Knowledge and skills required of a mentor?

1
Knowledge and skills required of a mentor?

• Linda Edmond

2
Three key knowledge and skills areas required?

• Knowledge and skills of assessment .
• Creating action plans.
• Undertake interviews with students.

3
What is assessment?

• Assessment is a measurement that directly relates
  to the quality and quantity of learning and is
  therefore concerned with students progress and
  attainment
• Nicklin P Kenworthy N (2000) Teaching
  Assessing in Nursing Practice An Experiential
  Approach (3rd ed) London, Balliere Tindall

4
Assessment

• Assessment is related to collecting information
  as evidence of the student/learners ability to
  perform particular clinical skills or
  competences
• (Gopee N 2008 Mentoring and Supervision in
  Health care p130 London, Sage)

5
What is the purpose of assessment?

• To assess performance in practice against the
  relevant NMC standards
• Outcomes for entry to branch
• Standards of Proficiency for entry to the
  register
• To establish competence and fitness for practice

6
Framework to support learning and assessment in
practice

• Establishing effective working relationships
• Facilitation of learning
• Assessment and accountability
• Evaluation of learning
• Creating an environment for learning
• Context of practice
• Evidence-based practice
• Leadership (NMC Standards 2008)

7
Types of assessment

• Episodic
• Assessment at a single point in time
• Continuous
• On-going assessment
• Formative
• Developmental
• Summative
• Formal judgement of performance

8
What makes a good assessment?

• Being prepared
• Fair (equality and diversity)
• Objective
• Honest
• Timely
• Feedback

9
Cardinal Criteria for Assessment

• Validity
• Measures what it supposed to
• Reliability
• Consistency
• Inter/intra-mentor reliability
• Discrimination
• Differentiate between levels of competence
• Practicality (usability)

10
What are the 3 Learning Domains you assess in
practice?

• Psychomotor dexterity
• Cognitive knowledge and understanding
• Affective - attitudes
• Bloom Taxonomy (1956)

11
Steinekar Bells Taxonomy (1979)

• Exposure - Some knowledge of methods used,
  willingness to participate
• Participation- Interact well with patients,
  carries out activities under supervision
• Identification- Shows initiative, applies theory
  to practice
• Internalisation - Problem solve by analysis and
  evaluation, willing to share experiences
• Dissemination - Teach patients/clients/families,
  write and verbalise info about management issues
• Steinekar N Bell M (1979) The
  Experiential Learning A New Approach to Teaching
  and Learning New York, Academic Press

12
Writing Action Plans

• Action plans should be
• S - Specific
• M - Measurable
• A - Achievable
• R - Realistic
• T - Timed

13
Action Plans

• Are defined as
• a must-achieve device that identifies
  competencies that need to be achieved by an
  identified date during the practice placement,
  non-achievement of which would lead to a fail
  mark being awarded.
• (Gopee, 2008)

14
The interview process

• Inital interview
• Interim
• Final interview
• Following the process.

15
Refereces and suggested further reading

• Goope N (2008) Mentoring and Supervison in Health
  Care London Sage
• NMC (2008) A standard to support learning and
  assessment in practice London NMC
• NMC (2008) Code of Professional Conductstandards
  for conduct, performance and ethics. London NMC
• Nicklin P Kenworthy N (2000) Teaching
  Aseesssing in Nursing Practice An experientail
  approach (3rd ed) London Ballieiere