Session 1

Transcription

Session 1

Mentorship for
Healthcare Professionals
Session 1
1
Roles and responsibilities of a mentor
By the end of the session you will be able to critically
analyse :
 The role and responsibilities of the mentor in relation
to the 8 NMC Domains (NMC 2008)
 The complexities of the mentorship role.
 The role and responsibilities of the sign-off mentor
2
Course Structure
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6 study days
3 face to face days (in classroom)
3 online learning
Credit bearing and Non credit bearing course (see
Frequently Asked Questions page in the Module
Study Guide)
3
Writing Support
• Self study material to help with your assignments,
click on to ‘Writingdevelopment’ on Blackboard.
• 30-minute 1:1 Tutorials
To book an appointment at Paragon on Thursday
afternoons or at Fountain House on Wednesdays
between 11am-5pm, please e-mail Christine Powell
at christine.powell@uwl.ac.uk
4
Blackboard
5
Assessment
 To be placed on the mentor register you will need to demonstrate
that you meet all 8 NMC Domains in Standards to Support
Learning and Assessment in Practice (SLAiP 2008).
 To qualify for 20 academic credits at level 6 / 7, you must
demonstrate achievement of the course learning outcomes
Course Assessment:
1.
2.
3.
Workbook (all students)
Reflective essay (Level 6)
Develop an Innovative Learning Resource. Oral presentation . Submit the
PowerPoint Presentation together with the Annotated Bibliography
(Level 7)
Workbook
• All students will gather evidence throughout the course
demonstrating achievement of the NMC Standards
• Activities which relate to real learners in you practice
area must be verified by a ‘live’ mentor (which means the
Mentor has had at least 3 students in the last 2 years, has
had an update within the last 12months and a triennial
review)
You must pass the Workbook in order to mentor students
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Workbook
To Pass the Workbook:
1. You must read the Module Study Guide on Blackboard
2. Read the Workbook Feedback Rubric on Blackboard
3.
Please read each section of the Workbook carefully.
4.
All sections of the Workbook must be completed in order
to Pass.
5. The Workbook must be submitted electronically through
Turnitin
8
Level 6 - Reflective Essay
 2000 words reflective essay
 Critical analysis of your mentorship learning
experience of the virtual student (Chris).
The reflective essay must be submitted electronically
through Turnitin
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Level 6 - Reflective Essay
Introduction
Include an outline of the key points for discussion in the
essay.
The key points should be in the order they will be discussed.
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Level 6 - Reflective Essay cont..
Main Body
Your critical analysis on the mentorship of the virtual student
(Chris) should include the following:
-Your role as an effective role model and which skills you
adopted throughout the mentorship of the virtual student.
-Planned learning activities such initial, mid-point and final
interview processes (follow the same format in your Workbook)
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Main Body
-Factors which influenced how you helped the virtual student
integrate into practice e.g. orientation.
-How you developed your mentoring relationship with the
virtual student.
-How did you identified learning needs appropriate for the
virtual student’s stage of learning with reference to learning
styles e.g. Honey and Mumford, practice assessment document
and ongoing achievement record.
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Main Body
-Your role as an advocate in supporting the virtual student in
accessing appropriate learning opportunities with other
professionals, patients, clients and carers.
-The effectiveness of the use of various coaching styles e.g. ‘Joint
Experimentation (Schon’s Model).
-The component and the essential principles that were used to
underpin the assessment e.g. validity.
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Main Body
-How you monitored the student’s progress and provided
constructive feedback.
-How you managed poor performance in practice with reference
to the action plan.
-Factors that may influence your decisions.
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Main Body
-Your professional accountability and how it relates to the
assessment of practice.
-Support mechanisms available for you as a mentor
Conclusion:
The conclusion should be used to summarise the main points of
the essay. No new information should be introduced.
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Level 7 – Innovative Learning Resource
 Development of an innovative learning resource for
your practice setting and accompanying presentation.
 The learning resource should offer students or mentors
new insights into their chosen discipline.
 The resource must cover at least one of the NMC (2008)
8 domains.
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The resource must cover at least one of the NMC domains:
Domain 1
Establish effective working
relationships
Domain 2
Facilitation of learning
Domain 3
Assessment and
accountability
Domain 4
Evaluation of learning
A resource which helps
students to integrate into
your practice area.
mentors to assess and
facilitate students’
learning styles.
A tool which helps students
review their own
performance and identify
further learning needs.
A tool to help students
evaluate your
performance as a mentor.
Domain 5
Create an environment for
learning
Domain 6
Context of practice
Domain 7
Evidence-based practice
Domain 8
Leadership
A resource which indicates
how an aspect of the
learning environment in
your area of practice could
be further enhanced to
meet students’ needs.
A resource which assists
students in your area to
develop appropriate
professional attitudes.
A planned pathway which
students to link evidence
students can undertake
based theory with an aspect
with members of the
of practice they commonly inter-professional team in
undertake in your area of
your area of practice to
practice.
enhance students’
learning.
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Level 7 - Presentation Brief
20 minute PowerPoint Presentation of your
innovative learning resource to a panel.
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Presentation must include:
An introduction. This should include:
- A brief profile of your clinical area (maintain
confidentiality), your role and responsibilities.
- Who the innovative learning resource will benefit
(students /mentors)
- Identify which one/s of the NMC (2008) domain/s apply
to your innovative learning resource.
- Aims and objectives - this should be ‘Specific,
Measurement, Achievable, Realistic and Timely’ (SMART).
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Main Content should include:
- An evaluation of your learning and assessment
approaches in the practice setting.
This should include a SWOT analysis of your practice
setting and mentoring skills.
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- A brief overview and rationale for the development of
the innovative learning resource. Critically discuss your
approach to the development of the innovative learning
resource.
This should include steps taken to develop the learning
resource (such as involvement of key stakeholders,
people who would benefit from the resource and those
who would implement it).
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- Discuss the innovative learning resource with
reference to learning theories and current evidence
base which informs the innovative learning resource.
This should include learning theories. Also, learning
and coaching styles where appropriate.
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- A critical evaluation of the challenges and competing
influences you might encounter implementing your
innovative learning resource.
This should include factors which may prevent your
innovative learning resource from being successfully
implemented in your practice area.
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Accountability issues faced when implementing the
innovative learning resource
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The conclusion should:
- Highlight the key issues in the development and
implementation of your innovative learning resource in
practice and include recommendations to overcome
these challenges.
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The Appendix should include:
- A draft of your innovative learning resource.
- An Annotated Bibliography.
- The Panel’s feedback following the presentation.
Don’t forget:
-References must be included in the PowerPoint presentation.
-The notes section in your PowerPoint must be referenced.
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Level 7 – Annotated Bibliography
The annotated bibliography:
- Is an organised list of resources cited adhering to Harvard’s Referencing System.
- Should be followed by a brief descriptive and evaluative paragraph (the annotation).
The following aspects should be included in the annotated bibliography:
• AUTHORITY- Who wrote it? What are their credentials? (i.e. Professor)
• AUDIENCE - Who are the intended audience – e.g. Students?
• USEFULNESS - How useful is it to your resource ? e.g. Is it a research article?
• COMPARISON - Is it similar to another work?
• CONCLUSIONS - Have the author(s) made any conclusions? What methods were used
for evaluation?
• LIMITATIONS - Are there any limitations?
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Sign-off Mentor
To be a Sign-off Mentor you must successfully:
1. Complete an approved mentorship programme
2. Be supervised on at least 3 occasions signing off proficiencies at
proficiency points and/or at the final placement.
3.Supervision must be undertaken by an existing sign-off Mentor.
Only the Sign-Off Mentor can:
1. Sign the Confirmation of Proficiency at Progression Points for Midwifery
students
2. Sign the Confirmation of Proficiency for Nursing Students on their Final
Placement
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(NMC 2008)
What is a mentor?
Definition:
‘A person who is required by a professional association
to be appointed to guide a candidate through their
programme of study, leading to a professional
qualification .’
(Parsloe & Wray 2005)
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What is a mentor? cont…
Definition:
Registrant who …. facilitates learning and supervises
and assesses students in practice settings.’
(NMC 2008)
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Role of the Mentor?
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Role model
Facilitator
Supporter
Supervisor
Resource person
Teacher-coach
Assessor
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Leadership & Mentorship
 Nursing leadership must first understand the "whole picture" by
recognising the close inter-relationships between leadership,
mentorship, and organisational culture.
 As leaders in the acute and community care settings, professional
nurses should ensure that mentoring is embedded in the culture
within which it is to exist, such that mentoring goals and values are
aligned with the organisational values.
(Jill & Bally 2007)
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Transformational Leadership
4 elements of transformational leadership:
1. Individualised Consideration – the degree to which the leader acts
as a mentor or coach and listens to the individuals concerns and
needs. The leader gives empathy, support and keeps communication
open.
2. Intellectual Stimulation – Such leaders encourages the individual
to be innovative and creative. They encourage new ideas and never
criticise them publicly for the mistakes committed by them. The
leaders focus on solving problems and do not focus on blame. They
have no hesitation in discarding an old practice set by them if it is
found ineffective.
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Transformational Leadership
3. Inspirational Motivation – the degree to which the leader articulates a vision
that is appealing and inspiring to others. Leaders with inspirational motivation,
challenge individuals to leave their comfort zones, communicate optimism
about future goals, and provide meaning for the task at hand.
4. Idealised Influence – the degree to which the leader acts as a role model. If
the leader gives respect and encourages others to be better, those influenced
will then go to others and repeat the positive behaviour, passing on the
leadership qualities for other followers to learn.
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Learning Theories
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Theory
Proponent
Main Belief
Behaviourist
Pavlov, Skinner
Repetition is important in learning, especially skills
-Positive reinforcement and praise cement learning
and shapes behaviour
Social learning
Bandura
People acquire behaviours through the observation
Experiential
Kolb, Dewey
Learning is an active process that occurs as a
result of experience and reflection
Humanist
Rogers, Maslow,
Knowles
-People learn best by participation and cooperation
-Atmosphere & climate of the classroom is
important
-The relationship with the teacher is important
-Anxiety affects learning
Cognitive
Gagne, Brunner
Cognitive theories argues that learning involves
mental processes such as perception, reasoning,
memory and information processes. Material
should be presented in a logical sequence. Move
from the simple to the complex.
(Walsh 2014)
Establishing effective working relationships
You are a new student on a placement & you are
meeting your mentor for the first time.
 What is the worst possible thing that could happen
at this first encounter?
 What is the best possible thing that could happen at
this first encounter?
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The Student
Students describe their first day as:
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Scary
Frightening
Terrifying
Anxiety provoking
And they feel uncertain how ward functions &
what they are going to learn
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Student & Mentor Relationship
Levett-Jones et al (2009) in their study found staff
student relationships were the most important
influence on students’ sense of belonging and learning.
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Meeting the student for the first time
The first meeting between mentor and student should
establish rapport
How do we achieve a rapport with the student?
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Meeting the student for
the first time
“befriending” your student encourages him/her to feel
welcome & confident in the environment and to ask
questions or reveal worries leading to increased
confidence and greater likelihood of interaction with
other team members and effective participation in
general activities
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 It is YOUR workplace!
You are familiar with the environment, routine and
culture.
 The student is a visitor!
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Learning Opportunities
Make a list of learning opportunities available in your
practice area - i.e. what experiences, resources,
activities etc. are available to students that will help
increase their professional competence?
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Key characteristics - mentor/mentee relationship
Patience
Maturity
Sense of humour
Enthusiasm
Assertiveness
Non-threatening/nonjudgmental
Positive attitude
Knowledgeable
Respectful of peers
Flexibility
Clinical expertise
Advocate for learner
Objectivity
Professionalism
Organisation
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Learning styles
People learn in different ways and may have more than one
learning style (Honey & Mumford, 1988)
Honey & Mumford (1988) identified 4 key learning styles:
1. Activists,
2. Theorists
3. Reflectors
4. Pragmatists..
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Learning Styles
Why are learning styles important?
 Students learn better and more quickly if the teaching methods used
match their preferred learning styles.
 As learning improves, so too does self esteem. This has a further positive
effect on learning.
 Students who become bored with learning may become interested once
again.
 The student-mentor relationship can improve because the student is more
successful and is more interested in learning.
(Sue Davidoff and Owen van den Berg 1990)
http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml
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Learning Styles cont..
 Activists – are those people who learn by doing. They like to get ‘stuck in’
and actively involved in their learning experience. More receptive to
simulation, case studies and role modeling.
 Reflectors – More cautious, learn by observing and thinking about their
learning experience. Reflective journal help them to learn
 Pragmatists – “Like to try out new ideas and engage in problem solving”
(Walsh 2014 page 99)
 Theorists – “They like to consider problems and try to understand concepts
and integrate them into their thinking. They learn from logic and facts via
lectures and reading” (Walsh 2014 page 99)
(Walsh 2014)
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Learning styles cont..
 Visual
Students may prefer a visual way of learning.
- look at the teacher's face intently
- like looking at wall displays, books etc.
- often recognize words by sight
- use lists to organize their thoughts
- recall information by remembering how it was set out on a page
Originates from the work of Dr's Bandler, R. and Grinder, J. in the Field of Neuro-Linguistic Programming
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Learning Styles cont..
 Auditory
Students may prefer an auditory way of learning.
- like the teacher to provide verbal instructions
- like dialogues, discussions and plays
- solve problems by talking about them
- use rhythm and sound as memory aids
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Learning styles cont..
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Kinesthetic & Tactile
Students may prefer a kinesthetic (moving) or tactile way of learning.
Kinesthetic
- learn best when they are involved or active
- find it difficult to sit still for long periods
- use movement as a memory aid
Tactile
- use writing and drawing as memory aids
- learn well in hands-on activities like projects and demonstrations
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Preparing for the Orientation
and the Initial Interview
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The Initial Interview
Initial interview
The student’s initial interview must take place with the mentor during
the first week of the placement .
You will now watch a video clip.
In small groups discuss the following:• What is your overall impression of the interview?
• What would you do if a student behaved like this?
• What skills did the mentor use to get the student on track?
• Do you think it was an effective first interview?
• What would you do differently?
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What Next?
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What next?
1. Read Chris’ On-going Achievement Record (OAR)
2. Identify 5 essential skills the student can complete in
your practice area. One of these must be an essential
skill that the ‘student’ has not achieved in the
previous placement.
3. Complete Sections A, B, C, D in the Workbook
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Consider
 How you are going to achieve the coaching and
Assessment activities in your work place.
 If you foresee any issues with completing these
talk to your group tutor.
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References
 Honey, P., and Mumford, A. (1988) Setting the scene for learning styles: In
Walsh, D. (2014) The Nurse Mentor’s Handbook. Supporting students in clinical
practice. Berkshire. Open University, p.99.
 Levett-Jones, T., Lathlean, J., Higgins, I., and McMillan, M. (2009) Staff –
Student relationships and their impact on nursing students’ belongingness and
learning. Journal of Advanced Nursing 65 (2), p. 316 – 324.
 Nursing Midwifery Council (2008) Standards to support learning and assessment
in practice settings. London: NMC.
 Parsloe, E., and Wray, M. (2005) Coaching and Mentoring: Practical Methods to
Improve Learning. London: Kogan Page Limited.
 Walsh, D. (2014) The Nurse Mentor’s Handbook. Supporting students in clinical
practice. Berkshire. Open University. 56

Session 1

Transcription

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