THE PAN MANCHESTER PRACTICE ASSESSMENT DOCUMENTATION: INSTRUCTIONS FOR MENTORS
Background to the Practice Assessment Documentation:
The assessment of practice is seen as an integral to the programme and a means of integrating theory and practice. Practice based learning will contribute to the academic award and equal value and accreditation is given to the assessment of both theory and practice. Various factors have influenced the assessment documentation and have been used to provide a developmental, staged approach to learning in the clinical areas and the assessment process. These factors include:
1. Outcomes, which must be fully achieved to demonstrate safe practice at the end of the Common Foundation
Programme prior to entry to the Branch Programme.
2. Standards of proficiency, which must be fully achieved to demonstrate effective competent practice for entry to the
register at the end of the programme.
3. The relationship of each proficiency to the 4 domains -
Professional / Ethical Practice Care Delivery Care Management Personal and Professional Development
(Extracts from Standards of Proficiency for Pre-registration Nursing Education, NMC 2004). 4. Academic credits will be awarded on successful completion of both theory and practice required elements. (Extract from ENB / Department of Health Document – A New Framework of Guidance 2001 – Preparation of Mentors and Teachers). 5. Students on NMC approved pre-registration nursing education programmes, must be supported by a mentor who has a mark on the register appropriate to the branch programme the student is undertaking. 6. From September 2007 each student will require a ‘sign off mentor’, who has met additional criteria, to make the final assessment of practice at the end of Year 3 and confirm to the NMC that the required proficiencies have been achieved. 7. Mentors, practice teachers and tutors who sign off all, or part, of a programme leading to registration are accountable to the NMC for their decision that students are fit for practice and that they have the necessary knowledge, skills and competence to take on the role of a registered nurse. (Extracts from Standards to Support Learning and Assessment in Practice: NMC Standards for Mentors, Practice Teachers and Teachers, NMC 2006).
The Assessment Process:
a) Pre – Placement (UoM) (UoS and MMU student and Personal Tutor) 1. The student will use the self assessment to identify strengths, areas for development, learning needs and priorities for the placement. PAGE 5. The student will undertake an initial self-assessment for each of the outcomes and indicate their level of achievement to date. PAGES 8-14.
2. 1
Proficiency
Related Domain
Outcome Statement Mentor to sign and date in the box that most reflects student performance
NOT ACHIEVED
Initial / self assessment. Student to sign and date appropriate box Interim / formative. Mentor to sign appropriate box Final / summative. Mentor to sign and date appropriate box Retrieval. Mentor to sign and date appropriate box (MMU/ UoS only)
FULLY ACHIEVED
Sign and Date
b) Arrival on Placement (Student and Mentor) 3. An appropriately qualified member of the practice placement team will carry out and record the induction activities on the first day of the placement. If the student has a split placement, this process must be repeated and recorded in the additional placement column. PAGE 6. 4. At the initial interview, the mentor and student will discuss the student’s self-assessment in relation to the learning resources available in the placement area. A development plan should then be documented on the initial meeting and student development plan. PAGE 7. 5. The time of the mid-point and final interviews need to be set at this meeting and documented on the front of the assessment booklet. PAGE 1. c) During the Placement (Student, Mentor and Practice Placement Staff) 6. Assessment should not only consist of initial, mid and final interviews, but should be an ongoing process through in which collection of evidence, additional learning opportunities etc can be negotiated. Any additional meetings between the student and mentor can be documented on the student / mentor contact sheet. PAGE 19. 7. Specific skills observed, taught and / or performed under supervision need to be recorded in the student’s Portfolio / Personal Development Record (PDR). 8. Formal or informal clinical teaching within the practice area should be recorded on the Clinical Teaching Session section. PAGE 20. 9. The mentor on the hub placement will need to discuss with the student their learning needs for each spoke placement. The student should record a summary of their learning within the spoke placement. Student attendance and verification of the student learning should be recorded by the spoke supervisor. PAGE 21. 10. Written evidence to demonstrate the student’s progress should be recorded in the student’s Portfolio / Personal Development Record (PDR) 11. Details of student’s practice hours should be documented on the Record of Practice Hours page. PAGES 22-23.
All information regarding student placement regulations are contained within the relevant Student Handbook and the Universities policies & procedures.
d) Mid-point Assessment (Student and Mentor) 12. The student and the mentor need to discuss, agree and document the progress to date in each of the outcomes i.e. “fully achieved”, “has difficulty achieving” or “is failing to achieve”. The mentor should sign the document and sign the appropriate boxes within each of the domains. PAGES 8-14.
Outcome Related Domain Outcome Statement Mentor to sign and date in the box that most reflects student performance
NOT ACHIEVED
Failing to achieve Has difficulty achieving
FULLY ACHIEVED
Initial / self assessment. Student to sign and date appropriate box
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Interim / formative. Mentor to sign appropriate box Final / summative. Mentor to sign and date appropriate box Retrieval. Mentor to sign and date appropriate box (MMU/ UoS only)
Sign and Date
13. Following the mid-point assessment, further learning opportunities and supervision of student activities may be necessary to ensure that the set outcomes can be fully achieved. These further learning opportunities will need to be documented on the Interim / Mid-placement Review of Progress. PAGE 15. 14. If any problems are foreseen in the student fully achieving any of the proficiencies by the end of the placement, the mentor MUST inform the Personal / Academic Tutor and the placement provider’s clinical placement team. An interim development plan should be started by the student and mentor to document the additional activities that the student must complete in order to fully achieve each outcome. PAGE 16. 15. If the student has fully achieved a proficiency at mid-point, this level of practice must be maintained until the final interview. 16. The date and time of the final interview needs to be confirmed at this meeting. e) End of the placement (Student and Mentor) The mentor needs to complete the final position he / she feels represents the student’s abilities at the end of the placement in each of the outcomes i.e. “not achieved” or “fully achieved”.
Outcome Related Domain Outcome Statement Mentor to sign and date in the box that most reflects student performance
NOT ACHIEVED
Failing to achieve Has difficulty achieving
FULLY ACHIEVED
Initial / self assessment. Student to sign and date appropriate box Interim / formative. Mentor to sign appropriate box Final / summative. Mentor to sign and date appropriate box Retrieval. Mentor to sign and date appropriate box (MMU/ UoS only)
Sign and Date
Progression is dependent on the student fully achieving in all the outcomes within each domain.
17. The mentor must assess whether the evidence that the student has written within their Portfolio / PDR demonstrates their achievement of each of the outcomes. PAGE 17. 18. The mentor should identify areas of further development which should be considered on the next placement and provide an overall evaluation of the students progress on the End of the Placement Review. PAGE 18. 19. The student should also comment on their learning experience relating to this placement. These should be recorded by the student in the Student’s Comments. The documentation is dated and signed by the mentor and student. PAGE 18. 20. The mentor MUST then record whether the evidence demonstrates that the student has fully achieved all of the outcomes in each of the 4 domains. PAGE 19. 21. The mentor should also record details of the student’s ATTENDANCE, NIGHT DUTY, SICKNESS and ABSENCE. PAGE 19. 22. MMU / UoS only: The student will need to discuss and record their progress and achievement with their Personal / Academic Tutor or Module Leader. Actions for future placements will be agreed and documented. The documentation should be dated and signed by the student and the Personal / Academic Tutor. PAGE 25. f) Referral in Practice (Student, Personal / Academic Tutor and Mentor) 23. If the student has been unsuccessful (i.e. not fully achieved) in any of the proficiencies, they will be informed of the resubmission date, as per their University’s assessment regulations. 3
Outcome
Related Domain
Outcome Statement Mentor to sign and date in the box that most reflects student performance
NOT ACHIEVED
Failing to achieve Has difficulty achieving
FULLY ACHIEVED
Initial / self assessment. Student to sign and date appropriate box Interim/ formative. Mentor to sign appropriate box Final / summative. Mentor to sign and date appropriate box Retrieval. Mentor to sign and date appropriate box (MMU/ UoS only)
Sign and Date
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