1. Enhanced Practice Support Framework
“Welcome to this presentation on the Enhanced Practice Support Framework. The next few slides will guide personal tutors whose students will be using the coaching logs in placement”.
A GUIDE FOR TUTORS SUPPORTING STUDENTS USING THE COACHING LOGS

2. ENHANCED PRACTICE SUPPORT FRAMEWORK
Aims & Objectives
To understand the underpinning ethos of the Enhanced Practice Support Framework
To understand the roles of the Lead Mentor, the Mentor and the Coach in the Enhanced Practice Support Framework.
To understand the skill of coaching within the Enhanced Practice Support Framework.
Lead Mentor
Mentors
Coaches
“By the end of this video, you should be able to understand the underpinning ethos of the Enhanced Practice Support Framework and to understand the roles of the Lead Mentor, the Mentor and the Coach. You will understand the skill of coaching and how this is used within the Enhanced Practice Support Framework”.

3. What is the Enhanced Practice Support Framework (EPSF) coaching log
EPSF is based on a research study carried out in 2014 by Anglia Ruskin University and University of Essex looking at the experiences of Mentors, Student Mentors and Practice Managers on how best we can support student nurses in practice (Turnbull and Wetherall, 2014).
“The Enhanced Practice Support Framework (or EPSF) is the result of a 2014 Research study into the experiences of mentors, student mentors and practice managers of areas with pre-registration nursing students. The EPSF was identified as a way to support mentors and also as a way of capturing the learning that was taking place within the practice areas”.

4. What is the role of a lead mentor?
To promote high quality education of learners in the practice environment.
Ensure that facilitation of learners is everyone's business.
Act as a support to coaches, mentors and lead education managers.
Monitor the quality of mentorship in the practice setting.
“There are 3 key roles supporting your students in practice: Lead mentors, mentors and coaches. Day to day, students will have most of their learning support and interaction with their mentor and the coaches. However, we will now look at the 3 roles in turn. A Lead Mentor is responsible for ensuring the quality of learning within the practice environment. They will monitor the quality of mentorship and act as a support to coaches, mentors and educational links”.

5. What is the role of the mentor in this framework?
To allocate a coach to each of their students when appropriate, in order for them to meet their daily goal, whilst working towards their practice outcomes.
Review their students' coaching logs, particularly at formative and summative assessment stages
Develop any action plans with their students.
Liaise with coaches to receive feedback on their students' performance.
Liaise with the lead mentor to discuss any concerns about their students' learning opportunities
To act as a coach
New NMC Standards of Student Supervision and Assessment (Sept 19)
Mentors will become Practice Supervisors and/or Practice Assessors
However they will still use coaching skills to support and assess students
Mentors
“Mentors are required to meet and maintain the requirements determined in the SLAIP standards. They are also required to spend a minimum 40% of a student’s placement time providing either direct or indirect supervision. Mentors are able to act as a coach or identify a suitable coach who can facilitate a student’s learning outcomes and help them meet their daily goal. Mentors should review their student’s Coaching Log and use feedback provided from coaches as evidence to support fine grading during formative and summative assessments. Mentors retain all responsibility for all aspects of a student’s assessment, and the development of any action plan remains the responsibility of the mentor”.
Please note: the NMC Education Standards have been revised and will be implemented in full in September 19. Please refer to the when the new NMC website for further information on the roles of Practice Supervisor, Practice Assessor and Academic Assessor”
Mentors must retain accountability / responsibility for all aspects of student assessment.

6. What is the role of the coach in this framework?
Within this framework all registered practitioners will be expected to act in a coaching role with students when required
Coaches do not need to be a mentor.
Mentors should also sign as a coach when they are with students.
Registered bank or agency staff can act as a coach if appropriate
Students can work alongside Health Care Assistants/ Associate Practitioners – However, they cannot sign or take responsibility as a coach
Coaches
“Within this framework all registered practitioners will be expected to act in a coaching role with students when required. Coaches could include the following registered health care staff:
Doctors, Physiotherapist’s, Occupational Therapists, Social Workers or Dieticians. Coaches do not need to be a ‘live’ mentor. A coach could even be a Registered Nurse working towards their mentorship course. Registered bank or agency staff can act as a coach where appropriate. Please note- Students can work alongside Health Care Assistants/ Associate Practitioners. However, they cannot sign or take responsibility as a coach. Coaches should question students when reviewing their learning goal. We call this skilful questioning and it is a key component of coaching. It will also ensure that the coach feels confident that the student has met the learning goal”.
Feedback to learners must always come from the coach or their mentor

7. WHAT DOES THE COACHING LOG MEAN TO THE STUDENTS?
Negotiating with their coach/mentor each day the students should set a learning goal related to one of their practice competencies following the TGROW model (Whitmore, 2009).
This will help them to focus on their aspect of learning for every shift and enable them to develop their critical thinking skills
“We will now look at what the coaching log will mean for your students on placement. They will be expected to identify a learning goal every shift that they are in practice. These goals should be related to one of their practice outcomes and should be negotiated with their coach. By setting a goal, students are able to focus on their learning and develop their critical thinking skills. When documenting the goal in the coaching log, students will be following the TGROW model”.
Topic
Goal
Reality
Options
Way forward

8. Goal example that could be adapted for all year groups
Name of Coach: Joe Bloggs, RGN Date: 4th July 2018
Topic
Care,
Compassion and
Communication
Apply the principles of confidentiality and understand its importance within data protection.
Choose one or two of the descriptors below related to this practice competency and consider how these may be met throughout the shift:
Respects peoples’ right to confidentiality and maintains it appropriately.
Can identify when to disclose information.
Seeks consent prior to sharing information.
Is able to identify relevant safeguarding issues.
Adheres to Organisation/Trust policies and procedures for data protection and information governance.
Goal
Reality
Options
Goal for today (agreed with coach):
To attend a ward round on a surgical ward
What experience do I have of this?
I have limited experience of ward rounds, I have briefly observed a ward round when I worked on a medical ward, but I would now I like to attend one a surgical ward to see the difference. I want to develop this goal to help develop my confidence when planning care for a patient.
How might this be achieved during the shift (agreed with coach)?
I will ask my mentor/coach to see if this will be possible on today’s shift.
Way Forward
Following discussion with my coach, the aspects that went well and challenges I experienced were:
I did not understand some of the abbreviations used during the ward round which meant I was missing out on key information and getting behind.
New learning -Next time I will consider the following:
I will familiarise myself better with the medical notes and highlight any words/ abbreviations I do not understand. I will then go away and research what the abbreviations stand for and how it may relevant to the ward. I will feed this back to my mentor so I can continue to develop..
Signature of Learner :
Confirmation of accuracy : Signature of Coach
Goal example that could be adapted for all year groups
This is an example page from a completed Coaching Log. You will see the T-GROW structure of the page. The topics identified at the top of the Coaching log pages relate to the student’s cluster skills. There are also blank coaching log pages, should the student have a very specialised or specific goal or if they are placed on a highly specialised placement area”.

9. Benefits of the students using the coaching log
The enhanced practice support frame work will provide opportunities for your students to meet with other health care professionals to discuss and learn about their contributions to care.
It will help students to learn with and about other health care professionals, which is an essential part of their programme.
Enhanced Practice Support Framework (EPSF) is designed to create a better understanding between different health care groups
“Use of the coaching logs will provide students with learning opportunities with a variety of healthcare professionals. It will help students learn with and about, other healthcare professionals and their contribution to patient care”.

10. Benefits of students using the coaching log
The coaching log will provide evidence of the goals that the students have worked with the coaches and are a valuable resource in supporting assessment decisions.
The mentor will review the coaching log, at formative and summative assessment stages.
The Personal tutor will review coaching log as well as their practice documents.
The coaching log acts as a portfolio of evidence of learning experiences that the student has undertaken. It will provide evidence of the goals that the student has set, the coaches they have worked with and is a valuable resource in supporting assessment decisions. The student’s mentor will review the coaching log at formative and summative assessment. As the Personal Tutor, you will also read the student’s coaching log during Practice Assessment Document review meetings”.

11. The role of the personal tutor
Should discuss the EPSF and the use of coaching logs prior to practice
Remind students to check the placement profile and learning opportunities available prior to practice
To monitor and discuss the coaching logs and learning opportunities whilst in practice
Discuss the coaching log when reviewing the summative assessment.
Feedback to the education champion and Clinical Educators if there are any concerns with the EPSF or coaching logs
As a personal tutor, you should discuss EPSF and the use of coaching logs prior to your students attending placement. Remind students to check the placement profile and think about the learning opportunities prior to practice. You should monitor the student’s coaching log use and discuss the log when reviewing the summative assessment. Should you have any concerns, you can feedback to the education champion and the clinical educator for the practice area”.

12. Student feedback
“I really like the coaching logs because they help me understand learning outcomes on each placement, I wish I had used them in 1st year” 2nd Year Student Nurse
“The coaching log has made a difference to me as it helps me structure my day” 2nd Year Student Nurse
“I didn’t realise how beneficial the coaching logs were to my practice as I can explore different goals to help me enhance my learning” 3rd Year Student
“I am able to pick up different skills from other staff and it makes me feel included in a team ” 3rd Year Student Nurse
“Students have reported that the Coaching log has helped them to structure their day, understand learning outcomes within placement area and feel included within in the team”.

13. Coaching logs should be completed daily
THANK YOU
“Whilst the coaching log is not a pass or fail aspect of the Practice Assessment Document, it will be reviewed by the mentor during practice assessment and Coaching logs should be completed daily”.

14. Useful ARU contacts Pat Brown Lilian Ngwu
PHONE:
Lilian Ngwu
PHONE:
Louise Cook
PHONE:
“Finally, should you have any further queries or would like support from one of our Clinical Educators, please make a note of the contact details of the Educator covering your practice area. Thankyou”.

15. REFERENCES
Chartered Institute of Personnel and Development (2013) Coaching and Mentoring. Available at resources/factsheets/coaching-mentoring.aspx. (Accessed )
Nursing and Midwifery Council (2015).The Code; Professional standards of practice and behaviour for nurses and midwives. London: NMC.
Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London:NMC.
Whitmore, J. (2009) Coaching for Performance: GROWing Human Potential and Purpose- the Principles and Practice of Coaching and Leadership (4th Edition) (People Skills for Professionals). London: Nicholas Brealey Publishing.
Turnbull, P. and Wetherall. C, ‘The Enhanced Practice Support Framework’ (unpublished summary report, Anglia Ruskin University, 2014)