MENTOR UPDATE 2006/7

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MENTOR UPDATE 2006/7

• The mentor as a partner in pre-registration
  education

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Todays Update

• This update has been prepared to give you an
  opportunity to consider your role within the
  partnership that provides pre-registration
  nursing and midwifery education
• If you have any other topics you wish to address,
  areas you wish to explore or concerns you wish to
  resolve, PLEASE FEEL FREE TO ASK QUESTIONS AT ANY
  TIME.

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Changes on our Horizon

• In August 2007 Suffolk College will be
  disestablished.
• Nursing and Midwifery education will be relocated
  in University Campus Suffolk
• Or more simply UCS

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UCS

• The partnership that has been established between
  Nursing and Midwifery education and practice will
  not only endure this change, but will be enhanced
  by it.

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The Mentor in the Partnership

• It has been recognised for many years now that
  the partnership in education in Suffolk is one of
  the best in the country.
• We cant point to partnership meetings or
  partnership events because our partnership is
  embedded in everything that we do.
• Our students perceive this as seamless
  college and practice with one agenda.

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How do you see the partnership?

• The Positive things that grow from our
  partnership are

• Areas where our partnership is difficult to
  discern or has the potential to be strengthened
  are

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The Mentor in the Partnership

• The part that you play, as an individual Mentor
  has a number of underpinnings
• Professional expectations
• Professional awareness
• Professional pride

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Professional expectations

• This document says -
• 6.4 You have a duty to facilitate students of
  nursing and midwifery and others to develop their
  competence.
• But, it doesnt mention mentorship!

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Professional expectations

• It also says -
• 4.3 You must communicate effectively and share
  your knowledge, skill and expertise with other
  members of the team as required for the benefit
  of patients and clients.
• But it still doesnt mention Mentorship

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• Personal Tutors and Mentors
• Students should have named registrants (from the
  same part of the register) to support their
  learning in both academic and practice
  environments. These persons would be involved in
  assessing their standards of proficiency to enter
  the register. Other members of the teaching and
  health care team may contribute to learning and
  assessment in both environments but would not
  undertake summative assessment of standards of
  proficiency for entry to the register.

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• Student midwives should be supported in both
  academic and practice learning environments.
  Midwife teachers and midwife mentors have the
  knowledge, skills and expertise to provide
  appropriate support to student midwives. As such
  they are able to identify appropriate learning
  opportunities for the student midwife and offer
  her advice and guidance to develop safe woman
  centred practice that enables the student to
  become a midwife. A variety of members of the
  teaching and health care team may contribute to
  the students learning

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Professional awareness

• Working in collaboration involves a partnership
  where mutual goal setting occurs, where authority
  and responsibility for actions belong to
  individual partners, The change requires a move
  away from independence to interdependence where
  strength and power are derived from working with
  others

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Professional awareness

• respecting and trusting each other and sharing
  the vision, the planning, the goal setting, the
  work, the successes and the failures.
• Murray et al (2005) Working collaboratively
  toward practice placements, Nurse Education in
  Practice, Vol5, pp127-128

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Professional pride

• Through working together we can produce
  professional practitioners in whom we can take
  pride, and thus take personal pride in our part
  in their preparation. At Major Review last year
  our reviewers concluded that
• students, mentors and teachers are confident of
  the robustness of the assessment process in the
  practice settings.

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students, mentors and teachers

• college n. organised society of persons having
  certain functions, rights and privileges place
  of professional study.
• university n. corporate institution providing
  instruction in higher branches of learning all
  members of university

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all members of university

• The college is not simply the buildings in which
  teaching and learning takes place. The university
  will not be simply a new collection of buildings
  in which teaching and learning takes place.

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The Mentor as a partner

• We all have functions, rights and privileges in
  providing instruction in higher branches of
  learning because as students, mentors or
  teachers we are all part of that organised
  society of persons who will be members of (the
  ) university
• What are yours?

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• As a partner in the pre-registration education of
  nurses and midwives and a provider of instruction
  in higher branches of learning

• My functions are
• My rights are
• My privileges are

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http//healthweb.suffolk.ac.uk

• Please note this website is no longer
  operational go instead to www.ucs.ac.uk and
  look for the faculty of health, wellbeing and
  science page, follow the link to Health
  Partners for our extended and improved resource

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Thank You and Goodbye

• Before you go. Are you sure you dont have any
  more questions?
• Coming soon to a powerpoint near you.

The Sign-off Mentor (an everyday story of simple
clinical folk)