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Portsmouth Hospital Trust Nurse Mentorship Resource Pack

A Guide for Portsmouth Hospitals NHS Trust

to Support Learning and Assessment in Practice January 2014

Scott Hawes – Practice Based Learning Facilitator Jill Pallister – Practice Based Learning Manager

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Foreword

The role of the mentor is acknowledged and respected as being of immense value to not only the students in practice but also the organisation as a whole. Research has shown that mentors find the experience really valuable and rewarding. A mentor is critical in helping to facilitate the development of future nurses and midwives and we have written this guide to support you as a mentor. We trust that you find the information useful and also available to support you in your role are the Practice Based Learning Team based within PHT, your colleagues and also the University of Southampton’s Practice Academic Co-ordinators.

Section Contents Page

1. Mentors and Mentorship 3

2. Introduction to NMC Standards 4

3. PHT Responsibilities – Entry on the Mentorship Database 4

4. Manager’s Responsibilities within Mentorship 6

5. The Mentor’s Responsibilities 7

6. Student Assessment 8

7. What to Expect of Students in Practice? 10

8. Giving Students Constructive Feedback 11

9. Keeping Updated and Sign-Off Mentors 12

10. References 13

Ap. Appendices 14

A.1. NMC Approved Mentorship Modules and Protected Time 14

A.2. Guidelines for Entry to Mentor Database 16

A.3. Entry to PHT Mentor Database 17

A.4. Transfer of Mentor to Sign-Off Mentor Form 18

A.5. Triennial Review Assessment Form 19

A.6. Triennial Review Development Plan 20

A.7. Record of Mentor/Practice Teacher’s Learning 21

A.8. Record of Students Mentored 22

A.9. Mentorship Transfer Proforma 23

A.10. Mentorship Transfer Proforma (out) 24

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1. Mentors and Mentorship

“A mentor is a nurse, midwife or specialist community public health nurse who facilitates learning, supervises and assesses students in a practice setting” (NMC, 2005a). The role of a mentor is critical in helping to facilitate the development of future generations of nurses and midwives. All nurses and midwives have a responsibility to “facilitate students and others to develop their competence,” within the NMC’s standards of conduct, performance and ethics (NMC, 2010). Mentors have the privilege & responsibility of helping students translate theory and skills learnt in the classroom into practice. Passing on knowledge and skills is one of the most essential roles you can undertake and is very rewarding. The NMC standards make it a mandatory requirement that students on NMC approved pre-registration nurse education programmes which lead to registration on the NMC register must be supported and assessed by a mentor. This mentor will support learning and assessment in practice, and make judgements on fitness for practice to enter the register. Mentors are accountable to the NMC for such judgements but must inform university staff at the earliest opportunity of any concerns regarding performance or progress. Once on the register the individual is accountable for their own practice. Mentors should be formally prepared for their roles and meet the minimum requirements set by the NMC. Portsmouth Hospitals NHS Trust has a mentorship policy so that all mentors and managers are aware of their responsibilities to meet the NMC requirements of supporting learning in practice. The policy also gives an explanation and guidance on how the NMC standards to support learning and assessment in practice can be achieved in the practice setting. The policy can be found on the Intranet using the link below: http://www.porthosp.nhs.uk/Nursing-and-Midwifery-Policies/Mentors%20and%20Practice%20teachers%20working%20with%20Nurse%20and%20Midwifery%20students%20at%20PHT.doc

Process for Mentorship Development

Qualify as Nurse: Gain your registered nurse status

Gain Nursing Experience: 1 year clinical experience

Become a Mentor: Apply for a NMC approved mentorship module

Start Mentoring: On passing your mentorship modoule, enter the PHT mentor database and mentor students.

Gain Mentoring Experience:

Having started mentoring students work towards the sign-off mentor criteria

Become a Sign-off Mentor: Be observed signing off proficiency three times by an existing sign-off mentor

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2. Introduction to NMC Standards

The Nursing & Midwifery Council (NMC) standards for supporting learning and assessment in practice (2008) outline responsibilities for mentors and practice teachers to fulfil. There are also responsibilities for employers and Higher Education Institutions. The framework defines and describes the knowledge and skills all nurses and midwives need to apply in practice when they support and assess students undertaking NMC approved programmes which lead to registration or a recordable qualification on the register. The standards can be found at: http://www.nmc-uk.org/Educators/Standards-for-education/Standards-to-support-learning-and-assessment-in-practice/

As a Trust we need to provide evidence to assure stakeholders for example the NMC and the Higher Education Institutions that there are sufficient mentors to support students on placement. Portsmouth Hospitals NHS Trust achieves this by:

Maintaining the Trust’s mentor database

Ensuring annual mentor updates are readily available

Work in partnership with the Higher Education Institutions

Produce clear information and guidelines for mentors offering advice, support and guidance as requested

3. PHT Responsibilities - Registering and Maintaining Entry on the Mentorship Database

The process for this is as follows:-

All staff that have successfully completed and have a ratified pass of an approved mentorship module will be entered onto the mentorship database by the Practice Based Learning Team (PBL).

Mentors to complete and return a mentorship transfer proforma which will be given to them at the Registered Nurse Induction day and should be returned to the Practice Based Learning (PBL) team.

The PBL team will then enter the details onto the mentorship database.

All leavers will be maintained on the database but recorded as inactive and can request a proforma completed by the PBL team which can be given to their new employer.

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Guidelines for Route to Mentorship (to fulfil NMC standards)

Existing Mentors

YES NO

After 1 year’s clinical experience, eligible for approved mentorship

module

Choose mode/academic level and then attend approved mentor

module (eg, taught, mixed mode, eLearning or APEL,)*

Once module completed and passed, mentor 3 students whilst

being supervised by existing sign-off mentor

Check qualification is recognised

Complete transfer in proforma

Enter the database as a sign-off mentor (see page 11 for

definition) For placement 6 only: sign-off

mentor required who must be on the same part of the register and

working in the same field of practice as the student

Mentor at least 2 students every 3 years

New Mentors

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4. Manager’s Responsibilities within Mentorship

Managers liaise with the University and Portsmouth Hospitals NHS Trust PBL team to ensure:

The quality of the learning environment and contribute to completion of educational audits.

Sufficient availability of mentors.

Support is provided for mentors.

Information for the database of mentors is regularly updated.

Provide opportunities for mentors to update annually.

Complete a triennial review with mentors to determine whether they have met the standards in order for them to remain on the local database.

Process for Managers

Q. Who is a mentor in my area? A. Contact the Practice Based Learning Team (PBL) who

holds the mentor database

Are there enough?

YES NO

Inform PBL team of any changes to database

Check staff have attended an annual face to face update

Perform triennial review as part of staff’s appraisal

Ensure all staff are following pathway to becoming sign-off mentor

Identify staff to train (through appraisal process). They must have more than 1

year’s clinical experience

Discuss what academic level and mode of delivery is appropriate

Approach Senior Nurse for Learning Beyond Registration

Staff attends the module and complete the assessment

Placement 6 only: Ensure staff are given protected time:

1 hour per week per student

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5. The Mentor’s Responsibilities

Mentors assess that students have achieved NMC competencies. In order to undertake this fundamental role, mentors must meet pre-defined criteria, and have successfully completed an NMC approved mentor preparation module. Mentors have a Responsibility to:

To fulfill the NMC requirement of supervising the students for at least 40% of the time whilst in clinical placement.

Attend annual mentor updates.

Complete Triennial review at their appraisal with line manager.

To fail students when there is concern over competence, attitude and the student fails to meet the standard required by the NMC.

Ensure that students have supernumerary status whilst undertaking the clinical placement.

Contribute to a supportive learning environment and quality learning outcomes for students.

Be approachable and supportive of students.

Have knowledge and information of the student’s programme of study and practice assessment tools.

Be willing to share their knowledge of patient care.

Identify specific learning opportunities that are available within the placement area.

Ensure that the learning experience is a planned process.

Ensure that time is identified for initial interviews with students in order to assess learning needs and develop a learning agreement.

Identify with students their core competencies and outcomes to be achieved.

Make time to observe students undertaking new skills for the first time and practising newly learnt skills.

Encourage the application of enquiry-based learning and problem-solving to situations, as well as giving factual information.

Build into learning opportunities the chance to experience the skills and knowledge of other specialist practitioners.

Build into the daily routine adequate break times to enable students to enjoy the whole practice learning experience.

Ensure that students have constructive feedback, with suggestions on how to make further improvements to promote progress.

Seek evaluative feedback from students at the end of their practice placement experience.

Be willing to take pride in sharing the student’s journey on the path to becoming a registered nurse or midwife.

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6. Student Assessment

Initial Interviews On commencement of the clinical placement, it is important to identify students learning needs during the induction process. Ideally an initial interview should take place between the student and mentor during the first 2 days of the placement.

Student and nurses to discuss opportunities to work together.

Identify learning needs and form action plans to complete them.

Discuss concerns and anxieties relating to the placement.

Discuss philosophy of care, health and safety issues, relevant policies and procedures, sickness and absence reporting, working hours and breaks.

Highlight emergency situation lines of communication, procedures i.e. cardiac arrest, fire.

Discuss roles and responsibilities of multi-disciplinary team.

Discuss any ethical, moral issues related to the placement.

Talk over the importance of patient respect and dignity in care.

Identify available learning recourses i.e. student orientation pack.

Identify other specific learning opportunities accessible during this placement i.e. work with a specialist nurse for a shift.

Interim Reviews: Formative Assessment The goal of the interim formative assessment is to monitor and review student learning midway through a placement to provide on going feedback that can be used to improve the students learning for the remaining time of the placement. Interim assessment will help students and mentors identify their strengths and weaknesses and target areas that need work. Where learning need needs are identified feedback should be delivered with sensitivity in a manner that will enhance learning See constructive feedback). Formative assessment are often overlooked but are vital to a successful student placements especially if the mentor or student has issues to raise, if these are left until the final (summative) review it is to late to act on them. Learning needs should ne made explicit and should be re-evaluated by both the student and mentor during the assessment. Final Reviews: Summative Assessment The goal of final summative assessment is to evaluate student learning at the end of a placement. Results should be discussed with the student at time of completion to ensure timely feedback. If a fail is recorded any learning needs must be documented and made explicit. Placement comments and future learning needs should be written by both the mentor and student. Students who receive a “fail” will have to make contact with their academic tutor so that appropriate support can be given. Mentors can request support from the PBL team and/or the academic link. 3 Important Questions to Ask Yourself?

Has the student met the performance criteria for achieving a pass?

Can the student discuss the knowledge underpinning their practice?

Does the students’ self-assessment accurately reflect their performance?

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Grading Assessment Grading students on their placements, instead of giving them a traditional pass or fail, is increasingly becoming a part of the pre-registration nursing curriculum. The University of Southampton was an early innovator when it introduced grading for all students starting in September 2011. The assessment focuses on different elements of nursing practice, starting with a student’s attitude in the first placement. This includes timekeeping, attendance and behaving in a professional manner. The second placement concentrates on care, compassion and communication. Subsequent placements include assessments for interprofessional working and running a caseload or ward bay. The grading system should help inspire students to aim high and try harder to achieve a better grade. Whereas a competency-led framework only checks that your work is good enough then there is no motivation to improve. Also, it gets mentors to recognise the importance of their evaluation by making what is being assessed clearer and less ambiguous. Students are now graded on each of their six placements (at the interim as well as final stage) throughout the three-year course on a scale of A* to E. Take care to read the indicator banding closely to distinguish the different descriptive words used. The mentor should select the grade which best represents the students performance within each indicator banding. A “+” grade can be awarded if it is felt the student is achieving to the higher end of a grade A,B or C. Students who receive a D or E will have to make contact with their academic tutor so that appropriate support can be given. Mentors can request support from the PBL team and/or the academic link. Failing Students One of the most important but most difficult competencies for a mentor is the management of a failing student. If a student is unable to enhance their performance and capabilities for safe and effective practice, mentors are accountable to the NMC to ensure these issues are highlighted. If you have concerns about a failing student address the issue as early as possible with your manager, the Trust PBL Team and/or the University. Indicators of a Possible Failing Student (not exhaustive)

Unsafe practice

Poor standard clinical performance (based on stage of training).

Lack of underpinning knowledge of practice (based on stage of training).

Absence of insight into weakness and unable to change following constructive feedback

Lack of interest and/or motivation

Absence of professional boundaries and/or poor professional behavior.

Poor attendance, persistent lateness/absence, unreliability. Recommendations when Failing Students

Trust your judgment and intuition, as an experienced nurse there is usually foundation in your concern

Talk to your colleagues about their experiences with the student.

Identifying the problem early enhances the students’ opportunity to succeed.

Try to facilitate the procedure of failing in positive terms using constructive feedback.

Attend annual mentorship issue to share experiences with other mentors.

Use the students’ assessment of practice document to be specific about the area the student is failing.

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7. What to Expect of Students in Practice?

When mentoring students in practice you should observe a progression of skills and knowledge base as they advance throughout their training. Simply put students should become more independent and productive practitioners and they gain placement experience. The following gives some guidance as to what to expect from student nurses as they progress. Year 1 - Participate and Initiate: Begin to understand the role of the nurse, participate in service user care and start to initiate care delivery under direct supervision of a mentor. First year students should demonstrate professionalism in practice, show compassion and have decent communication skills.

Participate, or assist in care delivery under the direct supervision of a practitioner.

Need supervision when assisting practitioners in care delivery but acts appropriately.

Have a knowledge base and understanding of the emotional needs of patients.

Have a knowledge base and an understanding of the physiological needs of the patient.

Always ensures the safety and wellbeing of patients

Never undertakes anything beyond their own stage of proficiency.

Able to make an assessment of service users needs and initiate care in non-complex cases. Year 2 - Initiate and Manage: Deliver care to service users and manage own work load of non- complex cases. Second year students should start single care management and work up to management of care groups.

Able to make an assessment of patients needs and initiate care delivery.

Have an ability to meet the emotional needs of patients that accompanies the delivery of hand on skills.

After instruction and supervised practice can be trusted to practice safely in similar uncomplicated situations.

May need guidance and support to perform skills and deliver care in unfamiliar or complex situations.

Always ensures the safety and wellbeing of patients.

Manages and priorities personal work load effectively.

Never undertakes anything beyond own stage of proficiency.

Takes responsibly for and can justify own actions. Year 3 - Lead, Plan, Delegate: Deliver, evaluate and alter as appropriate care to a group of patients for complex cases and case load manage. Third year students should lead care teams and work effectively within a multi-disciplinary environment.

Have the skills and ability to practice safely and effectively without the need for direct supervision.

Manage care to ensure the safety and wellbeing of patients at all times.

Able to plan, deliver, delegate, evaluate and alter as appropriate care to patients for complex cases.

Lead care teams; work in multi-disciplinary teams.

Support the learning of junior students.

Be aware of their own development needs and plans for own personal and professional development.

Take responsibly for and can justify own actions.

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8. Giving Students Constructive Feedback

Mentors are responsible for providing students with regular constructive feedback to ensure they are meeting their learning objectives. Mentors are required to provide formal verbal and written feedback to students through initial, interim (formative) and final (summative) assessment as a minimum. Informal situational feedback is also essential on aspects such as the students’ applied knowledge base, interpersonal skills, attitude, professionalism, safety and motivation for professional development. Providing effective, honest and constructive feedback requires compassion, insight and tact. Students cannot improve if they are not given accurate and constructive feedback regarding their competence and progress. Therefore, maintaining and enhancing constructive feedback skills is vital to the role of mentor Set Realistic Goals Before you provide constructive feedback, let the student know your expectations. If you do not share your expectations, you have no grounds on which to base your evaluation and subsequent feedback. Often, it is assumed that students understand what is expected of them. However, students meet many mentors and are exposed to a variety of practice areas where expectations may differ. Gauge Student Expectations of Feedback It is important to remember that students may not be used to receiving feedback or their previous experience of feedback may have been poor. Past experiences can influence how students respond to feedback. Gather Information on Student Practice To provide the student with constructive feedback, you must have accurate information on which to base your feedback. Working alongside and directly or indirectly observing the student in practice will provide opportunities to gather evidence. A student’s verbal responses to questioning, reflective discussions with the student and written evidence, for example nursing notes as well as discussion with team members, relatives and patients, provide further sources of information on which to base accurate constructive feedback to the student. Act in a Timely Manner Students depend on mentors to provide them with timely constructive feedback to encourage learning and competence in practice. Feedback should be provided as closely as possible to an event in practice to have the greatest effect. If a student has done something well, praise them for it. Similarly, if a student is underperforming, they require timely feedback as close as possible to the event and not at a formal feedback session, which may be several days or weeks later. Be Specific A key feature of providing constructive feedback is to be specific. It is important to tell the student in specific descriptive terms what behaviours were right, how you feel about the behaviour and the effect of that behaviour has. When delivering positive constructive feedback, if framed with reference to the student’s learning outcomes, giving such detail encourages more of the same behaviour and aids development of the student’s confidence Negative Feedback can be Constructive At times you may be required to give negative comments. When providing constructive feedback in such situations, it is useful to encourage students to self-assess against the required learning outcomes for the placement and to let the student have the first say. This allows you to gauge whether the student has an insight into their difficulties.

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9. Keeping Updated and Sign-Off Mentors

Annual Mentorship Updates

Face to face Mentor Updates are a mandatory requirement for any mentor supervising a pre/post qualification or post graduate student on a programme which leads to a registered qualification with the NMC.

The mentor updates run throughout the year and are held on the Queen Alexandra Hospital site. They inform mentors of changes in student assessment and NMC guidelines on mentorship and are an opportunity to reflect on experiences of mentoring and allow the checking of validity and reliability of judgements made when assessing practice in challenging circumstances.

The Open University visits by academic tutors to the clinical areas to discuss issues with mentors and the student liaison meetings will also be classed as updates.

Triennial Reviews This is a NMC requirement for mentors & practice teachers to verify that they have maintained their mentorship skills, knowledge, and competence to remain on the database. Every three years mentors must provide evidence to Portsmouth Hospitals NHS Trust via their yearly appraisal that they have:

Mentored at least two students within the 3 year period.

Completed an annual update which includes: annual face to face mentor updates (see above) plus 2 pieces of evidence of updating by accessing relevant conferences, teaching and modules or reading journal articles.

Met all requirements needed to be maintained on the PHT mentor database.

Sign-Off Mentors The NMC requires confirmation at the end of a programme that both practice and theory parts have been successfully achieved. For the NMC this relates to practice experience 6, however the University of Southampton also require this to occur on practice experience 2 and 4 as well (i.e. sign-off placement at end of each year) students will require a ‘sign-off’ mentor to make a judgement as to whether the student has passed their competencies and are proficient. They will then sign-off the practice part of the programme and are accountable to the NMC for their decision that the students are fit for practice and have the necessary knowledge, skills and competence to be proficient in the role they are working towards. Important to Remember:

Mentors should keep sufficient records to support and justify their decisions on whether a student is competent.

For the final placement (P6), sign-off mentors must have one hour per student a week allocated to reflect, discuss with colleagues, give feedback etc. This is in addition to the 40% requirement.

For the final placement (P6), only sign-off mentors that are on the same part of the register and in the same field of practice may confirm to the NMC that students have met the relevant standards of proficiency for the particular programme leading to registration or a qualification that is recordable on the NMC register.

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References

This guide has been compiled from the following documents and websites, which you may also find useful: The NMC. (2008) Standards to Support Learning and Assessment in Practice http://www.nmc-uk.org/Educators/Standards-for-education/Standards-to-support-learning-and-assessment-in-practice/ The NMC. (2008) The Code – Standards on Conduct, Performance and Ethics for Nurses and Midwives The code in full | Nursing and Midwifery Council RCN. (2007) Guidance for mentors of nursing students and midwifes: an RCN toolkit www.rcn.org.uk/__data/assets/pdf_file/0008/78677/002797.pdf School of Health Sciences link: www.nursingandmidwifery.soton.ac.uk/practice/index.htm University of Southampton. (2013) Assessment and Learning in Practice Settings (ALPS) website www.alps.soton.ac.uk/ Dean, E. (2013) Finding a better way to support mentors. Nursing Standard. vol.27 no.45 pp.16-20 Duffy, K. (2013) Providing constructive feedback to students during mentoring. Nursing Standard. Vol.27 no.31 pp.50-56 Price, B. (2012) Key principles in assessing students’ practice-based learning. Nursing Standard. vol.26 no.49 pp.49-55 Kilgallon, K., Thompson, J. ( 2012) Mentoring in Nursing and Healthcare: A practical approach. John Wiley and sons ltd Hughes, S., Quinn , F. (2013) Quinn’s Principles and Practice of Nurse Education 6th ed. Cengage Learning We gratefully acknowledge our colleagues’ work which has informed this document, particularly from: Southampton Universities NHS Trust, University of Southampton, Solent Healthcare and the Isle of Wight NHS Primary Care Trust.

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Appendices

A.1. NMC Approved Mentorship Modules and Protected Time

An NMC Approved Mentorship Module will consist of the Following:

Have a minimum academic level of HE (Higher Education) at level 5 or 6.

Have a minimum of 10 days, of which at least 5 days are protected learning time.

Include learning in both academic and practice settings.

Include relevant work-based learning e.g. experience in mentoring a student under the supervision of a qualified mentor, and having the opportunity to critically reflect on such an experience.

Are normally completed in 3 months. Recognition of Prior Learning The NMC does not expect mentors who have undertaken a preparation programme previously approved by one of the National Boards or since April 2002 undertaken preparation approved by programme providers to have to repeat such preparation. Protected Time during Mentorship Modules Registrants already holding a mentorship qualification should map their current qualification and experience against the new NMC standards and meet any outstanding outcomes through CPD (Continuing Professional Development) The NMC (2006 p28) states that mentorship preparation programmes “must be a minimum of 10 days, of which at least 5 are protected learning time”. It is anticipated that some of this time may be spent in practice working with learners and some either in a classroom setting or preparing work for the assignment. Below is a guide on how this standard might be achieved within the different modes of mentorship delivery although it is up to the individual learner to negotiate with their manager where, when and how these days will be protected. Taught Mode of Delivery This consists of 5 taught days. In order to meet the NMC requirement stated above, the other 5 days could be:

Working with a learner (1-2 days)

Working on the assignments (1-2 days)

Working with another mentor (1–2 days) E-Learning Mode of Delivery This consists of 1 taught induction day with the rest delivered online. The online learning activities equate to 4 days which when taken with the taught induction day, provide 5 study days. In order to meet the NMC requirement stated above, the other 5 days could be:

Additional time required for learning activities

Working with a learner (1–2 days)

Working on the assignments (1–2 days)

Working with another mentor (1–2 days)

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Mixed Mode Delivery This consists of 1 taught induction day with 1 further taught day and the rest delivered online. The online learning activities equate to 3 days which when taken with the 2 taught days provide 5 study days. In order to meet the NMC requirement stated above, the other 5 days could be:

Additional time required for learning activities

Working with a learner (1–2 days)

Working on the assignments (1–2 days)

Working with another mentor (1–2 days) AP(E)L AP(E)L consists of 1 taught induction day and then 8 hours of supervision. Taken together these equate to 2 study days. In order to meet the NMC requirement stated above, the other 8 days could be:

Working with a learner (1–2 days)

Gathering evidence /working on assignments (1–2 days)

Working with another mentor (1–2 days)

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A.2. Guidelines for Entry to Mentor Databases All individuals entering the mentor database must have completed an NMC Mentor/practice Teacher programme or utilised the AP(E)L processes within a local University. (NMC (2008)

Current Local NMC approved Mentor Programmes*

Assessment and Learning in Practice Settings –University of Southampton

Assessing Practice in Nursing & Midwifery – Open University

Mentor Preparation – University of Surrey

Learning & Assessing in Practice – Bournemouth University

Mentorship Preparation – Bournemouth University

Mentoring in Practice – University of Greenwich

Post Graduate Certificate/Diploma in Health & Social Care – HEI/University Providers

Non NMC Approved Programmes*

998

City & Guilds 7307/7407

Certificate in Education

Yes To maintain your mentor status you will need to:

Update your mentoring knowledge and skills annually – including attending a face to face update once every 3 years.

Have mentored at least 2 students within a 3 year period.

Maintain clinical currency

Have completed a triennial review form of your mentoring activity with your manager

Please ask your manager, PBL Facilitator or link lecturer for advice on “Sign-Off” Mentor Status

Non Accredited Programmes*

10007 – Clinical Assessors Course

Associate Mentor Preparation

D32/33

A1/A2

No

To be able to enter the database you will need to complete a mentorship course or AP(E)L Speak to your Manager regarding the availability of places.

Useful Resources:

www.alps.soton.ac.uk ‘The Guide to Mentorship’ Local Intranet Manager Education Lead Learning Environment Lead/Facilitator (If you are unsure if your qualification is NMC approved please contact your University link teacher or Learning Environment Lead/Facilitator) (NHS only)

Mentorship

A 20 credit module offered at L5-6 in 3 modes of delivery:

Taught (5 days)

E-learning

Mixed mode Assessed by a portfolio with access to tutorial support

AP(E)L Route to Mentorship

The APEL route is suitable for practitioners who have gained related qualifications and/or experience in supporting students, for example as an associate or buddy mentor. This is not for the newly qualified. The AP(E)L route is designed to enable practitioners to make a ‘claim’ for credit towards the full mentorship qualification. There is an induction day where the students will be allocated an APEL advisor. Students will have the option of having three one-hour tutorials. Assessment is by submitting a formal APEL claim through the completion of a portfolio of evidence, which will be submitted 16 weeks after the induction day.

Are you included on the PHT

mentor database?

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A.3. Entry to PHT Mentor Database

Name

Professional Qualifications

Mentorship Qualification(s)

Sign off mentor in previous Trust?

Yes / no / don’t know

Place of Work

Contracted Hours

Date of last face to face mentor update

Number and type of students mentored

in last 2 years

Date for Triennial Review

IMPORTANT: Please remember to enclose a copy of your relevant mentor training certificates if you are entering the database for the first time. Signature__________________________ Date___________ Please Return to: Jill Pallister, Practice Based Learning Manager, Education Centre, E Level, Queen Alexandra Hospital, Southwick Hill Road, Cosham, Portsmouth, PO6 3LY, or by email to Jill.pallister@porthosp.nhs.uk

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A.4. Transfer of Mentor to Sign-Off Mentor Assessment Form

Department: ______________ Line Manager: ________________________

Date: ______________ Staff Name: ________________________

Statement Date Staff

Signature Managers Signature

Has attended a mentor course that meets NMC requirements for Mentorship

Awareness of update requirements against NMC mentor standards applicable from Sept 2007 and has evidence of attending annual face to face mentor updates

Will assess students on the _ _ _ _ _ _ _ _ _ branch of a nursing course and has a mark on the NMC register that corresponds to this branch

Has knowledge and understanding of the specific programme that the student nurse is following

Has an understanding of their professional accountability in relation to a nursing student’s final practice based assessment

Has knowledge and understanding of the support available for them in this role (SPLAs (Student Practice Learning Advisors), Practice Learning Facilitators

Reviewed the NMC Standards to Support Learning and Assessment in Practice

Will receive one hour per week protected time to reflect, give feedback and maintain achievement records per sign off student (final placement 6 only).

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A.5. Triennial Review Assessment Form The NMC Standards (2006) require that every mentor be assessed against the following criteria every 3 years; failure to provide the required evidence will lead to the mentor being removed from the ‘live’ mentor database and unable to mentor student nurses and midwives. To prevent this occurring the following form should be updated annually at appraisal between the mentor and their appraiser. Triennially, year due as indicated by annual mentor database report, a signed copy should be returned to the Practice Based learning Manager, Education Centre, E Level, QAH Ward: ______________ Ward Manager: ________________________ Date: ______________ Mentors Name: ________________________

Statement

Development Plan Required?

*

Review Date (if development

plan implemented

For use Post Development

Plan if applicable

Is there evidence that the mentor has mentored at least 2 students in last 3 years?

Yes / No Yes / No Yes / No

Is there evidence that the mentor has had a face to face update annually over the last 3 years?

Yes / No Yes / No Yes / No

Is there evidence that the mentor has mapped on-going development of their role against the NMC Standards?

Yes / No Yes / No Yes / No

Are you satisfied that the mentor is confident to either pass/fail a student in practice?

Yes/ No Yes / No Yes / No

* In the event that the Appraiser is not satisfied that all of the criteria are being or have been met then a development plan should be instigated between the mentor and their appraiser / manager (see next page).

I am satisfied that _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ has met all of the criteria for triennial review and is eligible to remain on the mentors data base. Signed _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Print Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Designation _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ To be signed triennially and copy returned to the Practice Based Learning Manager

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A.6. Triennial Review Development Plan (if required)

Mentor name

Ward / Department

My Learning Needs are:

Date

Indicate how you plan to meet your learning needs

Date

Progress Report

Date

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A.7. Record of Mentor Learning

We recommend using this form each time you undertake a learning and development activity that enhances your mentorship knowledge and skills. It is not mandatory to complete but could be useful to keep in your portfolio for when you are compiling evidence of your learning for your annual appraisal and triennial review.

Description of activity e.g. working with a student / reading an article / attending a face to face update

Identified learning points

Personal action plan

How this will enhance your mentorship in practice?

Signature_________________________ Date_______________

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A.8. Record of Students Mentored

Mentors need to be able to provide evidence of the number of students they have supported. This form is not mandatory to complete but could be useful to keep in your portfolio for when you are compiling evidence of who you have supported for your annual appraisal and triennial review.

Student name Placement number

Placement dates

Placement name

Anna Smith P2 (i.e. second

placement for a first year student)

4 April – 20 June 2008

Primrose Ward

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A.9 Mentorship Transfer Proforma

This proforma is to be completed by any new member of staff who is employed within PHT and who has been on a mentor database in their previous organisation. This proforma can be used as evidence to support staff being added to the register as well as denoting their qualification and previous status in relation to sign-off. All nursing and midwifery staff that are entered onto the register through this route will need to attend a mentorship update before continuing as a sign-off mentor. Name ……………………………………………………………………………. Ward /Department …………………………………………………………….. Previous Organisation ……………………………………………………….. Mentorship Qualification - (please note that if the qualification is non NMC approved and the member of staff has not been on a register in their previous organisation then they will need to attend an approved mentorship course through the university). ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Sign off in previous organisation register Yes / No Evidence of sign off status reviewed by education lead Yes / No i.e. Letter from previous employer Certificate of approved mentorship program Documentation to demonstrate sign off mentor status

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A.10. Mentorship Transfer Proforma (out)

This proforma is for use when a member of staff who has left the organisations requires evidence of mentorship qualification, sign of status and that they have been recorded on the organisational register of mentors Name ……………………………………………………………………………. Ward /Department …………………………………………………………….. Mentorship Qualification(s) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Sign off mentor denoted on organisational register Yes / No Last Triennial update (please add the date)……………………………………… Signature of Education Lead……………………………………………………. Date ……………………………………..