Frequently Asked Questions
What does a Mentor do if ….
A Student is absent due to sickness|
A student is absent for no known reason|
There are concerns about a students progress|
There are concerns about a students behaviour|
There are concerns about a students health|
There are concerns about a students welfare|
A learning opportunity presents but there are uncertainties about the students level of preparation|
A student insists that they cannot attend a placement at a particular time because of employment|
A student requests not to attend placement on bank holidays|
A student requests to attend placement on extended or double shifts|
Others wish to teach students|
Other professionals make an entry in the students Practice Assessment Document|
They are Mentor to a student with specific learning needs|
Further questions needing answers that will be of use or interest to other mentors, may be sent to the Clinical Placement Manager geoffrey.scottucs.ac.uk| for inclusion on this page.
A student is absent due to sickness.
The student is responsible for notifying any sickness or absence to UCS. The mentor must ensure that the duration of the period of sickness is noted on the students record of attendance. If the time off sick exceeds 5 consecutive days UCS will require a certificate from the students medical practitioner. Because of the minimum practice hours requirement students may have to make up lost time. A detailed policy exists regarding this and the student should be advised to discuss this with the Allocations Office or their Personal Tutor. If a student has missed 20% or more of their placement then their overall practice performance cannot be assessed. Please contact a Clinical Practice Facilitator or Link Lecturer as soon as possible.
A student is absent for no known reason
Absence without an acceptable reason being given is not considered to be acceptable by UCS. Continuous absence without approval for 14 days will result in the student being subject to UCS disciplinary processes. Please notify a Clinical Practice Facilitator or the School of Nursing and Midwifery office at UCS of the absence as soon as possible marking the notification for the attention of the Module Leader. Please note the requirements detailed in the paragraph immediately above.
There are concerns about a student's progress.
It is important that any concern about a student's progress is made known to the student, the Clinical Practice Facilitator (if available) and either a Link Lecturer or the students Personal Tutor as soon as they arise. Any concern will be immediately addressed in a supportive manner enabling the student to be clear regarding expectations and standards of performance so that improvement can be demonstrated during the remainder of the placement. Concerns must be written on the assessment of practice documentation. An action plan to address the concerns identified and give the student specified goals to achieve is the preferred strategy.
Some of the more common issues prompting concern that the student is not acheiving their practice goals are -
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They do not understand their limitations and would, without a higher level of supervision than is commensurate with their stage in the course, attempt to operate in a way that compromises staff or patient safety
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They have knowledge or skills deficits, of which they have been made aware, have been given an action plan that would address these deficits and yet they have not progressed towards the specified objectives during the placement. (These objectives should be commensurate with the stage in training, and should, explicate learning outcomes or skills contained within the practice assessment document).
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They have not been able to carry forward their learning from previous components of the course in to the new placement area.
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They have not met standards of professional behaviour normally expected as described and periodically reviewed in the mentor handbook and UCS guidelines. These include but are not limited to timekeeping, the responsibility for arranging mutually convenient times for interviews with their mentor/ practice facilitator within the practice period, as well as delivering learning outcomes prior to or at these times.
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They have not attended 80% of the placement experience
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They have not, after due opportunity to prepare (which it may be appropriate to expect has occurred in a previous placement), demonstrated an appropriate level of underpinning knowledge of the context of the placement, normally expected episodes of care, or patient condition.
Mentors should consider these criteria alongside the practice assessment document, the specific skills/learning outcomes, conduct issues and within NMC defined domains.
Concern which arises towards the end of a placement period but which is not deemed to constitute grounds for referral at that point must be recorded on practice documentation, notified to the student and to CPFs or personal tutors immediately to ensure students are supported in their next placement affording continuity to the learning and assessment in the practice setting.
The earlier in any practice experience that any concerns are identified, the greater is the chance of addressing and overcoming them. An action plan must be drawn up to identify - what must be addressed, when and how. Mentors are directed to call upon a Clinical Practice Facilitator, Link Lecturer or the student's personal tutor to assist with this.
There are concerns about a student's behaviour.
If there are any concerns about the appropriateness of a student's behaviour this must be notified to them as soon as possible. In the majority of cases this is quite sufficient to achieve change. If this does not achieve change, or if the nature of the behaviour is such that disciplinary action may be required, then please contact a Clinical Practice Facilitator, the Programme Leader or Course Leader by the quickest possible means. Notifying the Programme Leader/Course Leader should always be the case if the concerns are so serious that they have to be notified to service managers. All Mentors are at liberty to refuse placement experience to any student that they believe to be unfit or to be unsuitable. UCS must be notified immediately if this action is taken and the reason for it made clear.
There are concerns about a students health.
Please make any concerns known to the student and, if appropriate, advise them to visit their medical practitioner. If it is believed that the student is not fit to work then they must be sent home and a Clinical Practice Facilitator or local School of Nursing and Midwifery office informed that this action has been taken. UCS will arrange for the student to be reviewed by the occupational health department should there be a significant query regarding their health.
There are concerns about a students welfare.
Whilst appreciating that students are adults and responsible for themselves it must be acknowledged that learning in nursing and midwifery does have its particular challenges. Students are also far from immune from the social traumas that affect us all. UCS has an experienced and responsive student support unit. If there are concerns, advise the student that this unit can be approached in confidence and that the course team will only be notified with their permission. For issues of a less serious nature, or if there is uncertainty about the appropriateness of using the student support unit, students should be advised to contact their Personal Tutor.
If it is considered that a student is in need of urgent special leave for COMPASSIONATE reasons, all mentors have the authority to send them on compassionate leave immediately. UCS must be notified by the fastest possible means and information given on how the student may be contacted, bearing in mind that they may be going back home or similar. This is particularly important so that ongoing support and an appropriate period of leave can be arranged. UCS will subsequently notify the placement of when the student can be expected to return.
A learning opportunity presents but there are uncertainties about the students level of preparation.
The course team cannot say that a student will be competent in the performance of a particular task at any pre-defined stage. It can say that the theory will have been covered, and that the expectation is that the practice will have been completed. It is considered to be good practice that psychomotor skills are always taught in the context of patient care.
Because the real environment is seen to be the most appropriate practical learning environment UCS concentrates the simulated learning of skills into the first year of the programme, with progressively less simulation thereafter. If the concern is whether a student has received the necessary theoretical or practical preparation to care for a specific patient/client, then the in-situ teaching should address this. A Clinical Practice Facilitator can be called on for assistance if needed
The assessment of practice focuses upon the themes to be addressed. The themes direct experience so a student can build the repertoire of skills required to manage total care by the end of course. It has never been possible to guarantee that all students will meet all eventualities within the three years. No Nurse/Midwife Manager would ever permit, or require a subordinate to perform any aspect of care without being confident that it can be performed safely and effectively – the same expectation should be made of a student.
However it may be useful to identify just when, for nursing students, we address certain common, generic and essential tasks within the classroom. What follows is a list for the Common Foundation Programme. This is for guidance only and the Mentor must familiarise themselves with the Students Practice Assessment Document, which will itemise the skills expected of the student at their current level: :
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PRACTICE SKILLS FOR WHICH THE STUDENT WILL HAVE BEEN PREPARED - Semester 1
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Bed Making
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Observations - TPR, B/P
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Urinalysis
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Monitoring Fluid Balance
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Moving and Handling
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Basic resuscitation & first aid
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Principles of asepsis
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Maintenance of continence
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Meeting toileting needs
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Collection of specimens
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Food Handling
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Prevention of pressure sores
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Physical care of the person (mouth, hygiene, self-presentation)
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PRACTICE SKILLS FOR WHICH THE STUDENT WILL HAVE BEEN PREPARED - Semester 2
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Aseptic technique
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Drug administration
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Enemata & Suppositories
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Injection technique (intramuscular, intradermal, subcutaneous)
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Management and care of infusions
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Female Catheterisation
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Alternatives to catheterisation
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Perioperative care
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Last Offices
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Care of the unconscious person
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Care of the person with a significant handicap
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Care of the person in pain
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Care of the person with limited communication
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Care of the person with limited mobility
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Care of the distressed person
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There is a separate set of guidelines for midwifery practice. These are in the possession of the midwifery students and are held in placement areas.
A student insists that they cannot attend a placement at a particular time because of employment
A number of our students are known to have part time jobs to make ends meet a certain level of sensitivity to that need is necessary. However it is a point of policy, which is highlighted at selection, that attendance on the course must be the students first priority. If it is believed that a students experience will be significantly diminished by not attending at a particular time then the students attendance can be insisted upon.
A student requests not to attend placement on bank holidays.
Bank holidays are counted in the annual leave entitlement, which is allocated. Students in practice can therefore be expected to be in placement over bank holidays, notwithstanding normal days off, if the placement is open. If the placement normally closes the student should be allocated a study day. Please be aware that students receive no specific remuneration for attendance during asocial hours.
A student requests to attend placement on extended or double shifts.
The completion of extended or double shifts is not encouraged except in those circumstances where it is a normal part of the pattern of work of a department and to not participate would diminish the students experience or limit their contact with a mentor.
Students should not attend practice for more than 6 days in any seven day period, should not attend practice for more than 48 hours in any seven day period, should have a minimum 20 minute break in any period of practice attendance longer than 6 hours and should have a break of at least 11 hours between each working day unless this is in opposition to established shift patterns that have been negotiated with regard to national laws.
If a student undertakes part-time work outside their course it will be their responsibility to ensure they comply with these rules. If it appears that a student has made themselves unfit to attend practice through extra-curricula employment this must be notified immediately to both service managers and UCS.
Others wish to teach students
The Department of Health is actively promoting the principles of inter-professional learning and the NMC recognises that, as part of inter-professional learning and working, others will contribute to learning and assessment in practice. When in UCS students of Nursing, Midwifery, Radiography, Operating Department Practice and Social Work are already sharing classes given by teachers from across these disciplines.
It is recognised that many other members of the care team have things to offer the student. All teaching and learning must be under at least the indirect supervision of a mentor from the students own profession and branch, and that mentor must be satisfied of the accuracy and or appropriateness of what a co-professional would offer. Other members of the team may have different expectations, perceptions or understanding about care of the patient from those of nurses and midwives. It is seen as being of value that the Mentor briefly discusses with the student what they understand following any teaching session with another.
Mentors must also be alert to the possibility that students of other professions may seek out their expertise as a teacher under the same general conditions.
Other professionals make an entry in the students Practice Assessment Document.
The NMC recognise that a variety of individuals contribute to learning and assessment in practice. Nurses and Midwives from other parts or sub-parts of the register and members of other professions can assess the achievement of transferable skills by the student and make an entry to that effect in the students PAD. The strategies that the NMC recommend to ensure that a mentor from the same part or sub-part of the register that the student is studying for has confirmed the students overall progress are:-
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Such entries are used by a mentor from the same part or sub-part of the register to inform an overall judgement of the achievement of proficiency at the end of two or three placements.
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A 'Hub and Spoke' approach has been used. In which the student has been based with an appropriate mentor and from that base has undertaken other placements and visits from which supervisors of practice have fed back information on the student to the base mentor.
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A tripartite approach to summative assessment is used in which the mentor, the student and an appropriate lecturer come together to review a students performance during a defined period in practice.
I am Mentor to a student with specific learning needs.
UCS and its practice partners have agreed on the measures that need to be taken in respect of students with specific learning needs in the practice environment. Though there are some commonalities in approach each student identified as having specific learning needs is assessed individually in regard of any 'reasonable adjustment' that can be made to facilitate their learning. Please refer to guidelines from the trust or organisations education department for details or look at Learning Support|.
Go back to Mentor Handbook 2011 Index|