TRIENNIAL REVIEW FORM FOR SIGN-OFF MENTORS

Transcription

1 TRIENNIAL REVIEW FORM FOR SIGN-OFF MENTORS NAME PIN NUMBER CLINICAL AREA Assessor & Mentor Qualification Date Achieved Sign off Mentor Status YES /NO Date Achieved In order to maintain your status of sign off mentor, the Nursing & Midwifery Council (NMC) requires you to keep an up-to-date portfolio, as evidence that you are developing your knowledge, skills and competence beyond registration and maintaining the professional competencies required within your area of practice. In July 2008 the Nursing and Midwifery Council (NMC) published Standards to support learning and assessment in practice document (NMC 2008). The standards identify the role and responsibilities of the Sign Off Mentor when supporting and assessing any learner undertaking an NMC recognised qualification leading to registration. These standards aim to support sign-off mentors in ensuring all learners are fit for purpose at the point of registration. 'Sign-off mentors are required for all students on pre-registration midwifery programmes (NMC, 2008,p7)'. Beyond initial mentor preparation, The NMC requires that sign-off mentors undertake continuing professional development through the following activities (NMC, 2008, p9): an annual update ensuring that mentors: o have current knowledge of NMC approved programmes; o are able to discuss the implications of changes to NMC requirements; o have an opportunity to discuss related to mentoring, assessment of competence and fitness for safe and effective practice Sheffield Hallam University1

2 provide evidence of updating as part of triennial review. The triennial review is part of your employment-led personal development appraisal (NMC, 2008, p12) and should include evidence of having: o mentored at least 2 students within a 3 year period. Supervisors of midwives are required to mentor at least one student undertaking a supervisor of midwives preparation programme during the 3 year period relating to triennial review. o participated in annual updating o explored as a group activity the validity and reliability of judgements made when assessing practice in challenging circumstances o mapped on going development in (your) role against the NMC mentor standards o been deemed to have met all requirements needed to be maintained on the local register as a sign-off mentor. This document aims to provide a framework for you to use as evidence that you have undertaken an annual update and a triennial review thereby meeting the NMC requirements. Sheffield Hallam University2

3 NUMBER OF STUDENTS IN THE LAST THREE YEARS Cohort Level of assessment - year 1, 2or 3 Area of practice Dates from Dates to Outcome Sheffield Hallam University3

4 EVIDENCE OF ANNUAL UPDATING This table MUST be signed at every annual mentor update attended to serve as evidence for Triennial review. Title Date Name of Facilitator Signature of Facilitator Annual Mentor Update Annual Mentor Update Annual Mentor Update Annual Mentor Update Sheffield Hallam University4

5 MAPPING ON-GOING DEVELOPMENT AGAINST NMC MENTOR STANDARDS To be completed by the mentor/peer assessor (another sign off mentor from the live register) every three years. This will demonstrate to employers and NMC quality assurance agents how you have maintained and developed your knowledge, skills and competence as a sign-off mentor. Competency Domain 1. Establishing Effective Working Relationships Demonstrate an understanding of factors that influence how students integrate into practice settings. Provide ongoing and constructive support to facilitate transition from one learning environment to another. Have effective professional and interprofessional working relationship to support learning for entry to the register. 2. Facilitation of Learning Use knowledge of the student's stage of learning to select appropriate learning opportunities to meet individual needs. Facilitate the selection of appropriate learning strategies to integrate learning from practice and academic experiences. Support students in critically reflecting upon their learning experiences in order to enhance future learning. 3. Assessment and Accountability Foster professional growth, personal development and accountability through support of students in practice. Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team. Provide constructive feedback to students and assist Sheffield Hallam University5 Evidence

6 them in identifying future learning needs and actions. Manage failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future. Be accountable for confirming that students have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice. 4. Evaluation of Learning Contribute to evaluation of student learning and assessment experiences - proposing aspects for change resulting from such evaluation. Participate in self and peer evaluation to facilitate personal development, and contribute to the development of others. 5. Create an Environment for Learning Support students to identify both learning needs and experiences that are appropriate to their level of learning. Use a range of learning experiences, involving patients, clients, carers and the professional team, to meet defined learning needs. Identify aspects of the learning environment which could be enhanced - negotiating with others to make appropriate changes. Act as a resource to facilitate personal and professional development of others. 6. Context of Practice Sheffield Hallam University6

7 Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated. Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care. Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained. 7. Evidence Based Practice Identify and apply research and evidence-based practice to their area of practice. Contribute to strategies to increase or review the evidence-base used to support practice. Support students in applying an evidence base to their own practice. 8. Leadership Plan a series of learning experiences that will meet students defined learning needs. Be an advocate for students to support them accessing learning opportunities that meet their individual needs - involving a range of other professionals, patients, clients and carers. Prioritise work to accommodate support of student within their practice roles. Provide feedback about the effectiveness of learning and assessment in practice. Maintained on local register as a sign-off mentor - YES NO Explored as a group activity - YES NO Sheffield Hallam University7

8 Signatures Mentor (Print name)... Signature Date... Peer Reviewer (Print Name... Signature. Date Date of Next Triennial Review. Sheffield Hallam University8