Mentor Handbook 2011 - Assessment

The assessment of Practice

Efficient assessment should achieve three main functions.  

  • reward the student's success,
  • provide evidence for their development
  • evaluate the quality of the learning experience

Two distinct strands of the courses are assessed, 'Theory' and 'Practice', but to split assessment in this way risks widening the perceived theory-practice gap.

When assessing practice Mentors need to check not only the actions of the student, but also the rationale that informs those actions. Registrants who are not mentors may join the process of assessing the students performance in practice but any entry they make in the students PAD should be approved and countersigned by the Mentor.

The purposes of assessment are to ensure that, in the most fair and equitable way, the student's performance is measured to ensure the protection of the public and the maintenance of standards. The outcomes of assessment are intended to reward success and identify areas for development. More detailed guidance is available from the regulations of UCS and the NMC. It is the student's responsibility to ensure that they are familiar with those regulations and for the completion and submission of proof of assessment. 

Practice assessment documents

The student is responsible for showing their Nursing/Midwifery Practice Assessment Document (PAD) to the Mentor on the first day of the placement and ensuring that it is available for use at all times during the placement.

This Mentor is responsible for ensuring that the PAD is properly completed before the student leaves the placement. It is not acceptable that the student be expected to relinquish their PAD and return to the placement to collect it at some time after completion of their time there. This is the only proof that we will have the student has achieved the requirements of practice assessment so it is essential that the document is not delayed or mislaid.

Practice Assessment Documents consist of several essential elements.  

  • Administrative information - including the name of the student, the area of placement, the date of the placement and the name(s) of Mentor(s). This is important for confirming the veracity of the document and of the placement and should not be overlooked.
  • Records of interviews with students are the evidence of the ongoing relationship with their Mentor(s) and the measure of the students developing competence.
  • Witness statements are used to highlight particular experiences that demonstrate the students grasp of a skill or a concept.
  • Action plans, which are drawn up by the students under the guidance of their personal tutor. These will provide a foundation for the initial interview with students as they will detail the students expectations of what they hope to achieve in the practice environment
  • The record of Practice Skills is the major part of the Practice Assessment Document and should be completed slowly and steadily as the student gains in skill and confidence.

Success in practice requires the student to pass the essential skills of practice identified in each Practice Assessment Document. Failure to do so will require the student to repeat an episode of practice to secure these skills.

The wording of the documentation must be interpreted in the right context. Students will visit practice at different stages of their course and practitioners should measure their expectations against what is reasonable for that student's stage. This outline of 'Banding Criteria' will assist in this.

Details of the performance expected in practice are given in the PAD along with the full 'banding' criteria. Skills are identified in this record as 'essential' or 'desirable' and should be banded according to the performance level seen in practice. 

  • Exposure; indicates that students have actively observed the skills of practice demonstrated by an experienced practitioner.
  • Participation in care under direct supervision is the minimum standard for 'essential' skills that pre registration nursingstudents must achieve by the end of their 1st year
  • Identification; which is a clear demonstration by the student that they understand the principles underpinning practice and can apply their developing knowledge to their practice is the minimum standard for 'essential' skills for nursing students in year 2 of the programme.
  • Internalisation; describes the level of skill evident after a student has a thorough knowledge of underlying principles and effective interventions and can practice safely and effectively under low levels of supervision and guidance. It is the level of skill required of the emergent practitioner and is the minimum standard for 'essential' skills for midwifery students at the end of each year of their course and for nursing students at the end of the final year of the programme.
  • Dissemination; is a post qualifying standard but may be a level of performance reached in some areas by higher achieving students during their 3rd year.

'Desirable' skills may be banded at the level appropriate to the year or may be banded at a lower level as appropriate or be left blank to indicate that they have been neither observed nor performed.

Any student may be banded above the minimum standard for any skill (essential or desirable) in any part of the course if their performance warrants it. However, 'credit' for a skill cannot be carried over to subsequent elements of the course and the skill must be demonstrated again at at least the minimum required level during the next element of the course.

Practice assessment in some senior modules can require the student to produce a written assignment, set by UCS, in which the student reflects upon the personal learning achieved in the placement. They may approach practitioners to discuss this and for help with the development of the assignment. Reflection is an important skill that the student is required to develop from the start of the course. Assistance given by practitioners in helping them apply the theoretical frameworks introduced will be appreciated.

The Mentors assessment of a students performance in practice is of fundamental importance to the education process. If any Mentor has concerns about making a declaration that a student has demonstrated clearly that they are ready to progress to the next placement and the next stage on their journey to professional registration then they should act on these concerns. The Link Lecturer, Personal Tutor and Clinical Practice Facilitator (see below) will assist in any way they can to help address and act on any concerns.  

SUPPORTING PRACTICE EDUCATION

Communication and Working Relationships

Mentors may be invited to, or can ask to join in, student selection, educational audit, placement evaluation and curriculum development activities. There are people occupying three significant roles that  will always be ready to assist in this.  

      • The Link Lecturer. Each placement area has a Link Lecturer who responsibilities include the support of the learning experience of both pre- and post- registration students. If an area does not have an established relationship with a Link Lecturer it does not mean that they are not available. Those areas will still receive visits from a Link Lecturer and can expect support when they request it if a particular issue arises. The placement's Link Lecturer and the Ward Sister/Charge Nurse/Senior Midwife or Community Team will normally complete the biennial quality review of the practice learning environment (education audit).  
      • The students Personal Tutor, is responsible for supporting the academic development and personal welfare of the individual student. They will be of the same profession/branch and base site as the student and will be the lecturer who knows most about them and their individual circumstances. They are the easiest route by which resources to meet personal needs can be accessed. They provide continuity across the course, as they should sustain the relationship throughout.  
      • The Clinical Practice Facilitator. Some of our placement partners are able to retain experienced Registered Practitioners in this role dedicated to the development of students and the support of clinical colleagues in matters relating to students. They will have well established relationships with the student, the practice area and UCS and are an invaluable resource. 

 

 

Quality review of the practice learning environment

(Educational Audit)

 

Every practice area used by UCS is evaluated at least every two years to confirm its suitability to provide educational experience to students. These audits must also take place if a placement changes location or has a significant change of management or designation. The process is not an inspection or a management review. The Senior Nurse/Midwife in the placement and the Link Lecturer carry it out in partnership. Another practitioner, from a different area, may be invited to assist if it is agreed that this would be helpful to the process. Reviews may also invite the contribution of any registered staff member or student currently active in the placement area.

The evaluation team present their recommendations to UCS for approval.  

There are two possible recommendations. 

  1. That the area is recommended for the placement of students. The next review will ordinarily be scheduled to take place in a further two years but evaluators are free to schedule a review within a shorter period if they feel that such early review is advisable or necessary.
  2. That the area is not recommended for the placement of students at this time. A further evaluation date may or may not be given in this circumstance. If one is given, the criteria to be achieved and the support being offered by UCS must be specified.

If recommendations are made under item 2 above then the evaluators may request that the evaluation is seen by a panel of practitioners and educationalists at UCS. This is NOT an appeal process against the decision of the evaluators. The panel, which will include practice representatives from any of our placement provider partners, will provide advice and guidance on developing practice learning opportunities.

The evaluation describes the placement, the (WTE) number of staff with Practice Teacher qualifications, Mentor qualifications, sign-off mentor additions and the (WTE) number of registrants without mentor or teacher qualifications who can nonetheless support students in practical learning activities. It will define the maximum number of students that the placement area can host. If any significant details change, the Allocations Officer must be notified by the Senior Nurse or Midwife as soon as is practicable.

Managing the Learning Environment

 

 

 

 

 

 

 

The most important factor in the learning environment is Mentor/student relationships.

Those Mentors who show empathy for the student's situation and recognition of them as a person are constantly evaluated as being the best teachers. Students feel they learn more from Mentors who are enthusiastic about their role and appear confident in what they do.

We are all more comfortable when our position, authority and boundaries are clear. Ensure that the student knows what is expected of them and what learning opportunities can reasonably be offered.

The physical environment is important, the effects of such obvious distractions as cold, fatigue, noise and discomfort must be kept under review. Teaching whilst doing is the best strategy, concurrent discussions on the activities being undertaken are not always possible but any necessary discussion should be held as close to the event as possible.

A thinking environment that requires curiosity, questioning and a good-natured scepticism will promote learning for all concerned. Speculative thinking is often as valid as the recall of facts. Recall is important when dealing with irrefutable realities but the management of care is based upon far more subtle reasoning processes that also require creativity and the use of intuition.  

Course Development

 

 

 

 

 

 

 

Course development is a continuous cycle with influences for change being taken from several sources. The professional bodies require that courses are re-written every five years. This rewrite must reflect changes in the knowledge base, changes in practice and new expectations in how learning is to be achieved. All those involved in the teaching and organisation of the course, the employment of graduates and in the receipt of care are consulted and actively participate in the process. Practitioners may be invited to help, but they may also volunteer.

During the lifetime of a course, all aspects of it are fully evaluated. Placements are evaluated by students each semester. As students return to UCS they are asked to reduce their observations to writing and summaries are made and distributed. Many areas find it useful to place an evaluation sheet somewhere in the Student Welcome Pack. In this way feedback is more specific and less delayed. The results of all evaluations are collated and can form the rationale for a change within the course whilst it is running.

The reward felt following a successful evaluation should not be underestimated. Neither should the anxiety felt when evaluations are thought to fall short of set goals. It is vital that evaluations should remain focused on the learning needs and wants of the students and the ability of the placement experience to achieve them.

Support & Development

 

 

 

 

 

 

 

Taking on the role of Mentor is an important part of a Midwife/Nurse's professional development.

The Code: Standards of conduct performance and ethics for nurses and midwives (NMC 2008) states that as a registered nurse "You must facilitate students and others to develop their competence" but Mentorship is a commitment beyond this.

UCS offers 'Preparation for Mentorship' courses to help this. Many employers now require this type of course to be completed before promotion above certain levels can be gained. Subsequently they are happy to support their staff through this aspect of professional development. The NHS also offers some places on the Preparation for Mentorship programme free of charge to placement providers who are not directly managed by the NHS but who offer practice learning opportunities to pre-registration students.

Any enquiries about the 'Preparation for Mentorship' course should be directed to the Academic Services Office at The Waterfront Building, Ipswich on 01473 338450 or click on Preparation for Mentorship|.

UCS offers Mentor updates in the form of open sessions held at all base sites. Also, there are half day preparation sessions for those looking to take on the role of sign-off mentor.

There is no charge for attending these sessions for those accepting, or preparing to accept, UCS students for practice experience.

Dates can be found on Staff notice-boards, in the Mentor Newsletter, via a 'phone call to the School Offices or by clicking on Calendar of Mentor Update events|. Clinical Practice Facilitators or Link Lecturers will also be able to provide update information and advice.

Go back to Mentor Handbook 2011 Index|