifery Council (2008) Good health and good character: guidance for educational institutions, London:NMC Duffy K (2004) Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice: Glasgow,Caledonian University 23/08/2011 Queens University, Open University, University of Ulster 22