1. Implemented September 2007 – updated 2008 (Under Review) http://www.nmc-uk.org/

2. Overview Criteria for mentorship and sign off NMC domains for mentors Triennial review Protecting the public –NMC revalidation Reliability & validity of assessments Curriculum – ‘Nursing 2012’ what’s new? Mentoring students on other programmes Mentoring students in the bilingual setting Advantages of being a mentor

3. Is your mentorship up to date? Identify the criteria for remaining a Mentor Lets review the Standards for Mentorship What recorded evidence have you kept that you meet these Standards? Can you identify the eight domains required to support your Mentoring? What is the Triennial Review? Is there an up to date Mentor register on your area? Are you aware there is a Mentor Policy? What is the minimum percentage of time you need to work alongside your students?

4. Sign off Mentor? What is their role? When would you become a sign off Mentor? How do you become a sign off Mentor? Assessed on 3 occasions 2 simulated 1 shadowing experienced sign off mentor

5. Mentor Register Template Whose responsibility is this? Name of Placement: Manager: Mentors Name Part of register - field of practice Date of mentor preparation Date of most recent mentor update Mentor Yes/No Sign-off mentor Yes/No Practice Teacher Yes/No Welsh speaker Yes/No Date of Triennial Review Comments

6. Criteria to remain a Mentor/Sign off 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

7. Establishing effective working relationships Facilitation of learning Assessment and accountability Evaluation of learning Creating an environment for learning (Audit/BM tool) Context of practice Evidence based practice Leadership

8. 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

9. NMC revalidation & mentorship Revalidation aims to protect the public, increase public confidence in nurses and midwifes and helps those on the NMC register to meet the standards required of them. (NMC 2015) Always provide a professional assessment of your student - avoid giving ‘benefit of the doubt’. Deal with any concerns you have about a student appropriately, in a timely manner & DOCUMENT! Be aware of the ‘Escalation of Concerns’ policy (BCHUB and AEIs) which supports students to raise concerns about patient care

10. NMC revalidation & mentorship By using practice related feedback to improve the quality of care, revalidation also aims to help promote a culture of professionalism and accountability through on-going reflection on the Code and standards Under revalidation, nurses and midwives will be required to declare they have: met the requirements for practice hours and continuing professional development (CPD) reflected on their practice, based on the requirements of the Code, using feedback from service users, patients, relatives, colleagues, students and others

11. Assessment in practice How do you assess in practice? What do you take into account when assessing?

12. Assessment in Practice Year of Pre-registration Course Previous experience Competence i.e. knowledge, skills and attitudes Method of assessment Clear criteria i.e. competences statement, policies, legislation, guidelines, quality measures in the appropriate domains

13. What is a reliable assessment?? 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.

14. What is a valid assessment?? An assessment is said to be ‘valid’ if it measures what it is 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.

15. How do we identify and support a weak student? Students who do not meet the negotiated objectives and or score 3 or below on the attitude rating scale Feedback from others concerning the above Follow the guidelines Contact link tutor/personal tutor for support Give formal feedback asap Agree with the student an action plan for future development Review regularly Document

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

18. Overview of year 1 9 weeks theory 3 weeks placement 8 weeks theory 10 week placement with 7 study days 11 week placement with 8 study days Overview of year 2 16 weeks theory 12 week HUB placement with SPOKE placements arranged by HEI. Short spokes negotiated between student & mentor. PLUS 7 study days set by HEI 12 week placement as for placement 1 but with 8 set study days Overview of year 3 16 weeks theory 11 week HUB placement with SPOKE placements 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 Holidays and reading weeks interspersed throughout the year

19. Attendance at placement Students are provided with written dates in regard to any study days they should attend whilst on placement. Mentors should see these dates in order to record them on the off duty and to ensure student attendance in placement at other times Student attendance during Spoke placements should also be recorded on student timesheet and signed by Spoke supervisor

20. What’s New Service User feedback on student performance 5 times a year Guidance on Students’ Role in Medicine Administration within BCUHB 3 week placement replaces individual days in first year NMC are revising Standards for Mentors and Pre-registration Education

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

22. 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

23. SPOKE placements No formal summative assessment required in Spoke placements, BUT all learning must contribute to students ability to achieve NMC competencies. Learning outcomes/competencies should not be completed in a Spoke placement. 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.

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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 s.a.pierce@bangor.ac.uk Remember to record your skills as a Bilingual Mentor on the ‘E roster’ system!

31. So… what’s in it for you ? Students are up to date with evidence based information A conversation with a student, regarding what they have been learning can enhance your continuing professional development. Reflect on it and put it in your professional portfolio as evidence for your NMC revalidation…

32. Student Mentor Mentor PD PD – practice development Student – Mentor Relationship

33. Mentorship is not all about the student’s development, it is about your development too and ultimately, the on- going improvement of nursing practice… Thank you all for being mentors and for your essential role in preparing and supporting future nursing colleagues

34. Accessing information at 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: 1.Scroll down page to ‘Nursing and Midwifery I Z’ link and click on this. 2.Click on the picture below ‘Local learning and Development’ 3.Click on ‘Mentor Information’ on top right hand side of page in the LINKS section (in blue) 4.Scroll down for all mentor information This BCUHB intranet link provides useful mentorship information, including mentor newsletters and all current mentor training/ update dates. You can also access the electronic mentor update at the website address below: http://nurse-mentors.bangor.ac.uk http://nurse-mentors.bangor.ac.uk

35. 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, 2 nd 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, 2 nd 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, 2 nd 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

36. Useful contacts Karen Hughes: hss409@bangor.ac.uk hss409@bangor.ac.uk 01248 383918 Sandra Roberts: hssa05@bangor.ac.uk hssa05@bangor.ac.uk 01248 383926 Sharon Pierce s.a.pierce@bangor.ac.uk s.a.pierce@bangor.ac.uk 01248 388622