1. Midwifery Mentor Update: 2012-13

2. Overview of programmes: BSc 2013 Three year (28 students) and Post Experience (6 students) MSc 2013 Three year: Graduate Diploma at Level 6 for first year then Masters at Level 7 for second and third year Post Experience – course at Masters level.

3. Similarities & Differences Similarities: All students learn alongside in midwifery modules Competencies are unchanged All students are admitted to the same part of the register Differences: Academic level is different throughout Grading of Practice is at higher level (higher thinking?) Master’s dissertation may focus on primary research

4. The role of the mentor: (50% of learning) Modelling Access to clinical experience Enhancing and monitoring progress Sounding board for reflection and development Gatekeeper to the profession Key partner:  to student  to colleagues  to OBU and link lecturers

5. Who’s the expert? A mentor isn’t… ….someone who know all the answers A mentor is........someone who continues to learn from their students

6. Practice Assessment Documentation Initial self –assessment Midway review Individual competencies (initial, comment and sign) Final review Timesheet Grading grids Progression forms Check the objectives are SMART Be specific and detailed Only sign if sure of competence Strengths and areas for development (specific) Ensure student plans and records shifts in advance Student self assessment prior to completion by you Y1-Y2; Y2-Y3; Y3-registration 6

7. Competencies and Grading Once you have signed a students’ competencies, you can consider the grade she should be awarded. If you cannot sign one or more of the competencies that the student presents you with, you cannot grade her. (She needs to achieve competence, before you can assess HOW competent she is)

8. 8 Key points  Investing in the initial meeting and setting boundaries pays off  Helping students set SMART goals gives focus  Use a variety of methods to facilitate active student learning  Formative grading mid-semester can focus on abilities and ways of improving  Set more SMART goals mid-semester for any aspect of concern  You are accountable for assessing competency  Contact your link lecturer and document if you have any concerns

9. How is it for you? Positives: Issues: What would you like your student to say about you after her learning experience is over?

10. Competencies What? So what? Now what? What to include / leave out...

11. “I don’t feel I can sign my student off” WHY? Behaviour? Competence? Knowledge? Attitude? Logistics? Importance of EARLY IDENTIFICATION & PARTNERSHIP:  With student  With colleagues  With link lecturer ACCOUNTABILITY

12. Additional issues for consideration: Supporting students with a disability Triennial review Protected time Mentor register and annual updates Placement evaluations / Placement audits

13. Resources: NMC (via website):  Code  Standards & guidance  A-Z of advice PEU Website: http://www.hls.brookes.ac.uk/peu Link lecturer: (name and contact details)

14. 14 Sign off mentor role (SOM) The NMC state that when a student has achieved the level of proficiency required for progression to the next year OR qualification (registration) that this decision is made by a SOM. Sign off Mentors are required for:  All Midwifery students for all competencies (each competency is only achieved once a year)  All midwifery students when completing the NMC sign off form at the end of the programme

15. 15 Your Practice Development Midwife will help you register for Facilitating and Assessing Learning in the Workplace, or a similar module that will equip you to be a sign off mentor What do you need to do if you are working with a student and are not yet a sign off mentor?

16. 16 SOM/ Mentor responsibilities Protected Time Sign-off mentors must have time allocated to reflect, give feedback and keep records of student achievements in their final period of practice learning. This will be the equivalent of an hour per student per week. This time is in addition to the 40% of the student’s time to be supported by a mentor In the students Practice Assessment document (PAD) there is a SOM form to record time spent with your student

17. 17 Mentor register:  Kept by your manager  Needs to be annotated (ie completed mentor module or sign off mentor)  Do annual update (attended or self directed)  Tri annual review (with appraisal)  Keep evidence of your development

18. 18 Evidence of CPD in mentoring/ SOM role  Record of number and level of students mentored over 3 year period  Records/notes from local team meeting/to discuss mentoring issues  Project work/posters/intro- packs etc. for students/ facilitation of learning  Feedback sheets/thank you notes from students  Personal reflection of critical incidents  Copies of feedback you have written (anonymous)

19. Thank you Any comments/ questions?