Mentorship for Healthcare Professionals

Session 1

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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

Roles and responsibilities of a mentor

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Module structure

12 weeks – 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 MSG)

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Blackboard

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1. Domain 1 Establish effective working relationships

2. Domain 2: Facilitation of Learning

3. Domain 3: Assessment and accountability

4. Domain 4: Evaluation of learning

5. Domain 5: Create an environment for learning

6. Domain 6: Context of practice

7. Domain 7: Evidence-based practice

8. Domain 8: Leadership 5

Standards for Supporting Learning and Assessment in Practice

(NMC, 2008)

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 module learning outcomes

Course Assessment: 1. Workbook (all students) 2. Reflective essay (Level 6) 3. Developing an innovative learning resource. Oral presentation and submit

PowerPoint Presentation (Level 7)

Assessment

• All students will gather evidence throughout the module demonstrating achievement of the NMC Standards

• Evidence from workbased activities will be verified by a

‘qualified’ and ‘live’ mentor (Mentor Update within the last 12months and a Triennial Review)

• The Workbook will then be submitted through Turnitin

Submission of the Workbook is essential to be entered on the local Mentor Register

Workbook

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2000 words reflective essay will be a critical analysis of your mentorship learning experience of the virtual student (Chris).

This must include the following: - A critical reflection of the skills used in the assessment process. - Discussion on your mentoring role and responsibilities

throughout the assessment journey using theoretical principles to ensure fairness when supporting and facilitating the virtual student learning experience.

Submit reflective essay via Turnitin

Level 6 - Reflective Essay

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Development of an innovative learning resource for your practice setting and accompanying presentation.

The learning resource should offer students new insights

into their chosen discipline. The resource must cover one of the NMC (2008) eight

domains

Level 7 – Innovative Learning Resource

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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.

A resource which helps 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 resource which helps students to link evidence based theory with an aspect of practice they commonly undertake in your area of practice.

A planned pathway which students can undertake with members of

the inter-professional team in your area of practice to enhance

students’ learning.

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The resource must cover one of the NMC domains:

Blended learning:

The planned integration of learning and teaching methods that supports students in the achievement of their essential skills through the provision of a range of learning experiences that accommodate different approaches to learning in a range of learning environments

It is a managed learning environment providing a seamless flow from one medium to another i.e. face to face (F2F) and online

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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

(NMC 2008) 12

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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Definition:

Registrant who …. facilitates learning and supervises and assesses students in practice settings.’

(NMC 2008)

What is a mentor? cont…

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Role of the Mentor?

Role model Facilitator Supporter Supervisor Resource person Teacher-coach Assessor

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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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Leadership & Mentorship

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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Transformational Leadership

Learning Theories

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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, Boud 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

Learning styles Honey & Mumford Honey & Mumford identified 4 key learning styles: activists, theorists, reflectors & pragmatists. They argue that people learn in different ways.

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

Theory Proponent Main Belief

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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Students describe their first day as: Scary Frightening Terrifying Anxiety provoking And they feel uncertain how ward functions &

what they are going to learn

The Student

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Levett-Jones et al (2009) in their study found staff student relationships were the most important influence on students’ sense of belonging and learning.

Student & Mentor Relationship

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The first meeting between mentor and student should establish rapport

How do we achieve a rapport with the student?

Meeting the student for the first time

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“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

Meeting the student for the first time

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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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∗ 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?

Learning Opportunities

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Key characteristics - mentor/mentee relationship

Patience Maturity Sense of humour

Enthusiasm Assertiveness Non-threatening/non-judgmental

Positive attitude Knowledgeable Respectful of peers

Flexibility Clinical expertise Advocate for learner

Objectivity Professionalism Organisation 28

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.

Learning Styles

(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.

Reflectors – learn by observing and thinking about their learning experience. Unlike Activists they prefer to watch from the sidelines.

Pragmatists – Concrete learners who like to know how to apply their learning experiences to the ‘real’ world.

Theorists – Need to understand the principles and concepts behind their learning experiences before they can apply them to practice. The need models, maps and facts.

Honey and Mumford’s Learning Styles - www.peterhoney.com

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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 http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml

Learning styles cont..

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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

Originates from the work of Dr's Bandler, R. and Grinder, J. in the Field of Neuro-Linguistic Programming http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml

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

Originates from the work of Dr's Bandler, R. and Grinder, J. in the Field of Neuro-Linguistic Programming http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml

Learning styles cont..

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Preparing for the Orientation and the Initial Interview

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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?

Initial interview

The Initial Interview

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What Next?

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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 37

What next?

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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Consider

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.

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References