Practice Education Facilitator

MENTOR HANDBOOK

For the mentors of pre-registration nursing & midwifery students

EDITION 3 2009/10 EDITION 3 2009/10

Authors: Trust/ Organisation Education Co-ordinators, Bristol, Weston & Gloucestershire Regions

TRUST/ORGANISTATION EDUCATION COORDINATORS – Bristol, Weston & Gloucestershire Regions 2 EDITION 3 2009/10

AIM OF THE MENTOR HANDBOOK

THE AIM OF THE HANDBOOK IS TO GUIDE AND SUPPORT THE MENTORS AND ASSOCIATE MENTORS OF PRE-REGISTRATION NURSING AND MIDWIFERY STUDENTS IN PRACTICE, BY ENSURING THEY HAVE THE MOST APPROPRIATE AND CURRENT INFORMATION AVAILABLE TO THEM. THIS HANDBOOK SHOULD BE USED IN CONJUNCTION WITH ORGANISATION RESOURCE FILES (EG SMILE FILE / MENTOR RESOURCE FOLDER) AND THE UNIVERSITY OF THE WEST OF ENGLAND PLACEMENT INFORMATION accessible on the Practice Support Net. http://hsc.uwe.ac.uk/practicesupport

THIS GUIDE IS AN UPDATED VERSION OF MENTOR HANDBOOK EDITION 2 2007. IT HAS BEEN REVIEWED AND UPDATED BY TRUST/ORGANISATION MENTOR SUPPORT FROM THE AVON, WILTSHIRE AND GLOUCESTER REGION.

CONTENTS

Trust/Organisation Mentor Support Details Page 4 Other Useful numbers, emails and websites Page 4 & 5 Mentorship NMC Guidance Page 6 Role of the Associate Mentor Page 7 Role of the Mentor Page 7 Role of the Key Mentor Page 7 Role of “sign off” mentor Page 7 How to become a mentor Page 8 Mentor Update Page 9 Monitoring Mentor Development Page 9 Team Mentoring Page 9 What is the Practice Support Line? Page 10 What is the UWE Practice Support Net Page 11 Student Orientation & Assessment Processes Page 12 Assessment Process – week by week Page 13 Example of a learning contract Page 14 Example of an action plan Page 15 Supporting the failing student Page 16 & 17 Flow chart for supporting the non achieving student Page 18 Example Action Plan for a student giving cause for concern Page 19 Developing Quality Placements Page 20 Educational Audit of a Placement – The Process Page 21 References & Further Reading Page 22 & 23 Notes Page 24

CONTACT NUMBERS

NAME TELEPHONE EMAIL Trust/organisation mentor support (for you to insert)

Practice Support Line 0117 3281152 [email protected]

Practice Learning Unit Health Training and Resource Centre, Faculty of Health and Social Care University of the West of England, Frenchay Campus Bristol, BS16 1QY

Steve Director of Practice 01173281143 [email protected] Booth Learning Unit Ford Associate Director of 01173281164 [email protected] Suzanne the Practice Learning Unit (AHP)

Phillips Practice Learning Unit 0117 32 81149 [email protected] Bob Administration Officer Hutchinson Quality Assurance 0117 32 8616 [email protected] Jackie

PLU Allocation Officers

Tim Porter All Mental Health, 0117 32 81153 [email protected] Learning Disabilities, Radiography, Diagnostic Imaging and Physiotherapy placements in all regions

Williams All Child, Midwifery and 0117 32 81154 [email protected] Jean Adult Community placements in all regions

Perrington All Adult (except 0117 32 81156 [email protected] Jan Community) and Occupational Therapy Placements for all regions

Programme leaders

Pardoe Room 2G25 Post 01173288447 [email protected] Learning Robert Station 2 Disabilities Glenside campus Lucy Room 2G17 01173288753 [email protected] Mental Health Watkins Post Station 2 Glenside Campus Maddox Room 2C06 01173288818 [email protected] Child Nursing Christina Post Station 2 Glenside campus Carter Room 2B15 01173288909 [email protected] Adult Nursing Melody Glenside Campus

Websites and useful links

NMC www.nmc-uk.org UWE Health and Social Care Faculty www.uwe.ac.uk/hsc/ UWE clinical skills site www.uwe.ac.uk/hsc/learnteach/clinical skills/ Practice Based Learning ideas & resources www.practicebasedlearning.org Royal College of Nursing www.rcn.org.uk UWE Practice Support Net http://hsc.uwe.ac.uk/practicesupport

MENTORSHIP

Why do we mentor student nurses & midwives?

“You must facilitate students and others to develop their competence.” (Nursing and Midwifery Council 2008: pg 3)

Nursing and midwifery students spend fifty per cent of their three year programme in practice. Therefore health care professionals play a vital role in ensuring that students are capable of functioning as safe and competent practitioners within the care setting until their point of qualifying as a registered nurse.

Mentors with support from the University and the Trust/organisation mentor support or equivalent have responsibility for assessing students in practice, ensuring that at the point of exit from the programme they are able to ‘sign-off the student’s achievement of practice proficiencies’ as competent and ‘fit for purpose’ leading to a qualification that is recordable on the register (NMC 2008:13 and 3.2.6 pg 34).

A nurse must be qualified for 1 year and obtain an NMC approved mentoring qualification before they can be a mentor, however prior to this they are still required to support learners in the practice setting (NMC 2008: 19)

Qualification Aim Role Required R Registered To support students and To work with the supervision and guidance from a O

T Nurse mentors in the learning qualified mentor N

E environment. Enabling the area  Contribute to the assessment and completion of M

E to effectively support the documentation T 

A numbers of students currently Identify learning opportunities for students I

C allocated.  Contribute to the development of the learning O

S Develop their teaching skills environment, such as student resource files S

A and support for learners prior  Access the teaching and assessing course to to undertaking a formal become a qualified mentor. Teaching & Assessing course.  Work regularly with the student Contribute to the final  To provide constructive feedback to the student assessment of the student through formative assessment  To participate in a team approach to mentoring and overall assessment  Act as an appropriate role model R RN + 1 years ‘A registrant who has met the  Ensure the student has an appropriate welcome O

T experience + outcomes of stage 2 and who and induction to the placement N

E Teaching & facilitates learning, and  Give constructive and timely feedback to the M Assessing supervises and assesses student course students in a practice setting’  Assess the students competency in practice using (NMC 2006 pg 44) their documentation ( CAPP document, Student Passport or Ongoing Achievement Record)  Monitor students progress during the placement  Responsible for signing that student has achieved learning outcomes  Act as an appropriate role model  Help the student to link theory to practice  Develop the learning environment in line with UWE educational placement audits  Participate in team mentoring R Experienced Contribute to the maintenance  A resource for other mentors to use for support O

T Mentor + of the live mentor database. and guidance with mentorship N

E Teaching & Act as a liaison between the  Support new staff developing their mentoring M

Y Assessing practice area and role E

K course trust/organisation mentor  Support mentors who have students who are (This role is support. Each Trust or failing to achieve in practice envisaged to be placement area will  Disseminate information to other mentors done alongside implement this role according  Act as a link between the trust/organisation the clinical to their individual needs and mentor support and placement area role.) some trusts MAY NOT have  In some areas assist with the allocation process this role in place.  Participate in the educational audit r

o Qualified Identified by the NMC (NMC t  To mentor students in their final placement n e mentor who is 2008) as a requirement to pass 

m Assess the student’s competence to enter the

designated on the student in their final f NMC register as a qualified nurse f

o the mentor placement as ‘fit for Practice’  Review all assessments from the student’s n

g database as a and as having ‘achieved i practice placements using the student passport S ‘sign off’ practice proficiencies’  Mentor responsibilities as above mentor

HOW TO BECOME A MENTOR OF PRE-REGISTRATION STUDENTS

Nurses, Midwives and Health Visitors who wish to take on the role of mentor must have current registration with the NMC and have completed at least 12 months full time (or equivalent part time) experience.

You must undertake a recognised teaching and assessing qualification (FLAP module) and be entered onto the Local Register of Mentors held by your employing organisation.

Identify which Facilitating Learning and Assessing in Practice module you should access, depending on your current level of qualifications.

There are level 3 and M modules to prepare a health professional as a Mentor, Practice Supervisor or Assessor. Details about each module can be seen on the Practice Support Net on the UWE Web site. There are very few level 2 modules therefore all should access at level 3 or M.

For level 3 and M see Facilitating Learning and Assessing in Practice.

Speak to your manager or about how to apply for the relevant course.

The guidelines from the NMC regarding mentorship were introduced in 2001 and therefore some mentors have other appropriate qualifications from before this date.

HOW TO KEEP YOUR MENTORSHIP SKILLS UP TO DATE The NMC requires that every mentor has an update of mentorship skills every year. A new system for annual mentor updating came into operation in September 2007 it is the responsibility of UWE and now consists of attendance at a 2 hour workshop. The dates and times for the workshops have been distributed via managers, trust/organisation mentor support and key mentors. You should book onto one of these annually. The mentor updates are held at various sites all over the region and you can book a place in 2 ways, either via the Practice Support Line on 0117 3281152 or Practice Support Net http://hsc.uwe.ac.uk/practicesupport where a list of all venues and dates is available using the page ‘Calendar of events’ - subpage ‘events booking form’.

Monitoring Mentor Development Your line manager will continue to monitor the work that you undertake for mentor update and this will be recorded on the organisations mentor database and at appraisal. The work that you do can be used as evidence of meeting the KSF requirements.

TEAM MENTORING

Most wards/clinical areas use a team approach to patient/client care, and this should be reflected in the mentorship of students. Working with all members of the team will help to broaden and develop a learner’s knowledge and skills regarding health care.

If you work alone, think of using the wider team in which you work, such as the PHCT in the community, to support the students learning. Each team member has a part to play in supporting the student, this includes 3rd year students who need to start developing their skills in this area. Remember the students do not have to spend all their time with their mentor only 40% of their time per week.

Other members of the team may also assess the students’ competence, with regard to meeting their learning outcomes and clinical skills, helping students to provide evidence for their mentor. The student needs to ensure that this evidence is available to their mentors, during their formative and summative assessments.

In the primary care setting, in order for the student to have a wide range of experience, the mentors may set up a rotation programme, to ensure they spend time with the different disciplines working in the base. The students should also organise visits to the wider community. This enables them to increase their knowledge about the services and organisations that support health and social care in the community. The student should consider their learning objectives prior to any visit and reflect with their mentor what they have learnt.

What Is The Practice Support Line?

Established in April 2004 by the Practice Learning Unit, its aim is to offer guidance and practical support to all Nursing and Midwifery students and Mentors in practice. It has been designed as the first point of contact for all practice based queries or concerns for both students and mentors. The Practice Support Line provides a responsive service to those queries which have not been resolved through the usual practice placement mechanisms.

The Practice Support Line covers many practice issues including:-

· Work or Assessment related worries · Extenuating Circumstances · Difficulties with work relationships · Learning Outcome Concerns · Personal/Health Issues Please note: Any absences due to sickness or authorised leave should be reported directly to the Practice Learning Unit’s Allocation Officer and the Placement concerned. How Does It Work? The issue will be reviewed by the Practice Support Line Advisors (for appropriate referral where necessary), who will then be able to help resolve the query or concern.

Confidentiality All information given to the adviser is confidential and will not be disclosed to others without the individual’s express permission, except where it is believed there is a risk of harm to the individual or others. Any data or records held are confidential, secure and accessed only by the Practice Learning Support Line. Data may be used for statistical reasons, but these reports do not identify or disclose information that will identify an individual.

TRUST/ORGANISTATION EDUCATION COORDINATORS – Bristol, Weston & Gloucestershire Regions 12 UWE Practice Support Net

UWE have developed a website that is available to all mentors/supervisors in practice to support their mentoring of students. The website contains information such as:

 Mentor updates and booking  Mentor preparation  How to become a mentor  Sign off mentor information  Student documentation  Disability and Equality issues  Library of Activities  Continuing Professional Development  Reflective Practice  Practice Placement Manuals  Clinical Skills information  Frequently Asked Questions (FAQs) And Much more……………. EDITION 3 2009/10

Access it and find out more at http://hsc.uwe.ac.uk/practicesupport

STUDENT ORIENTATION & ASSESSMENT PROCESSES Initial  Orientate the student to the placement and sign off the relevant Interview or boxes in their assessment document. meeting  Advise them of working hours/shift patterns/uniform/meal times  Introduce them to relevant staff  Discuss ground rules and expectations  Show them where policies and procedures can be found  Give all relevant contact numbers & record theirs  Discuss learning outcomes that are to be met during this placement  Identify any professional competencies for practice that can be met  Discuss and complete individual learning contract and action plan  Set up dates for formative and summative assessments  Discuss Team mentoring Formative  Review Learning contract and action plans Assessment  Review the students evidence (can happen  Review student progress at meeting learning outcomes and more than once professional competencies for practice  If appropriate discuss student progress with other members of the & should be team ongoing)  Give constructive feedback to student concerning progress  Complete formative assessment sheet with the student by writing a summary of their progress so far.  If student not progressing as expected complete appropriate action plan (see the failing student)  Discuss with the student how they will continue to develop their practice over the second half of the placement 2nd Formative  Review learning outcomes and professional competencies for practice or with the student and sign off within the document all that have been Summative achieved. Assessment  Ensure that both the mentor and the student sign all achieved learning outcomes off on the front sheet of their documentation (This depends (CAPP document, Student Passport and Ongoing Achievement Record) on whether it  Check all details on the front sheet are correct. If there are 2 is the first or mentors ensure both names are on the front sheet. the second  If using a CAPP document – 2nd formative assessment, grade the placement in students achievement as poor, acceptable or good or not attempted. the year)  All Summative assessments write “not achieved” if the student has not met the learning outcome (this should be supported by appropriate action planning). OR  Complete the Traffic light system in the Student Passport/ Ongoing Achievement Record and the Declaration of Achievement Sheet.  Complete the summative assessment of practice sheet by writing a summary of the student’s progress.  Ask the student for feedback regarding your performance as a mentor  Ask the student to complete the placement evaluation (UWE)

Assessment Process

The assessment process is a partnership between the mentor and the student. Through the whole placement the following applies:

 Agreement of ground rules for assessment process must be reached i.e. student and mentor will meet weekly to discuss student’s progress towards agreed outcomes, and performance of agreed activities and actions.  There are 3 types of documentation operating at present; both student and mentor need to be aware which one applies to them. (CAPP document, Student Passport and Ongoing Achievement Record)  The learning contract is an indicator that student and mentor agree to carry out their responsibilities.  If for any reason the mentor is unavailable the student must notify the line manager so an alternative can be agreed, or student and mentor agree a deputy at start of placement

Week by week breakdown Week Week Week Week Week Week Week 1 2 3-6 6 7-9 10 11-12 Sign off Working Formative Working Summative Consolidation orientation towards assessment towards assessment and achieving achieving with mentor achieving Or 2nd remaining Discuss learning learning formative outcomes previous outcomes outcomes assessment experiences e.g. Initial meeting with Continuous Action Continuous Action Ensure all mentor: assessment – planning how assessment – planning how documentation  Complete Learning Minimum of to achieve Minimum of to achieve complete and Contract & Action Plan Half an Hour remaining Half an Hour remaining front sheets  Identify students stage per week (or outcomes per week with outcomes and summary of learning equivalent) mentor sheets are  Identify assessment with mentor reviewing & ready to hand dates e.g. week 6 & 12 reviewing & signing off any in  Discuss how assessment signing off outcomes will be completed and any achieved how they provide outcomes evidence achieved  Discuss expectations Review and sign Review and sign Review and sign Review and sign  Discuss signing professional professional professional professional attendance sheet competency competency competency competency framework framework framework framework sheets sheets sheets sheets

EXAMPLE OF: LEARNING CONTRACT

MODULE NUMBER:______

A Learning Contract is a record of learning activities that have been negotiated between student and mentor whilst on placement.

The contract promotes ownership of the learning process and provides good opportunities for collaboration on matters concerning the student’s development. It also helps the student develop self-confidence and personal effectiveness.

The learning contract provides a list of objectives that the student will achieve during the placement, a description of how they will be accomplished, target dates and criteria for evaluation.

Adapted from Knowles, et al. (2005)

Student’s summary of discussion with mentor related to expected learning outcomes of the module and in the context of only working within the student’s level of understanding and competence and always under the direct supervision of a registered nurse, midwife or health visitor. (NMC 2002).

The student writes the learning contract, with guidance from the mentor if required.

 The student identifies their learning needs – they assess their present state of knowledge and state the level they wish to achieve in that area of learning and what action is needed to achieve that level.

E.g. During this placement I will gain a greater understanding of patient postoperative care needs. I will achieve this by working under supervision and participating in a patients care. I will also follow a patient from admission to discharge to understand the patient journey.

I will increase my knowledge and skills of essential nursing observations by undertaking observations under supervision and revisiting areas, which I need more practice. E.g. manual BP’s

I will gain a greater understanding of Local and National policies and relate them to practice.

I will meet with my mentor on a weekly basis for feedback and reflect on my progress.

I will undertake a variety of shifts in order to optimise my learning opportunities enabling me to meet my learning outcomes

EXAMPLE OF:

Action Plan to meet individual learning outcomes agreed by student and mentor

An action plan is a menu of learning opportunities made available for the student that will contribute towards their learning outcomes.

These learning opportunities compliment the placement and students learning outcomes and if not achieved will not mean the student fails.

Individual learning outcomes Action Target Evaluation as identified by the student Date E.g. I would like to Arrange an appt to By the end Very informative. I spend time with the spend time with the of the have a greater specialist pain nurse in specialist pain placement understanding of pain order to understand the nurse. relief in a variety of different modes of situations analgesia available for patients.

E.g. I would like to By week 6 I have improved my increase my knowledge Attend session with of the knowledge of wound regarding wound care Tissue viability nurse. placement care and can apply it Attend patients with when caring for a District nurse, variety of patients and treatment room nurse, will develop this who have wound care knowledge further in needs my next placement

Mentor’s signature: ______Date: ______

Student’s signature: ______Date: ______

Supporting a failing student

As a mentor, you are accountable for your decision to pass a student as competent in practice. It is not acceptable to pass students who are failing to achieve. If you are concerned, at any time that your student will not achieve the learning outcomes, you must act early.

Dealing with a failing student can be a stressful time for the mentor. Do not hesitate to contact your Trust/Organisation Mentor support who can support and guide you through this process. The Trust based Academic in Practice will be available to support the student in this situation. You can contact the Academic in Practice via the Practice Support Line.

Determine the reason for non- achievement

Is the student working and being supported by the mentor/associate mentor adequately? Is sickness and absence a problem? Are the learning opportunities available within the placement to enable the student to achieve their learning outcomes? Is the student not up to standard/not competent?

Does the student know of your concerns?

You must discuss your concerns with the student as soon as practical. Do not wait for the formative (or summative!) interview to address any serious issues. If the student is unaware of the problem, they are not in a position to improve their practice. The student must be given the opportunity to achieve the outcomes in the remaining time on placement. Be specific, try and give examples from the students practice to illustrate the areas for development.

Ensure that you document your discussions with the student. Both mentor and student should date and sign all documentation and each keeps a copy.

Action Plan

You now need to negotiate an action plan with the student. The action plan should be realistic and clearly identify the steps the student must make in order to achieve the learning outcome. Ensure that you write in a review date (see example).

Documentation

Carefully document all meetings and action plans. Ensure all entries are dated and signed by both mentor and student. You can use the areas of concern action plan within the assessment document for this. If you require further space, you can use Student Progress Sheets (if available) alternatively you may use headed note paper. Any extra pages should be photocopied. Keep one for your own records and firmly attach the other copy into the student’s assessment document. It is a good idea to write in the assessment document that there are supplementary pages attached.

Practice Support Line

The next step is to phone or e-mail the practice support line: 0117 3281152/ [email protected]. Inform the advisor of the student’s name, areas of concern and confirm that an action plan is in place. This will ensure that the student’s relevant Academic in Practice and your Trust/organisation mentor support or equivalent are aware of the situation.

Review

Review the student’s progress regularly (e.g. weekly). Ensure that the student is working along side the mentor/associate mentor for as many shifts as possible. If the student is making progress – tell them. Regular feedback is an important part of the mentoring process. Once the student has achieved the outcome, this can be signed off in the assessment document. If the student fails to improve and you feel the student is going to fail the placement re-contact the Practice Support Line.

Important notice for end of Year 1

Please remember that students are expected to have achieved their learning outcomes by week 8 in placement 2 (second placement in 1st year). This is to highlight any concerns early. Students must have completed all competencies by the end of year before they can progress to year 2.

For any student who has not achieved all their competencies by week 8 in placement 2 follow the “student not achieving” flowchart.

STUDENT NOT ACHIEVING FLOWCHART

DETERMINE REASON FOR NON-ACHIEVEMENT

1. DISCUSS WITH STUDENT AS SOON AS POSSIBLE 2. AGREE ACTION PLAN 3. SET DATE FOR REVIEW 4. DOCUMENT MEETING AND ACTION PLAN

REVIEW

YES STUDENT NO ACHIEVING?

PHONE PRACTICE SUPPORT LINE SIGN ACHIEVED OUTCOMES. TEL: 0117 32 81152 CONTINUE TO SUPPORT AND Inform them of area of concern and MONITOR STUDENT. confirm action plan in place

OUTCOMES NOT ACHIEVED BY END Inform Trust/ OF PLACEMENT? Organisation 1. INFORM practice support line Menotor support or equivalent if 2. SIGN appropriate outcomes as applicable “NOT ACHIEVED” or “POOR” 3. DOCUMENTAION -ensure any extra action plans/documentation are attached to the student’s assessment document 4. ADVISE student to contact their tutor/module leader as soon as possible

STUDENT SUPPORT IS AVAILABLE FROM YOUR ACADEMIC IN PRACTICE AT ANY STAGE IN THIS PROCESS. THEY CAN BE CONTACTED VIA THE PRACTICE SUPPORT LINE

TRUST/ORGANISATION MENTOR SUPPORT OR EQUIVALENT IS AVAILABLE LOCALLY IF FOR SOME REASON IT IS UNAVAILABLE CONTACT YOUR TRUST/ORGANISATION EDUCATIONAL LEAD AT ANY STAGE IN THIS PROCESS

EXAMPLE: ACTION PLAN TO ADDRESS AREAS OF CONCERN REGARDING THE ACHIEVEMENT OF LEARNING OUTCOMES

Individual learning outcomes as Action Plan Target Date Evaluation identified by the mentor 4.1 demonstrate responsibility for one’s  Anne will work alongside named May need to have own learning through the development of mentor or a designated member different dates a portfolio of practice and recognise of staff at all times for each action when further learning may be required  Anne will be encouraged to discuss nursing care she has  Anne doesn’t question care or observed being given or has indicate areas that she would like to assisted in delivering. learn more about.  Anne will identify on each shift 3  When asked questions she only areas of learning to be focused shrugs and says she doesn’t know the on each day answer. When asked to find out  10 minutes at beginning & end of information she leaves the ward but shift will be spent preparing for sometimes doesn’t return or is learning and reviewing what has unable to provide the information been learnt. asked for.  Anne will present her assessment  Anne has not produced her documentation to the mentor on assessment documents in the 5 each shift. weeks she has been on placement.  Anne will not leave the ward  Time keeping is poor before the end of the day, without good reason and the mentor agreeing to this.  Anne will be on time for the start of each shift and will leave on time at the end. Any difficulties will be discussed with the mentor

Mentor’s signature: ______Date: ______

Student’s signature: ______Date: ______

DEVELOPING QUALITY PLACEMENTS

WHAT MAKES A GOOD PRACTICE PLACEMENT EXPERIENCE?  Students feel welcome and part of the team  Planned practice experience – involvement in patient care  Students are supervised appropriately  Wide variety of experience to meet learning outcomes reflecting 24 hour/day service (Rec. 12 Fitness for Practice, UKCC 1999)

WHAT MAKES A GOOD PLACEMENT?  Mentors understand assessment processes and learning outcomes  Mentors are happy to mentor students  Evidence of good practice – benchmarking, Essence of Care, ETC.  Clients are informed and involved  Clinical teaching  Those involved do not feel threatened  Links between placement & University evident (Practice Support Line)

MENTOR SUPPORT  Trust/Organisation Mentor Support or equivalent  Key Mentor (If available)  Mentor Resource Folder  Identifying some protected time for role  Team approach to mentoring  Post registration education available  Practice Support Line (UWE) 0117 3281152

STUDENT SUPPORT  To be informed of placement at least 4 weeks in advance  Named mentor identified  Preparation in clinical skills lab prior to placement  Specific learning needs identified  Induction & orientation to placement  Structured experience with learning opportunities identified – learning packs  Practice Support Line (UWE) 0117 3281152  Academic in Practice

EDUCATIONAL AUDIT OF A PLACEMENT- this is primarily a self-assessment process with support available from the UWE. Please refer to the Practice Support Net for any changes to the process and up to date contact details. This is done every two years unless there are major changes in the service when it will be sooner.

EXISTING PLACEMENT AUDIT CYCLE

Self Assessment Self Assessment Action plans to be completed audit sent to the completed for a single or by Key Mentor, ward placement manager group of placements manager and/or or key mentor by depending on organisation Trust/organisation Mentor UWE audit team requirements by mentors. Support. Return to UWE Audit team The Key mentor or nominated person will Results sent to implement the Action plan results Trust/organisation action plan reviewed by Mentor Support. including an organisation & UWE and the UWE audit Audit process evaluation on AiPs team. begins again completion.

NEW PLACEMENT AUDIT

Placement manager & Trust/organisation Audit officer New placement Trust/organisation Mentor Mentor Support sends placement identified by Support. Review the learning requests UWE manager Audit Trust/organisation environment, the number of audit team to document to read Mentor Support and mentors and identify it’s perform new and arranges placement manager suitability for students placement audit date for audit

Successful audit Action plan Audit results are sent Placement developed to to placement and educational audit address any Trust/organisation is performed issues raised Mentor Support. No Yes

Allocation Officer Students allocated and informed that extra attend new area for Trust/organisation Mentor placement available placement Support works with placement manager to address issues raised and prepare for re-audit

Begin the EXISTING PLACEMENT AUDIT CYCLE

REFERENCES AND FURTHER READING

Davison, N. (2005) How to support students effectively. Nursing Times 101(13)

Dracup, L. (2005) Getting the most out of your clinical placement in district nursing. British Journal of Community Nursing 10(2) p.72-77

Hinchliff, S., Eaton, A. Howard, S. and Thompson, S. (2004) The Practitioner as Teacher, London, Churchill Livingstone.

Jarvis. P. (2002) (ed). The Theory and Practice of Teaching. London, Kogan Page,

Knowles, M., Holton, E. and Swanson, R. (2005)The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Butterworth-Heinemann Ltd

Leyshon, S. (2005) Making the most of teams in the mentorship of students. Journal of Community Nursing 10(1) p.21-23

NMC (2008) The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives. London, NMC.

NMC (2006a) Standards to Support Learning and Assessing in Practice: NMC Standards for mentors, practice teachers and teachers. London, NMC

Price, B. (2004) Learning from patients. Nursing Standard 18(26)

Price, B. (2004) Mentoring: The key to clinical learning. Nursing Standard 18(52)

Price, B. (2004) Evaluating your learning environment. Nursing Standard 19(5)

Price, B. (2004) Building your learning environment. Nursing Standard 19(9)

Price, B. (2005) Understanding clinical learning. Nursing Standard 19(18)

Price, B. (2005) Placement goals and etiquette. Nursing Standard 19(26)

Quinn, F. and Hughes, S. (2007) (5th edn) The Principles and Practice of Nurse Education. Nelson Thompson

RCN (2002) Helping students get the best from their practice placements, London, RCN

RCN (2007) Guidance for Mentors and Students of Nursing and Midwives: A Royal College of Nursing Toolkit. London, RCN

UKCC (1999) Fitness for Practice, London, UKCC

UKCC (2001) Fitness for practice and purpose, London, UKCC

Wilkins, A.M. & Ellis, G. (2004) Enhancing learning environments by maximising support to mentors. Nursing Times 100(26) p.36-38

Below is a series called ‘teaching on the run’ although it is aimed at doctors the principles are the same and the methods are useful for nursing too.

Lake F (2004) Teaching on the Run tips; doctors as teachers. MJA 180:p415-416

Lake F & Ryan G (2004) teaching on the run tips 2: educational guides for teaching in the clinical setting. MJA 180:p527-528

Lake F & Ryan G (2004) teaching on the run tips 3: planning a teaching episode. MJA. 180:p643-644

Lake F & Ryan G (2004) teaching on the run tips 4: teaching with patients. MJA. 181:p158-159

Lake F & Hamdorf JM (2004) teaching on the run tips 5: teaching with patients. MJA. 181:p327-328

Lake F & Hamdorf JM (2004) teaching on the run tips 6: determining competence. MJA. 181:p502-503

Lake F, Ryan G and Vickery AW (2004) teaching on the run tips 7: effective use of questions. MJA. 182:p126-127

EDITION 3 REVIEWED AND UPDATED DECEMBER 2008 KERRI THOMAS. WESTON AREA HEALTH TRUST ALL DONE IN CONSULTATION WITH THE REGIONAL TRUST/ORGANISATION MENTOR SUPPORT.

EDITION 2 REVIEWED & UPDATED NOVEMBER 2007 ANGELA YOUNG. BRISTOL PCT SALLY DAVIS. GLOS. PCT

EDITION 1 2006 COMPILED BY PRACTICE EDUCATION FACILITATORS ANGELA YOUNG (PRIMARY CARE) SALLY DAVIS (PRIMARY CARE) CLAIRE DONOVAN (CHILD) JULIE FISHER (ACUTE) DONNA PARKER (PRIMARY CARE) JEAN SORRIBAS (MENTAL HEALTH) NICK PREDDY (LEARNING DISABILITIES) DIANA THOMAS (ACUTE) WENDY AINSWORTH (MIDWIFERY)

______

TRUST/ORGANISTATION EDUCATION COORDINATORS – Bristol, Weston & Gloucestershire Regions 28