Mentorship for Healthcare Professionals Session: 1

1

Introduction Aim of the session:

• To provide an insight into course delivery and its requirements.

• For students to understand the role and

responsibilities for mentoring students in practice.

Module Structure    

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)

Writing Support Self study material to help with your assignments, go to: ‘Writingdevelopment’ on Blackboard.

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 module learning outcomes

 Course Assessment: 1. 2. 3.

Workbook (all students) Reflective essay (Level 6) Develop an Innovative Learning Resource. Oral presentation, submit a Critical Discussion and Annotated Bibliography (Level 7) 6

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 (1. Mentored at least 2 pre-reg students in the last 3 years 2. Face to face update within the last 12months 3.Triennial Review) You must pass the Workbook in order to be entered on the mentor register 7

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 9

Essay Guidelines 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. 10

Essay Guidelines • 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 11

Essay Guidelines 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.

12

Essay Guidelines 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. 13

Essay Guidelines 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. 14

Essay Guidelines 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.

15

Level 7 – Innovative Learning Resource  Develop ONE innovative learning resource for your practice setting.  The learning resource should enhance pre-registration students’ learning or the role of the mentor.  The resource must cover one of the NMC (2008) eight domains 16

The resource must cover 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.

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 interprofessional team in your area of practice to enhance students’ learning.

Level 7 - Presentation Brief • A 20 minute PowerPoint Presentation of your innovative learning resource. Your presentation should not exceed 20 minutes

• PowerPoint Presentation must not exceed 5 slides • You will present to peers and academic staff • The panel will provide feedback following the presentation 18

Level 7 - Presentation Brief Presentation must include: • A brief profile of your clinical area ( you must maintain confidentiality), your role and responsibilities • Your chosen topic, this must be discussed clearly

• The rationale for the innovative learning resource • The NMC (2008) domain(s) which apply to your innovative learning resource 19

Level 7 - Presentation Brief Presentation must include: • The target audience (students and/ or mentors) • The Aim (what do you intend to achieve) • Objectives - what steps you will take to achieve your aim? This should be ‘Specific, Measurable, Achievable, Realistic and Timely’ (SMART) 20

Level 7 – Presentation Brief Main Content should include:

• Steps taken to develop the resource (such as involvement of key stakeholders, people who would benefit from the innovative learning resource and those who would implement it) • Factors which may promote and inhibit the implementation of your innovative learning resource • Justification for relevant learning theories which support the implementation of your innovative learning resource 21

Level 7 - Presentation Brief Main Content should include: • Application of learning styles (and where applicable appropriate coaching methods) • A critically discussion on your accountability when implementing the innovative learning resource

22

Level 7 - Presentation Brief Conclusion should include: • Include a summary of the key points raised in your presentation • Include recommendations to support the implementation of your innovative learning resource References • Use the University of West London’s Referencing guide 23

Level 7 – Critical Discussion Brief

Introduction • Briefly state the aim and rationale for your chosen innovative learning resource supported by relevant literature • State the NMC (2008) domain(s) which apply to your innovative learning resource 24

Level 7 – Critical Discussion Brief Content should include:

• Critically discuss the innovative learning resource with reference to relevant learning styles, learning theories and coaching methods • Critically evaluate teaching, learning and assessment approaches in your practice setting e.g. examine benefits, limitations and areas for further developments 25

Level 7 – Critical Discussion Brief Content should include: • Critically appraise i.e. make a judgement about your mentoring skills and critically debate the complexities of the role of the mentor. • Critically evaluate the learning environment e.g. examine strengths, weaknesses, opportunities, barriers / threats. 26

Level 7 – Critical Discussion Brief Conclusion • Include a summary of the key points raised in your presentation.

• Include recommendations to support the implementation of your innovative learning resource. 27

Level 7 – Critical Discussion Brief References • Use the University of West London’s Referencing guide. Annotated bibliography • From your list of references, identify 7 key papers which informed your discussion • Comprehensive, clear and consistent referencing using Harvard’s Referencing System 28

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)

29

Mentor Definition: Registrant who …. facilitates learning and supervises and assesses students in practice settings.’ (NMC 2008)

30

Role of a Mentor

      

Role model Facilitator Supporter Supervisor Resource person Teacher-coach Assessor 31

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. (Jill & Bally 2007)

32

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.

2. Intellectual Stimulation – Such leaders encourages the individual to be innovative and creative. 3. Inspirational Motivation – Leaders with inspirational motivation, challenge individuals to leave their comfort zones, communicate optimism. 4. Idealised Influence – the leader acts as a role model.

(Jill & Bally 2007) 33

Learning Theories

34

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, 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.

Participating: Three ways to respond

1

Web

www.pollev.com/uwlsharon

2

Text Message (SMS)

3

App

020 3322 5822* uwlsharon

Then my answer goes here

*Cost = 1 standard text message

PollEv.com/ uwlsharon

my answer goes here

Establishing Effective Working Relationships

You are a new student on a placement & you are meeting your mentor for the first time.  Describe how a student nurse would feel on their first day of placement? 37

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.

38

Meeting the student for the first time

How do we achieve rapport with the student nurse?

39

 It is YOUR workplace! You are familiar with the environment, routine and culture.

 The student is a visitor!

40

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?

41

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 42

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

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 and case studies

•

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) 44

Learning Styles cont..  Visual Students may prefer a visual way of learning. - 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..  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..  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

Preparing for the Orientation and the Initial Interview

48

The 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?

What Next?

50

What Next? 1. Read Chris’ On-going Achievement Record (OAR)

2. Identify 5 essential skills the student can complete in your practice area. 1 of these must be an essential skill that the ‘student’ has not achieved in the previous placement. 3. Review online learning materials and complete activities in session 2 (online) folder on Blackboard

4. Complete Sections A, B, C, D in the Workbook

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.

52

References 

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. 53