1. Sheffield Hallam University
Mentor Training
In Collaboration with
Sheffield Hallam University
2017/18

2. Aim of this session
The concept of mentoring and how it is applied in the radiotherapy setting with SHU students
Overview of the SHU clinical education programmes
Mentors as Role Models
Student Motivation

3. What is Mentoring? A sustained relationship between a
mentor and a mentee offering
support, guidance and assistance

4. In practice?
The practical implications of establishing a single mentoring relationship throughout the students training would be impossible. This would not allow for the student or mentor 'moving' around the department
Students will therefore interact with numerous mentors throughout their training dependant on their placement and this will broaden their experiences of working with different individuals

5. What's in it for you? Challenge Continual Professional Development
Sharing your knowledge and skills
Development of new skills
Job satisfaction
Benefits the patients
Improves moral
Influence the future workforce

6. What have you let yourself in for?
Provides a ‘focus’ for placement
Negotiation of placement learning outcomes
Monitors progress and development
Communication with other team members
Mid-placement/Interim discussion and review
End placement discussion and review
Performance reviews

7. In your role as a student mentor it is important that you understand a little about the academic programme that is delivered with Sheffield Hallam University and how this makes practical links to the clinical placement setting

8. Programs of Study BSc (Hons) Radiotherapy & Oncology (3 years)
MSc Radiotherapy & Oncology in Practice
(2 years – only available to graduates who have a degree in a science related subject at least 2:1 classification)

9. Our aims and philosophy
To facilitate progressive development of students’ abilities as a reflective, proactive practitioner
To equip students to undertake clinical procedures required of them to the highest possible standard
To provide essential integration of theoretical aspects and their application to clinical practice
To enable students to develop as integral members of the multi-disciplinary team
To foster and develop an holistic approach to patient care
To provide the requisite foundation for CPD

10. The student experience: rotas
The student rotas are created to facilitate the achievement of clinical competency and therefore the clinical learning outcomes
The rotas reflect the specific opportunities offered with individual departments
Rotas are designed to maximise the students time on the treatment units/ simulator taking into account the overall training burden within the department

11. The student experience: assessment
Clinical Assessment profiles
Monitoring development of increasingly demanding clinical competencies and testing students’ understanding of underpinning theory
(Requires mentor input)
Written case reports
Required for case discussion and portfolio. They encourage the student to think in more depth about the technique and overall management making the link between theory and practice
(May require mentor input)

12. Placement Report Form
Continuous, formative scheme to provide feedback on individual progress and development (Requires mentor input)
Professional Practice Portfolio
Documenting range of experience and providing evidence of personal/ professional development (May require mentor input)

13. Practical Implementation?
The mentor role from start to finish of a placement

14. How do you allocate a mentor?
With first year students it may be easier to allocate them a mentor as they will not know which staff to approach
Once the student is familiar with the department and staff they may be involved in the 'choice' of mentor?
As a principle a students should have some input into mentor choice however this should be reflected by guidance from the staff for example reflecting the additional burdens on individual staff members, the possible rota changes or annual leave for qualified staff

15. Successful mentoring begins with setting a contract for learning around which the mentor and the student are agreed
In practice?
This will involve an initial meeting and agreement on the learning objectives

16. Mentor role?
Initially the student will need guidance on the appropriateness of the objectives that they have chosen for that specific placement
Does the workload make progression with that objective achievable?
Does the student need guidance on their current level of progression i.e. are the targets realistic?

17. In practice?
The initial meeting should involve the review of previous learning objectives and the establishment of new targets
This will serve as an opportunity to set boundaries and commitments

18. Things to discuss in the initial meeting?
Agree learning objectives/ targets/ highlight any additional opportunities on the unit?
Discuss working hours/ break arrangements etc.
Outline your additional responsibilities that might impact on arrangements with the student?
Decide on dates for progress review or catch ups?
With first year students you may introduce them to the team and explain the different roles?

19. What if one of the students objectives is to complete a clinical assessment/ case discussion or a student asks for advice about clinical assessments/ case discussions?

20. The student experience: Clinical assessments
Palliative Techniques
Radical chest techniques
Radical pelvis techniques
Radical Breast Techniques
Radical head and neck techniques
Pre-Treatment techniques
New Patient Information: chest, breast, pelvis, head and neck and palliative.
Case discussions/ assessments are only undertaken by trained clinical assessors
Emphasis the importance of the skin apposition technique being adapted to support all departments with their varying equipment.

21. Additional profiles include:
Professionalism, Communication and Team working
Treatment verification Year 3 BSc and Year 2 PgD only
These two profiles have no case discussion

22. Enhancement : Clinical
Hand out clinical assessment flowchart
Chest and pelvis split
Skin app removed
Pre-trt merged
Professionalism added
Care calcs removed, verification added 22

23. Professionalism Profile
Room for staff and student comments 23

24. If in your role as a student mentor you have any concerns about the order that a student seeks to complete their case discussions then please discuss it with your PDF
Mentor guidance...

25. Feedback: Always a gift?

26. Mentor Role in Feedback?
For students to progress they need feedback on their performance. This is not just linked to under performance and areas for development but also areas where students are developing sound skills or overcoming difficulties.
Practical aspects of this are the signing of competency profiles and writing the placement report book.

27. Competency Boxes
Directed Participation: Staff use a directive approach, imparting their knowledge and skills to the student. The student's participation is facilitated by staff and will require explanations and prompts as appropriate.
Active Participation: Student is able to assist and participate as a member of the team but still requires some assistance from staff. Student is building their confidence as they are supported by staff resulting in reduced need for prompts. To achieve at this level students require opportunities to be involved in technique delivery with continued feedback to support skills and confidence.
Case Discussion: Student MUST have completed directed and active participation stages.
Supervised Practice Competence: The student actively participates in the technique showing an appropriate level of clinical skills, prompting is minimal; student is able to recognise when there are possible issues and seek advice when appropriate. This section is completed based on team feedback as the student is required to demonstrate accurate and consistent performance
Completion of the profile: Staff seek to ensure that the student does not become complacent and continues to develop skills and knowledge. 27

28. Clinical Assessment profiles
Clear guidelines/criteria for each stage of achievement
Integration and application of theoretical concepts to practice
Integration with Placement Report and Professional Practice Portfolio
Use handout to cover what each 'box' means

29. If a student requests that aspects of competency profiles are signed and you do not feel that this is appropriate it is vital that the students has a clear explanation to aid their future progression
Highlight areas of achievement initially
What improvement would need to be seen to achieve levels of competency?
Give specific examples to highlight your view
Check that the student is clear what needs to be addressed and how?

30. Completing the placement report form?
Beginning of placement
- Objectives are discussed with mentor
- Previous feedback is reviewed if necessary
- Objectives are agreed
- All team members should be aware of students objectives
Mid-placement
- Review Learning outcomes and provide feedback and support regarding the students achievement of these
- Feedback to link tutor/ PDF if necessary
End of placement
- Student completes comments section first (honest reflection on learning)
- Main feedback sections then completed by mentor (discussion with other staff)
- Written feedback discussed with student (provides basis for next placement)
This information feeds into the students performance review meeting
Clinical and academic member of staff is present
Students can raise any issues that may have occurred

31. Feedback Summary Ask the student to self assess first
Give praise before criticism
Limit what you cover
Concentrate on what can be changed
Give the student time to think and respond
Be clear and specific not vague
Give regular feedback and avoid delay
Own the feedback that you give
Give balanced constructive feedback
Think of the questions you are using – use questions initially rather than accusations
Offer support and challenge
Try and be specific about the feedback that you want to give if you are vague the recipient may feel attacked and react defensively. Comment on specific behaviours and achievements e.g. "your communication skills are not very good" could become "I noticed that you are very comfortable talking to patients but seemed a little hesitant when I asked you to speak to the doctor. How did you feel when I asked you to ring her?"
It is useful to receive feedback regularly and as close to the event as possible. If stored up into multiple situations this can become difficult to handle. Feedback is only useful if the person has time to address any developmental issues.
Positive feedback increases motivation and helps the receiver develop confidence it re-enforces good performance. If given in a constructive manner poor feedback can have a huge impact on changing behaviour and improving performance. Constructive feedback is high in support and high in challenge.

32. Celebrate success
Give verbal recognition and with positive re-enforcement when students get closer and closer to achieving learning outcomes or overcoming areas of weakness

33. The Mentor as Role Model?

34. You are always a role model!
Your own view of the profession was probably developed as a result of observing and interacting with others. What impact are you having on students?
Wright and Carrese (2002) developed a model of what is needed to be a role model:
Professional skills
Good behaviour
Ability to cope with difficult situations
Be aware of your influence and the influence of the team. Students will learn what is acceptable or unacceptable behaviour from you such as :
Dealing with problems constructively versus gossiping
following rules and policies versus ignoring rules
being professional versus unprofessional

35. Factors aiding learning Factors hindering learning
Supporting Students
Factors aiding learning
Factors hindering learning
Being made to feel part of the team
Lack of encouragement from staff
Staff making time to work through problems
Reluctance to ask questions when staff are busy
Staff asking questions and challenging students
Feel intimidated when questioned in front of others
Giving opportunities to participate in a non-intimidating environment (patience)
Staff appearing frustrated when a student takes longer than they would (and sometimes ends up taking over from the student)
Discussing weaknesses before the end of a placement, thus giving time to correct them
Being referred to as ‘the student’ rather than by name

36. Factors aiding learning Factors hindering learning
Supporting students
Factors aiding learning
Factors hindering learning
Staff being approachable, enthusiastic, supportive and reinforcing
Radiographers doing things differently (without explanation as to why)
Staff aware of student’s ability
Wrong expectations of student
Allowed time to reflect on clinical experience
Being laughed at when a mistake is made
Positive attitudes to education from all involved
Negative attitudes to education from any single party
Discussion and review of progress, action plans
No knowledge of direction of learning 36

37. QUESTIONS