1. Update for Nursing Mentors 2017
Supporting Undergraduate Pre-registration Nursing Students in practice

2. Over to you……….. What do you want to get out of this mentor update?
Any issues or questions you want to cover today:
e.g. Issues with students you have mentored; queries re pre – registration nursing programme; any other practice placement or mentorship issues?

3. What’s new? Issues potentially impacting on placements and mentors:
Loss of student fees and bursaries to student loan model from September 2017 – impact on profile of students (younger) and expectations as “consumers”
Potential increased learner numbers on placements as no capped on commissioned pre reg numbers:
Nursing associate programme pilots already started and expanding
Apprenticeships in pre registration nursing starting in Leeds in 2018
Introduction of Electronic practice assessment documents of pre registration nursing students via Pebblepad – Leeds Beckett year 1 starting September 2018
New NMC standards for pre reg nursing and for supporting learning & assessment in practice currently under consultation until sept 2017 – RADICAL NEW MODELS FOR SUPPPORTING LEARING AND ASESSMENT IN PRACTICE likely in 2018
( see hand out for discussion)

4. Locally - NMC visit to Leeds 2016
Emphasis on how we respond to practice concerns within nursing and midwifery education and supervision - specifically patient safety and wellbeing and the learning environment
Students’ experiences are being considered as part of the quality assurance processes
Students need to be aware of their duty of care to raise concerns immediately - part of Induction to placement as well as in University
Emphasis on NMC and CQC being made of concerns re safeguarding/unsafe practice raised by students or staff
New locally developed algorithm for reporting concerns raised by or involving students
New algorithm poster should be available in your areas

6. NMC Mentor Update – check you know the basics!
What are the NMC requirements for quality assuring placements?
What are your trienniel review and on-going obligations as a mentor?
What is a sign off mentor, why were they introduced & how do you become one?
What are the obligations of the mentor – including documentation :
Prior to student arriving for placement
First day
First week
Half way through
End of placemen
Making fair judgements about NMC Practice Standards AND Clinical Skills
Dealing with a potentially failing student – including concerns professional
suitability

7. What if………. • Student doesn’t turn up • Student is off sick
• Student wants to make up hours
• Student wants to work as an agency or bank HCA in your area
• Student says he/she cannot arrive at start time and cannot do certain shifts

8. Student Academic work
Students may ask your advice about their university academic work. This may include advice about assignments for specific modules or their final dissertation.
Your role as mentor may included:
Discussion of an appropriate topic for case studies or specific assignments
Provide a clinical experience to help them with meeting some assignment requirements
Whilst mentor help and advice is appreciated, caution is needed as if you share your own previous academic work with students, there may be risks associated with this.
For the Student - may result in the student inadvertently using your work resulting in an investigation of plagiarism – penalties can range from repeating the work for a lower mark to exclusion from the programme
For the Mentor - Referral to NMC as a breach of The Code (2015)

9. Support for mentors in Leeds:
Leeds University Placement Unit
Telephone
Contains resources for mentors and students including copies of student documentation, local mentor update programmes, SLIP programmes, contact details for the Universities if student issues.
They do the allocations of students for Leeds uni and Leeds Beckett
Health care placements website
Pan Yorkshire website for supporting learning:
Profile of all practice placements in Yorkshire –check your is up to date (pass words from PLF or your educational leads) / Mentor register / Student online evaluation facility / Educational audits/ Details of local Practice Learning Facilitators (PLFs)
Link lecturer
Students personal tutor/course leader
Practice learning facilitators – based in Trust or for private, voluntary and independent sector, based at University - support quality assurance of the practice placement units for students of all health professions

10. NMC (2008) “Mentors are responsible and accountable for. providing
NMC (2008) “Mentors are responsible and accountable for ..providing..constructive feedback”
We know that students:
Value feedback
Want specific not generic feedback
Want negative as well as positive feedback
Need formative as well as summative feedback
Can find feedback :motivating, increases their confidence, promotes personal development, improves self esteem, reduces stress, develops competence
We know that mentors:
Find giving feedback stressful at times
Difficult to give to weaker students
(Source: Duffy K Providing constructive feedback to students during mentoring Nursng Standard – 56)

11. Activity: Reflect on students who you have recently mentored and come up with some general principles of giving constructive feedback

12. Principles: Set realistic goals
Gauge students expectations of feedback by self assessment
Ensure it is informed by evidence (prepare)
Be timely -give as close as possible to events
Be specific and balanced
Document feedback discussions
Invite student to contribute
Involve university if risk of failing or mentor needs support
(Adapted from Walsh D The Nurse mentor handbook OUP Maidenhead)

13. Think about stage student is at:
Stage 1 novice
Stage 2 care of single client & family/carer – non- complex cases
Stage 3 – care of groups of clients & families/carers and for complex cases
Consider importance of assessing against objective criteria rather than subjective or normative criteria

14. Key principles of feedback and assessment
1. Interview process: preliminary, intermediate and final
2. Development plans
Emphasis on intermediate review /feedback/ action plans
3.Evidence of achievement in practice of practice standards
4. Final interview – no surprises!

15. Scenarios:
1. You are mentoring a first year student in your practice learning environment. Another student discloses that they have seen a discussion on a social networking site posted by the student you are mentoring stating that the student does not feel supported by you, as the mentor.
2. Mark is a 2nd year pre-registration student. He is 4 weeks into his placement. When he sees his personal tutor in University, he complains that his preliminary interview did not occur until 2 weeks into the placement, that Jane, his mentor, ….. has not updated herself recently…..” and she is frequently working different shifts to him. What should his personal tutor do?

16. 3. You are mentoring a second year student who is in week 3 of an 8 week practice learning experience. Based on your observations and questioning, you notice that the student’s underpinning knowledge is poor when undertaking a particular intervention. As part of your support strategy you give the student a workbook previously developed which you ask to be completed within a week. You then receive a telephone call from a lecturer in the University who states that the student feels that you (mentor) have unrealistic expectations of them.
4. During your introductory meeting with a pre-registration student who you mentoring, they disclose to you that they are dyslexic and so may struggle with written work

17. Levett – Jones,T. , Lathlean, J. , Higgins, I. & McMillan, M
Levett – Jones,T., Lathlean, J., Higgins, I. & McMillan, M. (2009) Staff – student relationships and their impact on nursing students’ belongingness and learning Journal of Advanced Nursing, 65, 2 ,
“Nursing students’ self-concept, confidence, resilience, self efficacy, the extent to which they were willing to question or conform to poor practice, motivation to learn and future career decisions were influenced by the extent to which they experienced belongingness.”

18. Additional slides for mentor update 2017-18
Nb. September 2017 only Year 1 Leeds Beckett nursing students using E -pads

19. Introduction of the ePAD – why?
Continues the partnership working of the 5 Yorkshire and Humber universities to share practice assessment documents (PAD).
Will enable PAD to be accessed anywhere any time via url
No lost or stolen documents
Students able to upload additional pieces of evidence to aid your judgement of competence.
Students can work offline and information uploaded when internet access available
Tutors can access ‘live ‘ view of progress

20. Key points ePAD delivered via PebblePad
Same process as before i.e. orientation, 3 sets of interviews, pass/fail judgement (placement tab)
Standards by stage and only opened when needed (adapted release) with the current placement firs on the drop down menu (Practice standards tab- again adaptive release) (example in next slides are for MH field)
Skills by domain rather than stage and all open (Skills tab) .
Attendance, absence, testimonies and medicine management separate tabs (to allow clear reporting)

24. Views
Student access via PebblePad+ and see their sections to complete along with mentor sections which they cannot change
Mentors enter via PebblePad atlas and see their sections to complete and students sections which they cannot change
Each entry where items/evidence are recorded have a time, date and person stamp, therefore signatures are not needed

25. How do I access?
All mentors and mentor addresses (held on PPQA) will be put into PebblePad are for each university
Generates an asking you to set up your access using your work address and create your own user password. Please keep this safe do not delete.
Students access via their university ID so you will receive an for LBU and UoL as these are separate accounts, but you can then link the two so you have one log in for both universities.
Students then link you to their account using your address

26. When?
Leeds Beckett University will use the new ePAD with their first year students starting September 2017.
University of Leeds will use the new ePAD from September 2018.
Look out for further information, user guides and special events .