1. Mentorship Training (Part 2)
Meriel Tootell (Chief Registration Officer HPSET)

2. Purpose of afternoon To introduce you to the Mentoring Standards by:
Exploring what each standard does
Identifying the ‘elements of competency’ for each standard
Identifying ways to generate evidence to show that this has been effectively achieved

3. Purpose of afternoon (cont)
To explain how to complete the Mentorship Handbook and provide evidence that all 11 assessment criteria (M1 –M11) have been achieved (assessed by college tutor)
To explain additional work to achieve standard M12 which is a reflective account of the mentoring process (750 words & marked by HPSET)
How to link the mentoring process to the Practice Assessment Handbook

4. Apologies… but this is the easiest way!

5. Mentoring in practice

6. Well worth a read Chapter 2 – The effective mentor
Chapter 2 from the first edition is available through an open access agreement and can be downloaded through the following link

7. What is a mentor?
When the Practice Assessment Booklets for the FdA Healthcare Play Specialism were written, the perception of the mentor role aligns with the Royal College of Nursing (2007) “The mentor is a key support to students in practice; this is where students apply their knowledge, learn key skills and achieve the required competence for registration”.

8. The mentoring standards
These standards have been devised to:-
Provide a comprehensive overview of the mentoring process in practice for those undertaking the mentoring role
Enable mentors to achieve a HPSET award that recognises the commitment, time and professional development that will occur as a result of being a mentor
The standards have been adapted from:
Royal College of Nursing (2010) RCN Mentorship resources: 2. RCN mentoring relationships standards

9. Practice Assessment Handbook
The Practice Assessment Handbook (PAH) is the core document for recording evidence that demonstrates the student's competency
Completion is a shared responsibility although the PAH technically belongs to the mentee
Tipex or correction fluid cannot be used and there are no prizes for neatness
This presentation links the PAH page
numbers to the mentor standards

10. Activity 1 Paired activity:-
Have a look through the Practice Assessment Handbook
Have a look through the Mentoring Standards
What are your first impressions?
Can you see any links between the two documents?
How are you feeling?

11. Completion of the mentoring standards
The standards have been designed to enable completion of 11 of the 12 standards through conducting the mentoring process
Evidence can be gathered through undertaking the mentoring process with your mentee
Completion of the practice elements occurs at either the mid-point review or the final year signing off

12. M1 - Work within organisational policies, procedures and ethical frameworks for mentoring
Elements of competence
Evidence
Ensure own work reflects organisational policies, procedures and ethical frameworks
Know how to get support to meet your own needs when mentoring
Induction day
HPSET Code of Professional Conduct
If there are any areas of concern about the student’s progress contact the programme leader for advice if you need it

13. Professional conduct
As a qualified and registered HPS you are indexed with HPSET and, in conjunction with NAHPS, you agree to abide by the Code of Professional Conduct. Students will be indexed with HPSET and as such they too will agree to be bound by the same code

14. M2 - Mentor within the organisational setting
Elements of competence
Evidence
Understand the organisational setting and culture
Provide mentoring in an organisational setting
Mid point review or
Final year sign off

15. M3 – Establish the mentoring relationship
Elements of competence
Evidence
Agree expectations, boundaries and levels of support
Initial mentoring contract
Workplace induction
“The student and mentor must meet prior to the first day to identify the student’s personal learning objectives that are specific to Year 1”
You should also go through the roles and responsibilities that both you and your mentee have within the mentorship process

16. M4 – Prepare for the mentoring session
Elements of competence
Evidence
Ensure own readiness for the mentorship session
Explore outcomes and expectations
Mentor logs
Mentoring is a shared learning process… are you ready?
Check the previous week’s
mentoring log
Review any action plans

17. M5 – Interact with mentee using a range of media
Elements of competence
Evidence
Establish interactions using a range of media
This may include: -
use of s, Skype, Facetime, texting, phone or discussion forums/blogs

18. M6 – Explore goals and options with mentee
Elements of competence
Evidence
Assist mentee to clarify their goals
Explore a range of options with mentee for achieving their goals
Mentor logs
Mid point review
Action plan (if used)
Learning contracts
Arranging initial learning contracts – documented through the Initial Workplace Interview
(PAH pg. 14)

19. Setting learning contracts (level 4)
Set at the beginning of the year
Contracts are negotiated
Your student needs to discuss these with you as they are shared learning objectives – the student needs to carry them out but you need to provide the opportunities to enable them to be successful
These are reviewed periodically and form the basis of the final 3000 word reflective report

20. M7 – Enable mentee to progress towards goal
Elements of competence
Evidence
Enable mentee to develop weekly goals and targets
Support the mentee in implementing the goals and targets
Be able to judge evidence of competency against the HPSET competencies
Mentor logs
Mid point review
Action plan (if used)
Final end of year review
The key formative assessment point is the mid-point review…

21. Observations
“Though we recognise that a wide range of assessment methodologies may have to be applied, wherever possible direct observation of student’s practice is the most desirable and should support the written evidence provided by the student”.
Observations should be undertaken wherever possible by the sign off mentor but observations by other registered play specialists or members of the MDT are fine
50% of competencies on each page need observations

22. Assignments
Formative and summative assignments may provide evidence of mentees’ competency, particularly in relation to applied knowledge in practice i.e...part of the formative assessment criteria for the ‘child development’ assignment... “Compile a portfolio of observations, one for each area of development [and] evaluate each observation in line with developmental theory”

23. Reflection
“Throughout year 1 the student will keep a weekly reflective account using the Reflective Diary Pages template”.
If possible, one reference should be provided from relevant literature to support the comments being made
Other sources of reflection
‘Using Evidence in Health and Social Care’ module
‘Reflective skills’ module

24. M8 – Give mentoring support
Elements of competence
Evidence
Give advice and guidance to support mentee
Assist mentee to take responsibility for their development
Mentor logs
Mid point review
Final year assessment from student
Students carry responsibility for their actions
To question if they are unsure
To say if they are not happy about something you have asked them to do
To work within their sphere of competence

25. Mentors are also responsible
For maintaining safety of clients
For supervising students (close or distant supervision)
For making sure students know where to find local policies and procedures
For finding out how competent students are (and not just by asking them)
For enabling students to learn effectively
To fail weak students *

26. M9 – Review progress and achievements with mentee
Elements of competence
Evidence
Review progress and achievements documented through the mentoring logs
Mentoring logs
Mid point review
Final assessment review

27. Midpoint Review
“At the mid-point of the year the student and mentor/assessor should formally meet to review progress. This is a key stage in the assessment process in order to review progress and identify if additional action or support needs to be taken. During this meeting the mentor will assess the student’s outcomes and competencies at that point and the student will get a mid-point score”.

28. Final signing off of competencies
“The student and mentor will meet formally at the end of the year to review the outcomes and competencies
All competencies for year 1 must be achieved within the academic year.
Unmet competencies from year 1 cannot be carried over into the second part of the programme”
Remember to PASS/FAIL your student!

29. Grading your mentees
The student must pass each Competency, Professional Value and Skill by the end of the year to enable them to achieve an overall pass...the scoring grid will allow the mentor/assessor to make a fair and objective assessment of the student’s performance based on their professional judgement.
Commit to one score only – 0,1, 2, or 3.
The minimum score to pass is a 2. A score of 0 or 1 will constitute a referral for the specific Competency, Professional Value or Skill
All competencies MUST be graded at the mid-point and end of year reviews

30. Judgements require evidence
“Students will produce a ‘portfolio of evidence’ to support claims of competency...
Students are encouraged to look for opportunities where achievement of two or more skills/competencies can be gained simultaneously. 
It is the student’s responsibility to provide their mentor/assessor with the location of the evidence and a tracking system is worth developing”…the referencing MUST be present BEFORE a grade for a competency can be given

31. M10 - Record and maintain notes of interactions with mentee
Elements of competence
Evidence
Record and maintain notes and interactions
Mentoring logs

32. Completing mentoring logs
Details that need to be included:-
Date and duration of meeting
Meeting between…
Agenda items
Issues raised and explored
Progress agreed
Date of next meeting
Signed by mentor and mentee
Optional template – PAH pg. 33

33. M11 – Maintain the mentoring relationship
Elements of competence
Evidence
Maintain and review the mentoring relationship
Meeting logs
These should be done on a weekly basis
A record of the meetings should be documented as a meeting log
This provides an evidence trail of the progress being made and the process being followed

34. Giving feedback
“It is important that the student receives regular feedback on their general progress which constructively highlights their strengths and weaknesses. This will provide clear understanding for reflection and action”. “N.B. It is a requirement of HPSET that mentors must keep sufficient records to support and justify their decisions on whether the student is, or is not competent”.

35. Assessment of the Mentoring Standards
It is the mentor’s responsibility to provide their assessor with the location of the evidence and a tracking system is worth developing”…the referencing MUST be present BEFORE a standard can be assessed

36. Providing evidence
You will be using the student’s portfolio to provide evidence of YOUR competency
At least two pieces of evidence should be provided for each standard to show consistency
This needs to be logged on a record sheet and a comment should be made to show how the evidence demonstrates YOUR competency
This is a hand written document – no additional pages should be required

37. Guidance for completing the Mentoring Standards (page 7)
Standard no
Standard title
Elements of competence
Evidence M1
Work within organisational policies, procedures and ethical frameworks for mentoring
Ensure own work reflects organisational policies, procedures and ethical frameworks. Know how to get support to meet your own needs when mentoring
Induction day
HPSET Code of Professional Conduct M2
Mentor within the organisational setting
Understand the organisational setting and culture
Provide mentoring in an organisational setting
Midpoint review or the final year sign off M3
Establish the mentoring relationship
Agree expectations, boundaries and levels of support
Initial mentoring contract
Workplace induction M4
Prepare for the mentoring session
Ensure own readiness for the mentorship session
Explore outcomes and expectations
Mentor logs M5
Interact with mentee using a range of media
Establish interactions using a range of media
This may include:
s, Skype, Facetime, texting, phone or discussion forums/blogs M6
Explore goals and options with mentee
Assist mentee to clarify their goals
Explore a range of options with mentee for achieving their goals
Midpoint review (action plan) M7
Enable mentee to progress towards goals
Enable mentee to develop weekly goals and targets
Support the mentee in implementing the goals and targets
Be able to judge evidence of competency against the HPSET competencies
Practice Assessment Handbook M8
Give mentoring support
Give advice and guidance to support mentee
Assist mentee to take responsibility for their development
Midpoint review M9
Review progress and achievements with mentee
Review progress and achievements documented through the mentoring logs
Mentoring logs
M10
Record and maintain notes of interactions with mentee
Record and maintain notes of interactions
M11
Maintain the mentoring relationship
Maintain and review the mentoring relationship

38. Pages 8-9 to be completed by the mentor
Logging your evidence
Pages 8-9 to be completed by the mentor

39. Activity 3
Have a look through the Mentor Standards Assessment Handbook
Have a look at page 7 and identify which types of evidence can be used for covering each of the standards
Suppose you were logging evidence to cover standard M5 (range of media)… what sort of comments could you write to show how your evidence meets this standard?

40. Assessing your evidence
When the student gives in their portfolio at either the ‘mid-point review’ or the final ‘end of year review’, you could also submit your handbook for assessment
Assessment is done through the college tutor
Feedback will be made on page 10 and any actions needed will be documented
If necessary, an action plan will be set (page 11) and this can be reviewed when completed

41. Successful completion of the Mentor Standard Assessment Handbook
Having successfully completed 11 of the 12 mentoring standards, the college will then initiate M12
M12 requires you to reflect on and evaluate the mentoring process (next slide)
Guidance is provided on page 12
Assessment is undertaken by HPSET
- send to

42. M12 – Reflect on and evaluate the mentoring process
Elements of competence
Evidence
Reflect on the mentoring process and evaluate it’s effectiveness
Complete a reflective report (750 words) on the mentoring process up to the mid point review or the final year sign off
Completion results
in certification