Facilitating & Assessment Practice

Faculty of Health and Life Sciences

Facilitating Learning and Assessment in Practice Project Module for BSc Awards Post Qualifying Framework

Buddy Pack 2007/2008

Level 3/M

Module No: Module Leader:

UZURAR-20-3 Sue Davis

A Buddy Pack Thank you for agreeing to be a Buddy to your colleague hoping to become a signoff mentor. As an experienced sign-off mentor yourself you are able to provide support and feedback to a peer. You are requested to complete a learning contract with your colleague to show what is expected of yourself as a `Buddy’ and the requirements of the Mentor in the process of achieving sign-off status. Your colleague has a workbook of evidence to complete to demonstrate their knowledge and skills as a sign off mentor. You have a copy of this workbook for your information. The NMC (2006) Standards to support learning and assessment in practice as a sign off mentor are included in this pack to remind you of your responsibilities and the expectations and accountability for achieving this role for the mentor. Learning contract between Buddy and Mentor The contract should demonstrate a commitment between both parties to provide support and evidence that leads to the assessment of at least 3 sign off mentor activities over a period of time ideally between three and six months maximum.

Evidence of achievement of this contract should be within the Mentor’s activity diary. Buddy signature: ……………………………………….. Name (please print): …………………………………… Date: …………………. Mentor signature: ………………………………………. Name (please print): …………………………………… Date: …………………..

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In order to become a sign-off mentor the NMC (2006) Standards, criteria 2.1.3 state that the Mentor must have met the stage 2 standards of a mentor and been supervised on at least three occasions for signing off proficiency at the end of a final placement; and additionally: Has clinical currency and capability in their field of practice. Is on the local register of mentors Has a working knowledge of current student programme requirements, practice assessment strategies and relevant changes in the education and practice for the students being assessed. Understands the NMC registration requirements and the contributions they make to meet these requirements. Understands their accountability to the NMC to pass or fail the student in meeting the proficiency requirements at the end of the nursing or midwifery programme. As a buddy, your role is to support and directly supervise the mentor on three occasions as (s) he performs the sign off role with students in their area of practice. You are required to give support and feedback on this process to the mentor and to sign their workbook when you feel the standards have been met. There are review forms in the sign off mentor handbook for you to give the mentor feedback on their performance and achievements. Please use these forms as often as you feel necessary to support the mentor. There are further copies of the form on the Practice Support Network at http://hsc.uwe.ac.uk/practicesupport/ If you have anything you wish to discuss or need some support yourself the academic team on the Facilitating Learning and Assessment in Practice Module are there to help. You can contact the following for advice: Sue Davis: Module Leader [email protected] Chris Stevens [email protected] Dorenda Mackie [email protected]

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DISTANCE LEARNING HANDBOOK

Practice and Professional Standards for

Sign-off Mentor

2007/2008

LEVEL 2/3/M

Susan Davis

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CONTENTS Page Introduction

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Professional Standards

3

Evidencing the Standards

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Activities Diary

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Indicative reading

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Assessment /Submission Dates

8

Appendices 1

Standards for Achievement

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Feedback from Progress Meeting Assessing in Practice Review Form

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15 16

Log sheet

Information

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INTRODUCTION Welcome to PRACTICE AND PROFESSIONAL STANDARDS FOR SIGN-OFF MENTORS. This pack has been specifically designed for students seeking to gain “sign-off” status. It builds on learning achieved through undertaking the module: “Facilitating Learning and Assessment in Practice “ modules or previous teaching, assessing and mentorship modules. This pack is based upon independent study and record keeping and plays a central role in helping students to synthesise learning and professional development and to relate their practice to professional standards. You will collect evidence and maintain a portfolio to demonstrate that you have met the Nursing and Midwifery Council Standards for Sign-off Mentors (NMC 2006) You will need a “buddy” who will discuss and `sign-off’ the evidence of the three assessed assessments in practice.

PROFESSIONAL STANDARDS These are Standards set by the NMC (See: Standards to support learning and assessment in practice, NMC 2006), that have to be achieved in order to gain registration as a mentor. For midwives undertaking this unit as part of unit 9 Your learning will be further enhanced through a workshop which will enable you to explore key aspects of the role of a sign-off mentor and you will be allocated an academic tutor to sign-off standards which are achieved. The workshops will introduce you to the pack and its content. A progress review meeting with your buddy will be used to discuss your evidence and to sign-off your standards when achieved.

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EVIDENCING THE STANDARDS Evidence that you have achieved the standards must be produced and `signed-off ’ by your buddy . You will be able to collect evidence from a range of sources eg. Mentoring students and supporting mentors in practice, assessments that you have undertaken and learning strategies you may have helped to design and implement. The same evidence may be used to support more than one standard. You will be expected to maintain a portfolio that is organised into numbered sections to allow for cross referencing. It should be Understandable to others and allow for additions to be made. If you are collecting evidence from the workplace it must be supported with a signature certifying in writing that the documentation is authentic. Your allocated buddy must signoff the three assessments undertaken by you in practice (assessing the assessor). ALL standards must be ‘signed off’ as achieved for Sign-off Status and must be submitted to an educational lead for registration within the trust. ACTIVITIES DIARY You will be expected to keep a log (appendix 2) of your activities and this can include your ‘brief’ reflections. The evidence is a record of performance of learning activities in practice which cannot be represented by other documentation. It is an opportunity to reflect briefly on what you have achieved and how you wish to develop. Entries should be dated.

This pack complies with the Module Specification for:Facilitating learning and assessment in practice UZURAR-20-3 University of the West of England

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GUIDELINES FOR READING You may wish to buy one of the following books on mentoring and assessing related to your practice area :Jarvis, P. Gibson, S. (1997) The Teacher Practitioner and Mentor, 2nd Ed. Nelson Thornes: Cheltenham. Kenworthy, N. Nicklin, P. (2000) Teaching and Assessing in Nursing Practice: an experiential approach. 3rd Ed. Bailliere Tindall: Edinburgh. Quinn, F.M .Hughes SJ (2007) Quinn’s Principles and Practice of Nurse Education. 5th Ed. Nelson Thornes:Cheltenham.

The following resources are available free on the Internet, and are essential reading for this module:DOH, ENB (2001) Placements in focus - guidance for education in practice for health care professions. Access via http://www.nmc-uk.org/aArticle.aspx?ArticleID=1695 DOH, ENB (2001) Preparation of Mentors and Teachers: A new framework of guidance. Access via http://www.nmc-uk.org/aArticle.aspx?ArticleID=1695 NMC (2006) Standards to support learning and assessment in practice: NMC Standards for mentors, practice teachers and teachers. Access via http://www.nmc-uk.org/aArticle.aspx?ArticleID=1658

There are also copies of some key articles and book chapters available in the `Digital Collections’ area of the UWE Library website. In this collection you will find articles and book chapters that relate to facilitating learning as well as assessing. To access the “Digital Collections” go to the following website : http://www.uwe.ac.uk/library/catalogue/hypelogin.htm Log in with your UWE ID card number and Library PIN. Note: if you don’t know your Library PIN you can request it to be sent to your UWE email account from the following website : http://www.uwe.ac.uk/library/catalogue/idpin.htm Once logged in to Digital Collections – Click on “UWE”, Click on “Teaching and learning support materials”, Click on “HSC Health and Social Care”, scroll down the list to find the “Teaching and Assessing” folder – click on it, click on the “Recommended reading” to open up the list of chapters / articles. Simply click on the item you now want to open and read. Note: if you have pop-ups blocked on your PC then the articles won’t open – see http://www.uwe.ac.uk/library/catalogue/popup-

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info.htm for information on disabling pop-up blockers. UWE on-line: If you are part of a community on UWE on-line you can also access the library digital collection material from here. The journals listed below are available electronically via the Library Catalogue and frequently have relevant articles in them:Examples of electronic journals are: Nurse Education Today Advances in Nursing British Medical Journal Journal of Midwifery and Women’s Health Radiography Nursing Standard. To access these journals go to the UWE Library Catalogue : http://www.uwe.ac.uk/library/catalogue If there is a yellow box on the right of the screen “I’m from UWE” then click this first and then click on the green arrow prompt on the next screen. Choose any campus from the list to enter the catalogue. Choose “Journal Title Search” in the box on the right of the screen. Type in the title of the journal that you want to find and click on “Search Catalogue”. Any journal available electronically will have “Electronic Journal” in brackets after its title. You can access full text articles from these journals on the Internet, simply click “Connect to resource” button to the right of the screen along from the title of the journal - this will take you directly to the journal on the Internet. You will need your UWE network username and password to log into these electronic journals off campus. Look out for the option to Log-in with “Athens” – often in the top right corner of the screen. There is a guide to accessing journal articles available on the Library website at : http://www.uwe.ac.uk/library/resources/hea/docs/accessjournals.pdf

The following databases are very useful and allow you to search across a huge range of journals to locate further relevant reading material for yourself:Examples are : (all of these are available via a single website called Ovid) AMED British Nursing Index CINAHL Embase Maternity and Infant Care Medline

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You can access these health and social care databases by going to the UWE Library Service website: http://www.uwe.ac.uk/library/resources/hea/databases.htm Here you can scroll down a selection of databases and access them directly. Each database has a description page and help materials available (including online tutorials to introduce you to searching them). Once into the databases use suggested key words such as:learning environment, group work, assessing, assessment, clinical supervision to find relevant material. The Library website has a wealth of support material available to support you in doing literature searches for articles on the databases, including : For a step by step guide to searching the Ovid health databases (British Nursing Index etc) see : http://www.uwe.ac.uk/library/resources/hea/docs/ovid.pdf For online tutorials on using library resources and finding information see : (the “Finding Journal Articles” section is particularly useful) http://www.uwe.ac.uk/library/resources/general/otis/index.htm For tips on putting together an effective search to use on the databases see: http://www.uwe.ac.uk/library/resources/hea/docs/Tips_for_effective_searching.pdf

Useful Web sites: www.dh.gov.uk Department of Health site www.open.gov.uk Government site pertaining to all professions www.dfe.gov.uk Department of Education www.qaa.ac.uk Quality Assurance agency www.nmc-uk.org Nursing, Midwifery and Health Visitors Council www.sor.org Society of Radiographers www.vts.rdn.ac.uk/tutorial/nurse/ Good tutorials for nurses, midwives and health visitors on us the internet to find information.

www.hlsp.org/uk Health and Life Sciences Partnership www.csp.org.uk– Physiotherapy

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ASSESSMENT

This pack does not accrue academic credits unless part of the Facilitating Learning and Assessment in practice module. If completed as a single registered unit. This will be verified and a certificate of achievement awarded.

For midwives and nurses commencing the Unit the Portfolio must be submitted by 2 pm on one of the following dates: Commencing Unit Dates September 2007 January 2008 April 2008 August 2008

= = = =

Submission Dates 7th Jan 2008 7th May 2008 7th Aug 2008 7th Dec 2008

For verification and the gaining of a certificate of achievement.

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APPENDIX 1

STANDARDS ACHIEVEMENT RECORD (NMC STAGE 2 Sign-off Mentor ) Name:

Self appraisal – Status of evidence: Working towards = 1 Satisfactory evidence = 2 Strong evidence = 3

Date begun:

Use the appropriate columns below to cross reference from your evidence file where the supporting evidence can be found. You will need to present and discuss this evidence with your tutor during tutorials. Your tutor will sign-off each of the standards when you have satisfactorily achieved them. You may present `oral’ evidence to demonstrate achievement of up to one third of the standards.

1. Establish effective working relationships: 1.1 Demonstrate an understanding of factors that influence how students integrate into practice settings.

Progress Meeting 1

Progress Meeting 2

Progress Meeting 3

Signature

1.2 Provide ongoing and constructive support to facilitate transition from one learning environment to another. 1.3 Have effective professional and Interprofessional working relationships to support learning for entry to the register and education at a level beyond initial registration.

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2. Facilitation of learning:

Progress Meeting 1

Progress Meeting 2

Progress Meeting 3

Signature

Progress Meeting 1

Progress Meeting 2

Progress Meeting 3

Signature

2.1 Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet individual needs. 2.2 Facilitate the selection of appropriate learning strategies to integrate learning from practice and academic experiences. 2.3 Support students in critically reflecting upon their learning experiences in order to enhance future learning.

3. Assessment and accountability: 3.1 Foster professional growth, personal development and accountability through support of students in practice. 3.2 Demonstrate a breadth of understanding of assessment strategies and ability to contribute to the total assessment process as a part of the teaching team. 3.3 Provide constructive feedback to students and assist them in identifying future learning needs and actions , managing failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this their future. 3.4 Be accountable for confirming that students have

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met or not met the NMC competencies in practice and as a sign-off mentor confirm in practice.

4. Evaluation of learning:

Progress Meeting 1

Progress Meeting 2

Progress Meeting 3

Signature

Progress Meeting 1

Progress Meeting 2

Progress Meeting 3

Signature

Progress Meeting 1

Progress Meeting 2

Progress Meeting 3

Signature

4.1 Contribute to evaluation of student learning and assessment experiences , proposing aspects for change resulting from evaluation. 4.2 Participate in self and peer evaluation to facilitate personal development and contribute to the development of others.

5. Creating an environment for learning: 5.1 Support students to identify both learning needs and experiences that are appropriate to their level of learning. 5.2 Use a range of learning experiences , involving patients clients, carers and the professional team, to meet defined learning needs. 5.3 Identify aspects of the clearing environment which can be enhanced negotiating with others to make appropriate changes. 5.4 Act as a resources to facilitate personal and professional. Context of practice: 6.1 Contribute to the development of an environment

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in which effective practice is fostered, implemented, evaluated and disseminated . 6.2 Set and maintain professional boundaries that are sufficiently flexible for providing Interprofessional care. 6.3 Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained.

7.0 Evidence-based practice:

Progress Meeting 1

Progress Meeting 2

Progress Meeting 3

Signature

7.1 Identify and apply research and evidence based practice to their area of practice. 7.2 Contribute to strategies to increase or review the evidence base used to support practice. 7.3 Support students in applying an evidence base to their own practice.

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8.0 Leadership

Progress Meeting 1

Progress Meeting 2

Progress Meeting 3

Signature

8.1 Plan a series of learning experiences that will meet students defined learning needs.

8.2 Be an advocate for students to support them accessing learning opportunities that meet their individual needs , involving a range of other professionals patients, clients and carers. 8.3 Prioritise work to accommodate support of students within their practice roles.

8.4 Provide feedback about the effectiveness of learning and assessment in practice.

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SIGN-OFF MENTOR 9. Sign-off criteria.

Progress review meeting1

Progress review meeting 2

Progress review meeting 3

Signature

Knowledge of current programme requirements.

Knowledge of NMC registration requirements.

Clinical currency and capability.

Able to access proficiency requirements.

Been supervised on three occasion for signing off proficiency by a sign-off mentor or practice teacher.

I confirm all the criteria for a sign-off mentor has been met:

Signature of Learner: ………………………………………………............

I confirm all the criteria for a sign-off mentor has been met:

Signature of Buddy: ………………………………………………………… Name (please print): ………………………………………………………….

I confirm all the criteria for a sign-off mentor has been met:

Signature of Tutor: …………………………………………………………. Name (please print): …………………………………………………………...

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FEEDBACK FROM PROGRESS MEETING

Feedback from progress review 1

Action Plan

Feedback from progress review 2

Action Plan

Feedback from progress review 3

Action Plan

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ASSESSING IN PRACTICE REVIEW FORM (you will require 3 of these) STUDENT Name : Date: Topic area Preparation and planning Aims and Learning outcomes. Environment Interpersonal skills

Topic:

Reviewer:

Comments

Assessment criteria relevant

Assessment methods/strategy used : Appropriate to topic and learner/s Timing and progression Process Relevant to topic Questioning appropriate Evidenced based Feedback given Leadership Any other comments

Signature of Buddy: …………………………………………………… Buddy name (please print): ……………………………………. Signature of Learner: …………………………………………………

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Appendix 2 LOG SHEET: RECORD OF TEACHING AND ASSESSING EXPERIENCE

Date and Time

Experience

Comments

Signature

Signature of sign-off mentor or practice teacher

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LOG SHEET: RECORD OF TEACHING AND ASSESSING EXPERIENCE - (cont’d)

Date and Time

Experience

Comments

Signature

Signature of sign-off mentor or practice teacher

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INFORMATION

If you wish to know more about the content of a module/short course, then please access our web pages at:www.uwe.ac.uk/hsc or http:learntech.uwe.ac.uk/modules

Alternatively please contact our CPD office who will be happy to send you the relevant information. [email protected] Post Basic Admissions Enrolment Office

NB:

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Celia Maber 0117 32 81161 0117 32 81164

Web addresses may change – if experiencing specific difficulties please check the Faculty’s home page.

For further information: Email: [email protected] Tel: 0117 32 88639

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