1. Mentor Training In Collaboration with Sheffield Hallam University Feb 2008

2. Aim of this session The concept of mentoring and how it is applied in the radiotherapy setting with SHU studentsThe concept of mentoring and how it is applied in the radiotherapy setting with SHU students Overview of the SHU clinical education programmesOverview of the SHU clinical education programmes Practical implementationPractical implementation –Mentor allocation –Mentor role Feedback including report books/ formsFeedback including report books/ forms Mentors as Role ModelsMentors as Role Models Student MotivationStudent Motivation

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

4. Mentoring is a joint venture Successful mentoring means sharing responsibility for learning. Regardless of the facilities, the subject matter, the timing, and all other variables

5. 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

6. 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

7. Evidence of CPD Activity Knowledge and Skills Framework Core 1 – CommunicationCore 1 – Communication Core 2 – Personal and People DevelopmentCore 2 – Personal and People Development HPC standards A registrant must maintain a continuous, up-to-date record of their CPD activityA registrant must maintain a continuous, up-to-date record of their CPD activity A registrant must identify that their CPD activities are a mixture of learning activities relevant to current or future practiceA registrant must identify that their CPD activities are a mixture of learning activities relevant to current or future practice Practice Educator Status with the CoR College of Radiographers now maintain a register of recognised Practice Educators (support available via CPD Anywhere and Jo Doughty j.p.doughty@shu.ac.uk)j.p.doughty@shu.ac.uk

8. What have you let yourself in for? Essentially provides a ‘focus’ for placementEssentially provides a ‘focus’ for placement Negotiation of placement learning outcomesNegotiation of placement learning outcomes Monitors progress and developmentMonitors progress and development Communication with other team membersCommunication with other team members Mid-placement discussion and reviewMid-placement discussion and review End placement discussion and reviewEnd placement discussion and review

9. 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

10. Programmes of Study BSc (Hons) Radiotherapy & Oncology (3 years) PgD Radiotherapy & Oncology in Practice (2 years – only available to graduates who have a first degree in a science related subject)

11. Our aims and philosophy To facilitate progressive development of students’ abilities as a reflective, proactive practitionerTo 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 standardTo 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 practiceTo provide essential integration of theoretical aspects and their application to clinical practice To enable students to develop as integral members of the multi-disciplinary teamTo enable students to develop as integral members of the multi-disciplinary team To foster and develop an holistic approach to patient careTo foster and develop an holistic approach to patient care To provide the requisite foundation for CPDTo provide the requisite foundation for CPD

12. Clinical placement standards THE LEARNING ENVIRONMENTTHE LEARNING ENVIRONMENT The clinical environment maximises the potential for student learning, fosters the development of each individual and provides a firm foundation for entrance into the profession THE PHYSICAL ENVIRONMENTTHE PHYSICAL ENVIRONMENT Provision is made of appropriate facilities to support a breadth of clinical experience and learning CLINICAL SUPERVISIONCLINICAL SUPERVISION A level and quality of student supervision and assessment is developed and maintained to maximise effective learning QUALITY MONITORING AND EVALUATIONQUALITY MONITORING AND EVALUATION There are effective mechanisms for the enhancement and maintenance of the quality of clinical education

13. 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

14. The student experience: assessment Clinical Assessment profilesClinical Assessment profiles Monitoring development of increasingly demanding clinical competencies and testing students’ understanding of underpinning theory (Requires mentor input) Monitoring development of increasingly demanding clinical competencies and testing students’ understanding of underpinning theory (Requires mentor input) Written case reportsWritten 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) 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)

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

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

17. 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 approachWith 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?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 staffAs 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

18. 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

19. 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?

20. 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

21. 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?

22. 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?

23. The student experience: Clinical assessments  Palliative Techniques  Superficial Apposition Techniques (includes superficial, orthovoltage and electrons dependant on departmental equipment)  Radical isocentric chest or pelvis techniques  Localisation of palliative techniques  Radical Breast Techniques

24.  Radical head and neck techniques  Localisation of radical techniques to include profiles for: Chest or pelvis Head and neck Breast  New Patient Information to includes profiles for: Pelvis Breast Head and Neck Palliative

25. Additional profiles include:  Communication and interpersonal skills  Simple Treatment Calculations  Planned isocentric and electron (dose/plan/calculation) checking procedures (no case discussion) These three profiles have no case discussion

26. Operational aspects  The case discussions should be viewed as a 'total' list  Students should complete these case discussions in which ever order is most appropriate to their level of experience and availability of practice learning examples  Students should be encouraged to complete case discussions in an appropriate and timely manner  Link tutors and PDF's will guide students to consider their academic learning/ clinical experience and workload when booking case discussions

27. Mentor guidance... 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 Link Tutor or PDF

28. Feedback: Always a gift?

29. 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. Mentor Role in Feedback?

30. 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

31. If a student requests that aspects of competency profiles are signed and you do not feel they 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?

32. Completing the placement report form? Beginning of placementBeginning 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-placementMid-placement - Placements of 4 weeks or longer require a mid-placement review - May also be appropriate for shorter placements - Feedback to link tutor/ PDF if necessary End of placementEnd 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)

33. Feedback Summary Ask the student to self assess firstAsk the student to self assess first Give praise before criticismGive praise before criticism Limit what you coverLimit what you cover Concentrate on what can be changedConcentrate on what can be changed Give the student time to think and respondGive the student time to think and respond Be clear and specific not vagueBe clear and specific not vague Give regular feedback and avoid delayGive regular feedback and avoid delay Own the feedback that you giveOwn the feedback that you give Give balanced constructive feedbackGive balanced constructive feedback Think of the questions you are using – use questions initially rather than accusationsThink of the questions you are using – use questions initially rather than accusations Offer support and challengeOffer support and challenge

34. 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

35. The Mentor as Role Model?

36. 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

37. Discussion point! How can I help with a students motivation? What helps or hinders students learning?

38. 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

39. 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 abilityWrong 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

40. QUESTIONS