Practice-Based Learning

making Practice-Based Learning work Developing New Supervisors and Assessors of Practice Learning: a profiling tool for registered practitioners A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and and developed by staff from the Institute of Health and Community Studies, Bournemouth University and Royal Bournemouth and Christchurch Hospitals NHS Trust

Authors Wendy Benbow, Senior Lecturer, Institute of Health and Community Studies, Bournemouth University Gill Jordan, Senior Lecturer, Institute of Health and Community Studies, Bournemouth University Karen Cooper, Royal Bournemouth and Christchurch Hospitals NHS Trust Petra Jonckheer, Royal Bournemouth and Christchurch Hospitals NHS Trust

contents Developing New Supervisors and Assessors of Practice Learning Introduction 2 Aim of the learning materials 2 How might the learning materials be used? 2 The profiling tool 2 Study session power-point resources 3 References 4 Bibliography 5 Appendix 1: Associate mentor student profile 6 Developing New Supervisors and Assessors of Practice Learning Appendix 2: Guidelines on profile completion for the supervising mentor 24 01

Introduction In most health care professions a suitably prepared registered practitioner is expected to provide guidance and support to students in practice placements. In many cases this role also includes the assessment of competence in a range of appropriate practice skills. For some professions a preparatory programme is laid down by the professional and/or statutory body. Following this programme, the practitioner is then known by the title adopted by that profession. These role titles vary considerably across the health care professions (Mulholland et al 2005) and include clinical assessor, clinical supervisor, practice educator, practice teacher, placement facilitator, mentor and clinical tutor. However to meet the demand of supervising an increasing number of learners (DoH 2000), a number of roles designed to support the formally prepared practitioner have recently emerged. The role of these staff varies from providing back-up and support only, to limited assessment on behalf of the qualified supervisor (Morton-Cooper & Palmer 2000). In practice most practitioners on qualification will be working with students. In addition experienced practitioners may move from a setting with no students to one where students are part of the practice team. For both groups it would seem to be in everyone s interest that some preparation for their supervisory role is offered, prior to them undertaking a more extensive formal programme, if this is required by their professional or statutory body. Aim of the learning materials The purpose of this learning package is to provide learning materials to support the development of health care practitioners who are new to the role of supervising students in practice placements. It has been designed particularly with registered nurses in mind but the principles are transferable across a range of health care professions. Because of the nursing focus, the term mentor is used throughout the materials and this is taken to mean the formally prepared practice supervisor and assessor. In addition the term associate mentor is used and this is taken to mean the registered practitioner new to the role of practice supervision. How might the learning materials be used? It is suggested that the practitioner new to the supervisor role would benefit from some formal input about learning, teaching and assessing in practice. This resource is ideal for professions where completion of a recognised teaching and assessing qualification is not a pre-requisite for the supervision of students, as well as for those who participate in student support but are not ready to undertake a full programme of study in this area. The resource might be most usefully used in conjunction with a facilitated learning set based within the practice setting or through a local university. The powerpoint resources which follow are provided to support this activity. Support notes to the slides have not been included in order to facilitate flexibility of delivery and professional specificity. Alternatively, an individual may choose to use these materials and the associated reading as a self-study package. Having completed this, the student then needs to complete the profile (see appendix 1); this provides a structure and record of development of their role as a practice supervisor on-the-job. For this to be most effective, it is essential that the student is supported by an experienced practice educator. Guidelines for this supervisor are found in appendix 2. The profiling tool A learner case study approach has been chosen as the framework for the profile. This will guide the student practice educator or associate mentor to provide and then record evidence of their progress and achievement. Personal reflection is used in a context that requires the student to critically review their thoughts, actions and interventions while supporting learners in practice. This is seen as a central learning strategy underpinning these learning activities, in order to promote personal development and insight (Moon 2001).

Study Session Power-Point Resources Study session power-point resources Three 3-hour study sessions are suggested and the supporting powerpoint presentations can be found at the web-links indicated below: Study Session 1 Nature of mentorship http://www.bournemouth.ac.uk/ihcs/pdf/ments1.pdf Definition of mentorship Desirable qualities of mentors Role of mentors Benefits of mentorship for learners and the mentor/associate mentor Obstacles to effective mentoring Study Session 2 Learning and teaching strategies http://www.bournemouth.ac.uk/ihcs/pdf/ments2.pdf Learning and teaching Kolb s experiential learning cycle Miles Experiential Learning Cycle Experiential learning taxonomy Learning by doing - skills development Domains of learning Learning styles Factors affecting students approach to learning Student profiling Factors that promote and hinder learning in clinical settings Learning Opportunities Learning Environment Developing New Supervisors and Assessors of Practice Learning Study Session 3 Assessment in practice http://www.bournemouth.ac.uk/ihcs/pdf/ments3.pdf Assessment - overview Continuous Assessment and Competence Assessment strategies Assessing in Practice Techniques of Assessment Role of feedback Underperforming learners Supporting Learners placement interviews and action planning 03

References References DEPARTMENT OF HEALTH (2000) A Health Service of all the talents: Developing the NHS Workforce. London: Department of Health MOON, J (2001) Guide for Busy Academics No. 4. Learning through Reflection London, LTSN Generic Centre MORTON-COOPER, A. AND PALMER, A., 2000. Mentoring, Preceptorship and Clinical Supervision: A guide to professional roles in clinical practice. 2nd ed. Oxford: Blackwell Science. MULHOLLAND, J, MALLIK, M, MORAN, P, SCAMMELL, J, TURNOCK, C (2005) Making practice-based learning work. An overview of the nature of the preparation of practice educators in five health care disciplines. London: Higher Education Academy, Health Science and Practice Network

Bibliography Bibliography PRICE, B., 2003. Mentoring Learners in Practice. Number 6. Building a rapport with the learner. Nursing Standard, 19 CHOW, F. L. W. AND SUEN, L. K. P., 2001. Clinical staff as (22), 1-2. mentors in pre-registration undergraduate nursing education: students perceptions of the mentors roles and SPOUSE, J., 1996. The effective mentor: a model for responsibilities. Nurse Education Today, 21, 350-358. student centred learning. Nursing Times, 92 (13), 32-35. CAMERON-JONES, M., 1996. Three decisions about SPOUSE, J., 2001. Bridging theory and practice in the nurse mentoring. Journal of Nursing Management, 4 (4), supervisory relationship: a sociocultural perspective. 225-230. Journal of Advanced Nursing, 33 (4), 512-522. EARNSHAW, G., 1995. Mentorship: the student s views. STILES, M., 2004. Teaching others new skills can aid your Nurse Education Today, 15, 274-279. own learning. Nursing Times, 100 (26), 66-67. GRAY, M. AND SMITH, L., 2000. The qualities of an SUEN, L. K. AND CHOW, F. L. W., 2001. Students effective mentor from the student nurse s perspective: perceptions of the effectiveness of mentors in an findings from a longitudinal study. Journal of Advanced undergraduate nursing programme in Hong Kong. Journal Nursing, 32 (6), 1542-1549. of Advanced Nursing, 36 (4), 505-511. LLOYD JONES, M., WALTERS, S AND AKEHURST, R., WATSON, N., 1999. Mentoring today the students 2001. The implications of contact with the mentor for preregistration nursing and midwifery students. Journal of nursing students experiences and perceptions of views. An investigative case study of pre-registration Advanced Nursing, 35 (2), 151-160. mentoring in one theory / practice module of the Common Foundation Programme on a Project 2000 course. Journal MARSH, S, JORDAN, G, SCAMMELL, J, COOPER, K, of Advanced Nursing, 29 (1), 254-262. MERRETT, S & CLARK, V 2005 Assessing students in health and social care practice: managing failing students. WILSON, P. P. AND VALENTINE, D., 2002. Perceptions of http:///resources/materials new social work faculty about mentoring experiences. /intro.htm Journal of Social Work Education, 38 (2), 317-332. Developing New Supervisors and Assessors of Practice Learning MORTON-COOPER, A. AND PALMER, A., 2000. Mentoring, Preceptorship and Clinical Supervision: A guide to professional roles in clinical practice. 2nd ed. Oxford: Blackwell Science. NORTHCOTT, N., 2000. Mentorship in Nursing. Nursing Management, 7 (3), 30-32. Individual Activity How and when will you first look at the learning contract with your student? How and when would you review the learning contract with your student? PRICE, B., 2003. Effective Learning Number 7. Working with a mentor or clinical supervisor. Nursing Standard, 17 (26), 1-2. 05

Appendix 1: Associate Mentor Student Profile: Contents Section 1 Introduction Role of the Associate Mentor and Mentor NB: The term mentor is used throughout this profile but is meant to encompass other role definitions used in a variety of health care professions e.g. clinical assessor, clinical supervisor, practice educator, practice teacher placement facilitator. Section 2 Personal details Learning Outcomes Record of development discussions with your mentor: Guidelines for completion Assessment evidence: Guidelines for completion Reflection on overall experience: Guidelines for completion Record of development discussions/interviews with mentor concerning Learner 1: Assessment evidence Reflection on overall experience Record of development discussions/interviews with mentor concerning Learner 2: Assessment evidence Reflection on overall experience Record of development discussions/interviews with mentor concerning Learner 3: Assessment evidence Reflection on overall experience Record of study session attendance/self-study completion Record of observational visits and/or other learning opportunities. Student associate mentor record of contact hours with learners Summary evaluation

Appendix 1: Associate Mentor Student Profile: Section 1 Introduction In health and social care professions a mentor gives Role of the Mentor Key Responsibilities: guidance and support in the learning environment and, in most cases, also assesses competence of practice. However to meet the demand of supervising an increasing number of learners, there has developed an extensive informal system of Associate Mentors, the roles of whom have various interpretations from providing back-up and support only, to assessing on behalf of the qualified mentor. Act as a role model for the learner Facilitate learning and experience for allocated learners Maintain and continue to develop own skills in the assessment of practice learning Advise and support team in developing a quality learning environment The aim of this profile is to provide a formal approach to the development of the associate mentor. A learner case study is the framework chosen to allow you, the student associate mentor, to provide/record evidence of your progress and achievements against learning outcomes. Have knowledge of the specific learning needs of each learner Evaluate own performance and future learning needs/requirements Provide support, guidance and validation for the student associate mentor. An experienced mentor needs to be identified who is willing to supervise and support your learning. As a student associate mentor you will be expected to experience supporting and assessing three learners within the maximum period of one year. Individual Activity Thinking about the questions below, reflect on what you have learnt from managing a student learning experience. Role of the Associate Mentor Key Responsibilities: Under the guidance of a qualified mentor: When managing a future student placement. What would you do the same? What would you change? Developing New Supervisors and Assessors of Practice Learning Act as a role model for the learner Facilitate learning and experience for allocated learners Develop own skills in the assessment of practice learning Support the practice team in developing a quality learning environment Develop knowledge re the specific learning needs of each learner Evaluate own performance and future learning needs/requirements 07

Name Contact Details Profile Start Date Profile Completion Date Practice Placement Mentor Contact Details Supporting Institution Link Contact Use the space below to record personal information you feel is relevant as you begin this study experience. You may wish to include such issues as: Previous experience working with students Time scale for completion

Learning Outcomes Having studied these learning materials, the student associate mentor will be expected to be able to: 1. Demonstrate an understanding of the roles & responsibilities of all personnel involved in supporting the learners experience 2. Contribute to developing & maintaining a quality learning environment for learners 3. Facilitate the learning needs of an identified number of learners in practice 4. Demonstrate the basic principles involved in the teaching/assessment of practice learning 5. Identify and reflect on issues arising from the practice teaching/assessment process Record of development discussions with your mentor: Guidelines for completion Primarily this is a progress review, between you and your mentor, of your experience with three individual learners. Initial interview This might include: Your initial thoughts on the managing the experience Any concerns or issues that you might have Your understanding of the learners needs Second discussion This might include: Any key issues arising e.g. concerns/problems Any identified personal learning needs Final discussion This might include: Brief review re experience Identified personal learning needs Assessment Evidence: Guidelines for completion You are required to work with a minimum of three learners. The evidence you supply in relation to these learners must include at least one example of a teaching and learning episode and one example of an assessment in practice. All examples must be observed by your mentor and documented within your profile. Learning Context The description might include: Where did the learning take place? Who was present? Why was it you who taught the learner? Description of the experience with the learner This description might include: What was the nature of the learning (e.g. clinical skill, interview, assessment)? An outline of the experience How did the learner respond to you Resources utilised (if appropriate) Learning Outcomes Achieved This should include: Identification of the learning outcome/s achieved Evidence provided within the profile This might include: Any relevant documentation Witness statement/s Resources utilised e.g. teaching materials Student Associate Mentor Comments This can include: Any comment on the experience with the learner that that you feel relevant. Identification of any perceived personal further learning needs Mentor comments Completed by the mentor and might include: Perceived overall success of the learning experience Suggestions (if appropriate) re alternative strategies that might be considered Any further suggested learning that might be undertaken by the student associate mentor Developing New Supervisors and Assessors of Practice Learning 09

Student Associate Mentor Reflection on Overall Experience: Guidelines for completion As the assessment evidence is based on a single episode with each learner, this part of the profile provides an opportunity for you to reflect on the overall experience with the learner. Personal reflection in this context requires you to critically review your thoughts, actions and interventions associated with this experience and is viewed as an important part of learning and self development. For those perhaps less familiar with the reflective process, the following is offered as a basic guide for your writing. Provide a description about the overall experience. This can include thoughts, feelings, any important key issues or features (positive or negative) that stand out for you. Think about any internal (e.g. your knowledge base) or external (e.g. workload, the learner themselves) factors that may have influenced your actions/decisions when working with the learner. Consider if there was anything that you would have or may have done differently. Think how this might relate to your experience with future learners. Identify any learning that has occurred for you and further learning that you might need to do.

Record of development discussions/interviews with your mentor Learner 1 Initial Discussion Date... 2nd Discussion Date... Developing New Supervisors and Assessors of Practice Learning Final Discussion Date... 11

Assessment Evidence Mentor Comments Learner 1 Learning Context Description of experience with the learner Student Associate Mentor reflection on experience described Learning Outcome/s achieved Evidence provided within profile (As appropriate) Signed (Student Associate Mentor)... Date... Signed (Mentor)... Date

An Overview of the Nature of the Preperation of Practice Educators in Five Hea Student Associate Mentor Reflection on Overall Experience with Learner 1 Developing New Supervisors and Assessors of Practice Learning Signed (Student Associate Mentor) Date Signed (Mentor)..... Date.. 13

Record of development discussions/interviews with your mentor Learner 2 Initial Discussion Date... 2nd Discussion Date... Final Discussion Date...

Assessment Evidence Learner 2 Learning Context Description of experience with the learner Learning Outcome/s achieved Mentor Comments Student Associate Mentor reflection on experience described Developing New Supervisors and Assessors of Practice Learning Evidence provided within profile (As appropriate) Signed (Student Associate Mentor)... Date... Signed (Mentor)... Date 15

Student Associate Mentor Reflection on Overall Experience with Learner 2 Signed (Student Associate Mentor) Date Signed (Mentor)..... Date..

Record of development discussions/interviews with your mentor Learner 3 Initial Discussion Date... 2nd Discussion Date... Developing New Supervisors and Assessors of Practice Learning Final Discussion Date... 17

Assessment Evidence Mentor Comments Learner 3 Learning Context Description of experience with the learner Student Associate Mentor reflection on experience described Learning Outcome/s achieved Evidence provided within profile (As appropriate) Signed (Student Associate Mentor)... Date... Signed (Mentor)... Date

Student Associate Mentor Reflection on Overall Experience with Learner 3 Developing New Supervisors and Assessors of Practice Learning Signed (Student Associate Mentor) Date Signed (Mentor)..... Date.. 19

Session Date Signature Nature of Mentorship Learning & Teaching Strategies Assessment in Practice Record of observational visits and/or other learning opportunities This should be completed by you, and should include any activity that is perceived to have helped support your learning whilst you are undertaking this study experience (e.g. observing mentor involved in the learning/assessing process with a learner.

Student Associate Mentor Record of Contact with Learners You are required to log the contact hours spent with each individual learner. It is expected that the minimum overall contact with regard to facilitating and assessing learning should not be less than 10 hours for each individual learner. This log should be signed and dated by both yourself and your mentor. Log of contact hours: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Learner name: Sunday Monday Tuesday Wednesday Thursday Friday Saturday Developing New Supervisors and Assessors of Practice Learning Week 15 Week 16 Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 21

Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 Week 31 Week 32 Week 33 Week 34 Week 35 Week 36 Week 37 Week 38 Week 39 Week 40 Week 41 Week 42 Week 43 Week 44 Week 45 Week 46 Week 47 Week 48 Week 49 Week 50 Learner name: Sunday Monday Tuesday Wednesday Thursday Friday Saturday Signed (Mentor).. Signed (Student Associate Mentor).. Date Date

Summary Evaluation (To be completed by Mentor after 3rd learner experience completed) Associate Mentor Outcomes Achieved (yes/no): 1. Demonstrate an understanding of the roles & responsibilities of all personnel involved in supporting the learners experience. 2. Contribute to developing & maintaining a quality learning environment for learners 3. Facilitate the learning needs of an identified number of learners in practice 4. Demonstrate the basic principles involved in the teaching/assessment of practice learning 5 Identify and reflect on issues arising from the practice teaching/assessment process Study Day Attendance/self-study complete? Final comments based on observed performance of knowledge and skill development of associate mentor student This might include a general overview of how the student associate mentor s skills and knowledge have developed and if appropriate provide suggestions/advice for future personal and professional development Developing New Supervisors and Assessors of Practice Learning Signed (Mentor). Date... 23

Appendix 2: Guidelines on profile completion for the supervising mentor Personal details These need to be completed by the student associate mentor and may be required by employer and HEI s for record keeping purposes. Record of development discussions/interviews with your mentor Primarily this is a progress review, between you and the student associate mentor, concerning the student associate mentor s experience with each of the three individual learners. Initial interview This might include: Initial thoughts of the student associate mentor re the managing the experience Any concerns or issues that they might have Their understanding of the learners needs Second discussion This might include: Any key issues arising e.g. concerns/problems Any identified personal learning needs of the associate mentor Final discussion This might include: Brief review re experience Identified personal learning needs of the associate mentor Assessment Evidence This provides the background evidence to show achievement of the identified learning outcomes. The student associate mentor is required to work with a minimum of three learners. The evidence they supply in relation to these learners must include at least one example of a teaching and learning episode and one example of an assessment in practice. All examples must be observed by you and documented within their profile. Description of the experience with the learner This description might include: What was the nature of the learning (e.g. Clinical skill, interview, assessment)? An outline of the experience How did the learner respond to the student associate mentor Resources utilised (if appropriate) Learning Outcomes Achieved This should include: Identification of the learning outcome/s achieved Evidence provided within the profile This might include: Any relevant documentation Witness statement/s Resources utilised e.g. teaching materials Student Associate Mentor Comments This can include: Any comment on the experience with the learner that that they feel relevant. Identification of any perceived personal further learning needs Mentor comments Completed by you and might include: Perceived overall success of the learning experience Suggestions (if appropriate) re alternative strategies that might be considered etc. Any further suggested learning that might be undertaken by the student associate mentor. Learning Context The description might include: Where did the learning take place? Who was present? Why was it the student associate mentor who taught the learner?

Appendix 2: Guidelines on profile completion for the supervising mentor Student Associate Mentor Reflection on Overall Experience As the assessment evidence is based on a single episode with each learner, this part of the profile provides an opportunity for the student associate mentor to reflect on the overall experience with the learner. Personal reflection in this context requires them to critically review their thoughts, actions and interventions associated with the experience. For those perhaps less familiar with the reflective process the following is offered as a basic guide for their writing. Provide a description about the overall experience. This can include thoughts, feelings, any important key issues or features (positive or negative) that stand out for them. Think about any internal (e.g. your knowledge base) or external (e.g. workload, the learner themselves) factors that may have influenced their actions/decisions when working with the learner. Consider if there was anything that they would have or may have done differently. They need to think how this might relate to their experience with the next or future learners. Identify any learning that has occurred for them and further learning that they might need to do. Record of study session attendance This should be signed by the presenter of the study sessions or by the student if engaged in self-study. Record of observational visit and/or other learning opportunities This should be completed by the student associate mentor and should include any activity that is perceived to have helped support the associate mentor learning whilst they are undertaking the programme (eg observing mentor involved in the learning/assessing process with a learner) Summary Evaluation Associate mentor outcomes achieved You just need to tick the appropriate box when achieved. Study session completion The associate mentor should tick the box when completed Final comment You will need to complete this. You might include a general overview of how the student associate mentor s skills and knowledge have developed whilst undertaking this study experience and if appropriate, suggestions/advice provided for future personal and professional development. Developing New Supervisors and Assessors of Practice Learning Student Associate Mentor Record of Contact with Learners The student associate mentor is required to log the contact hours spent with each individual learner. It is expected that the minimum overall contact with regard to facilitating and assessing learning should not be less than 10 hours for each individual learner. It should be signed and dated by both yourself and the student associate mentor. 25

PROJECT AIMS The Project aims to make practitioners more effective at supporting & supervising students in the workplace across a range of healthcare disciplines. The professions involved in the project are: Dietetics Nursing Occupational Therapy Physiotherapy Radiography The principal questions to be addressed in this project are: What constitutes effective practice in placement education? How can effective practice be implemented at organisational, professional and practitioner levels so as to maximise student learning on placement? How can this good practice be developed and embedded in the contexts of health and social care within a multicultural workforce? Project Administrator Telephone: 028 90 368 458 The Royal Bournemouth and Christchurch Hospitals NHS Trust The Royal Christch NHS Tru Great learning great experience great future