No Slide Title

							 Mentor Workshop:

Assessing Learners

Facilitated by a Practice Education
             Facilitator
Aim of the Session:

    To increase the mentor’s
      knowledge of student
       assessment, raising
     awareness of the legal,
    professional and ethical
         responsibilities
    surrounding assessment
Outcomes for the Session

• Provide a clear definition of assessment,
  outlining the process, it’s purpose and provide
  clear discussion of the strategies of assessment

• Discuss the attributes of effective assessment
  and feedback, highlighting the student’s and
  mentor’s responsibility within the process

• Identify clear links with the legal, professional
  and ethical responsibility through the use of the
  NMC Code of Professional Conduct and the QAA
  Standards for Practice Placement
Assessment

“Assessment can be defined as the
measurement of a candidate’s level of
competence in theoretical and practical
nursing skills”

(Brooker 2001)
Competent
 “Possessing the skills and
 abilities required for lawful,
       safe and effective
    professional practice
 without direct supervision”

              (NMC 2002)
 The Purpose of Assessment

• Measure achievement    • Measure interpersonal,
  of skills, knowledge     communication and
  and competencies         team integration skills

• Judge the level of     • Early identification /
  achievement (NMC         addressing of issues
  legal requirements)      through effective
                           feedback
• Motivate and enable
  student progress       • Protect the public
The Process of Assessment
               FORMATIVE
• Define current learning outcomes / objectives

• Identify prior learning achievements / deficits

• Continuous collection of evidence, and
  feedback

               SUMMATIVE
• Match evidence of learning against objectives

• Make judgements based on matching activity
Effective Assessment

• Planned

• Well timed

• Continuous / ongoing

• Honest, appropriate and objective

• Well documented
Effective Feedback
• Specific           • Descriptive

• Well timed         • Consequential-
                       achieves a result
• Constructive
                     • Verifiable / accurate
• Open / honest
                     • Focused on behavior
                       not personality
• Involves sharing
  information
The QAA / NES Standards

       “The purpose of the Quality
          Standards for practice
    placements is to inform Students,
        Mentors, HEIs and Service
          Providers of their roles,
    responsibilities and entitlements
     in relation to clinical placement
                  learning”
                ( NES 2003)
Student Responsibilities

Students must :

• Help to set own learning objectives

• Act in a professional manner

• Maintain effective communication

• Give and receive effective feedback
Mentor responsibilities
Professional, legal, ethical

• Contribute to the ongoing evaluation of the
  learning environment and student learning
  experience

• Provide support, supervision and assessment
  activities for students

• Undertake relevant mentor preparation

• Act within the NMC Code of Professional
  Conduct

•   Clause 1.4       Clause 6.4
 Evidence of Assessment

• Exploration of       • Professional
  previous knowledge     experience

• Team integration     • Direct observation

• Indirect support     • Questioning /
                         listening
• Documentation
                       • Reflective accounts
Thank You
ANY QUESTIONS ?