BSc(Hons) OCCUPATIONAL THERAPY MENTORS HANDBOOK

Transcription

1 BSc(Hons) OCCUPATIONAL THERAPY MENTORS HANDBOOK

2 GUIDELINES FOR MENTORS OF STUDENTS ON THE BSc(HONS) OCCUPATIONAL THERAPY PROGRAMME Introduction Occupational Therapy education has been part of University of the West of England (UWE) since The Award, a Diploma in Occupational Therapy from was established as a response to a 30% shortfall of occupational therapists in the South West region. It was offered to occupational therapy assistants and technical instructors as an in-service course. This developed into BSc (Hons) Occupational Therapy from 1995, at that time continuing the ethos of in-service opportunity. Since September 2003 UWE has offered both full-time and part-time routes routes to the degree, which students complete over 3 years or 4 years respectively. The last intake into the part-time programme was in September 2009, whilst the full-time intake has been expanded from September The programme team believes that every student participating in the BSc(Hons) Occupational Therapy should be supported by a mentor. Students have always found it very helpful to have a mentor and it is considered important to facilitate another link between the University and occupational therapy services, as well as providing the student with additional support and guidance, during their studies. But please be re-assured that this is an option! These guidelines have been drawn up by the programme team and experienced mentors. They aim to outline the role of the mentor, providing a guide to good practice based upon the discussions and experience gained of mentorship since the beginning of the scheme. In addition to outlining the role, the guidelines address: criteria for selection responsibilities of student responsibilities of UWE based programme team and the mentor, plus the benefits for all the participants in the mentoring scheme. These guidelines provide a standard against which the programme team and others may audit the effective operation of mentorship. 2

3 1 Definition of Mentor 1.1 Friend of Odysseus and guide and advisor of the young Telemachus. 1.2 Experienced and trusted counsellor. 1.3 The function of mentorship is to provide support and guidance to newcomers to an uncertain profession... The essence of the mentor s role is a combination of reciprocity, shared experience and empathy (Wynch 1986). 2 Selection of a Mentor 2.1 A mentor should be selected by the student and ratified by joint agreement involving the student, the proposed mentor, their respective line managers (if appropriate) and the Programme Team. 3 Criteria for Mentorship The following requirements should normally be met. The mentor will be: 3.1 normally a practising, state registered Occupational Therapist. 3.2 able to commit time to mentorship, with the support of their employing organisation. 3.3 able to commit themselves to mentorship, for at least one year. 3.4 empathetic, positive and valuing in their relationship. 3.5 approachable and accessible within agreed time limits. 3.6 preferably not line manager, although this is subject to negotiation. There could be a conflict of interest with the mentor role becoming secondary to the supervisory role. Mentors who are also the student s line manager should make a clear division between their mentor role and supervisor role. This may involve additional effort and time in organising separate meetings, but it is felt to be important. Mentor sessions may be held away from the workplace, in a different location than supervision sessions, and generally have a different style. 3

4 4 Roles and Responsibilities of a Mentor 4.1 providing support: acting as a confidante, listening and giving reassurance, for example at times of assignments and return from fieldwork education. 4.2 facilitator: encouraging clarification about ideas and feelings relating to the roles of worker and student in the University and in fieldwork education. 4.3 resource: for sources of information locally. 4.4 balancer: between all the different roles a student may have worker/parent/student and for students who may feel distant from home 4.5 guide: supporting transition between student to State Registered Occupational Therapist, encouraging independent approach to learning. 4.6 provider of opportunities: to test out ideas, encouraging application, integration and evaluation of new learning into work environment. 4.7 Encourager: reinforcing self-confidence of the student who may be experiencing difficulties with some aspect of the programme. 4.8 Mediator: for a student who works in an occupational therapy setting, acting with consent of student to provide information about demands of the Programme to significant others in the workplace, and liaising with Programme Team. For a student not employed in occupational therapy settings, acting with student s consent in a liaising with the Programme Team. The responsibilities of the mentor may include the following: 4.9 setting up a preliminary meeting with the student to discuss expectations and establish an informal contract discussion of practical matters related to the need to arrange appointments at outset, or arrange as studies proceeds, decide who sets agenda for meetings maintaining confidentiality. 4

5 4.12 participation in regular review of mentoring relationship regarding continuation/modification or cessation of relationship endeavouring to attend the mentors meetings held annually at the University usually in the autumn participation in evaluation of mentor scheme if requested by the Programme Leaders. The mentor is NOT expected to be: 4.15 an educator: directing assignments, arranging practical experiences, giving comments on assignments study skills advisor: assessing and commenting on the learning styles of the student arranging additional tuition careers advisor. 5 Mentor Attributes It is important that acknowledgement is made of the mentor s attributes: Commitment : Availability and time Trustworthiness : Personal and support Objectivity : Stimulating Patience : To listen/assist with difficulties Experience : To help the student to identify learning opportunities and turn theory into practical ability Assertive : If necessary to prompt Interpersonal skills : Build rapport 6 Mentor s time commitment In order to ensure an effective mentoring relationship, mentors should: 6.1 be easily accessible to the student. 6.2 meet with the student approximately once a month on a one-to-one basis. 6.3 be available to the student, on average, 2 hours per month 6.4 ensure that mentoring sessions are separate from supervision sessions. 5

6 It is appreciated that the above timings need to be flexible to meet both student and mentor s needs. 7 UWE Programme Team s Responsibilities The programme team is concerned to ensure that all mentors receive appropriate support and information about the mentor role and their expectations of a mentor. Some mentor schemes do not advocate the need for contact between course deliverers and mentors. However, with regard to this Programme, it is felt that the following is the minimum acceptable contact. 7.1 Letter of welcome to mentor after student has notified Programme Leader of name and designation. 7.2 Programme Leader will invite mentors to annual mentors meeting, providing all written materials as necessary: - guidelines for mentorship - appropriate student handbook - notes from previous mentor meetings (if appropriate). - travel details. 7.3 For mentors assuming responsibility during the academic year the Programme Leader will write welcoming the new mentor and arrange supply the information detailed in 6.2 above. Further discussions will be arranged where appropriate. 7.4 Informal contact whenever necessary. 8 Student s Responsibilities The student must assume responsibility for their role within the mentoring relationship. This may include the following: 8.1 seeking a mentor 8.2 providing details of mentor: name and contact details to Programme Leader 8.3 arranging a preliminary meeting with mentor to discuss expectations and establish an informal contract. 6

7 8.4 discussion of practical matters related to the need to arrange appointments at outset, or arrange as studies proceed; who sets agenda for meetings. 8.5 inform mentor about content of course, anxieties, problems, changes on the course, fieldwork education. 8.6 maintain confidentiality. 8.7 regularly review with the mentor regarding continuation, modification or cessation of relationship. 8.8 participate in evaluation of mentor scheme if requested by Programme Leader. 9 Benefits for the Mentor Mentoring can be a demanding role. However, it has benefits, which extend beyond those gained by the student. Mentoring is a valuable development experience for the mentor and should be recognised as part of the mentor s continuing personal and professional development under local appraisal programmes. The benefits arising from mentoring may accrue to the individual and their organisation. These may include: 9.1 maintaining contact with an educational establishment enabling access to the library, post-graduate modules, opportunities for input to the undergraduate programme, collaborative research etc. 9.2 allowing mentor to reflect upon, update and consolidate own knowledge and practice. 9.3 self-development: mentoring role, self-awareness, self-evaluation and appraisal, listening and encouraging skills. 9.4 pride and reward in seeing the development of student s skills. 9.5 an opportunity to network with colleagues at mentors meetings. 9.6 enjoyment and stimulation gained from a challenging role. 9.7 experience of fulfilling new role which can raise profile of mentor in work place. 7

8 Thank you for taking the time to read this information. We hope you enjoy the experience of mentoring a student on this Programme. 8