Paramedic Science

Mentor update

• Practice Assessment Team

• Current Teaching and Assessing Qualifications

• Assessment Taxonomy• Assessment

Documents• Assessment process• Interpersonal skills

Thank you for completing

the Mentor Evaluation form…

What are the professionalrequirements to remain on the ‘live’ mentor register as stated by the HCPC/COP?

Bi-Annual Review• Two yearly cycle of reflection of mentor practice

• The process is a self assessment of your skills as a mentor

• Will need to provide evidence of professional development

• A checklist is available to support this process• The Mentor Register is then updated.

NHS CONSTITUTION• Working together to ensure students are supervised and

assessed by mentors who support care that embraces the underpinning principles and values of the NHS Constitution and the 6 C’s:– Care– Compassion– Competence– Communication– Courage– Commitment

Francis ReportIn June 2010 Sec of State launched full public inquiry into Mid

Staffordshire Foundation NHS Trust 

Inquiry chaired by Robert Francis QC:

Terms of reference: “to examine the operation of the commissioning, supervisory and regulatory organisations and other agencies, including the culture and systems of those organisations in relation to their monitoring role at Mid Staffordshire between January 2005 and March 2009 and to examine why problems at the Trust were not identified sooner, and appropriate action taken”

290 recommendations

Practice Assessment Team

• Paramedic Educator

• Associate Paramedic Educator

Paramedic Educator

The role of the paramedic educator is to contribute to the students learning experience by:

• Supporting the student in practice• Teaching clinical skills• Providing feedback on performance• Mentors two student paramedics within a two year time

period to remain “Live on the Register”• Performs summative assessment

• Registered practitioner minimum of six months post qualification experience.

• Attendance at a specific Trust mentorship preparation course

• Completes cycle of mentor development every two years

• Implements evidence based practice• Can provide evidence of CPD

Practice Educator Qualifications

Associate Paramedic Educator

The role of the Associate Paramedic Educator is to contribute to the students learning experience by:

• Supporting the student in practice

• Teaching clinical skills

• Providing formative feedback on performance

• Support the paramedic educator

• Must demonstrate competence assessment area

Associate Paramedic Educator Qualifications

• Same as a Paramedic Educator additionally holds or is working towards (to be completed in a two year period):

• Mentorship qualification or• PGCE or• Post graduate award in healthcare education

It is important to ensure that Students: • Are supernumerary• Are on the duty rota for Health and safety reasons• Actively engage in hands on delivery of care as appropriate• Have a named Paramedic Educator who is available for a minimum

of 40% of the time • Placed with Associate Paramedic Educator for 60% of time• Participate in the 24 hour cycle of care.

Assessment ProcessStudent & Practice Supervisor familiarise themselveswith: TAXONOMY LEVEL

Review Elements of Practice

Utilise Practice Assessment Documentstudent undertakes self-assessmentInitial assessment – student/ paramedic educator

Practice Elements of Practice

Paramedic Educator & student paramedic undertake formative assessment

Complete Elements of Practice Assessment RecordIdentify action plan to support further development as appropriate.

Assessing the students• Induction/Initial Meeting• Learning Contracts/Action plans• Interpersonal skills profile / core professional

values• Service user Views• Cause for Concern• Formative assessment• Summative assessment

Assessment Taxonomy – (Steinaker and Bell)

• Grade 0 Disengagement (Cause for Concern)• Grade 1 Exposure• Grade 2 Participation• Grade 3 Identification• Grade 4 Internalisation• Grade 5 Dissemination (not used within

assessment PAD)

Exposure• Performance is directed with limited autonomy by following

policies/procedures/guidelines which apply in this setting.

• No experience to draw from

• On observing a competent practitioner, the student shows awareness but lacks knowledge and skills.

• The student demonstrates a willingness to listen, observe and ask questions related to the outcome.

• The student is able to react to the experience and recognise their responsibilities in identifying sources and types of information that may enhance their knowledge of the observed practice

Participation• Accepts constructive feedback and adapts practice accordingly.• Is able to identify own limitations

• Under regular supervision, the student is able to participate in aspects of care related to the outcome.

• In relation to this outcome, the student is able to discuss rationale for care and explain their own decisions in care delivery. Problem solving with guidance is evident.

• The ability to acquire further information to support their practice in relation to this outcome is evident.

Identification• The student shows evidence of safely participating in the patient care

related to this outcome with less direct supervision. Their ability / attempts to problem-solve in relation to this outcome are more prominent.

• The student is able to identify areas of their knowledge related to this outcome that need to be developed and demonstrates the motivation and skills to address this.

• The student recognises their professional limitations in relation to this outcome and seeks advice when appropriate.

Internalisation• The student is able to reflect on previous experiences and show

development of their practice related to this outcome as a result.

• The student’s performance in this outcome is good and requires minimal supervision. Professional limitations are recognised.

• The student will need little prompting and has the ability to consistently use their initiative, based on their previous experience and/or level of knowledge.

•

• The student is able to discuss and apply underpinning theory to their practice and consider any discrepancies that may exist.

Disengagement (Cause for Concern)

• The student fails to show interest during observation of the skill / outcome.

• The student fails to recognise and action their responsibilities in identifying sources and types of information that may enhance their knowledge of the observed practice.

• A cause for concern form needs completing

Assessment Documents…Self Assessment: • The student needs to be realistic• The student needs to identify the level of taxonomy by number

Initial Assessment:

Once the student has completed the self-assessment they need to discuss with their paramedic educator so as to allow an assessment of where the student’s strengths and weaknesses lie.

The paramedic Educator will implement strategies for the student to achieve the taxonomy level required

Future meetings should be mutually arranged to discuss the student’s progress.

Types of evidence• Accreditation of prior achievement - Previous experience in another clinical

area• Reflection- Use of reflective commentaries • Direct observation- Students should be observed on as many assessment

criteria as possible and their knowledge can be assessed at any time• Oral questions- Questioning of students whilst carrying out a skill• Simulation-Scenarios, i.e. mannequins• Case study/Assignment/Project - Asking students to discuss the specific

care requirement of patients in different care settings• Testimony/Peer report- Practice supervisor or peers provides written

documentation of skill performance.

Assessment processFormative Assessment • This will involve a period of observation where the practice supervisor will be

able to observe, supervise and formatively assess the students performance and ability related to a particular element of practice or core skill.

Summative Assessment

• Is the final assessment to confirm the taxonomy level the student has achieved.

Failure at summative assessment will mean the student will fail the whole module they are undertaking.

Interpersonal skills

• The interpersonal skills profile is to be completed at formative and summative stages of the assessment process.

• Please refer to the practice assessment document

On line information• To support this presentation please access the link

below for the information and guidance included in this presentation

• www.anglia.ac.uk/mentors

• Thank you for attending today and for your continued support of students in practice.

Any Questions?