Mentor Policy for Pre-Registration Learners

Mentor Policy for Pre-Registration Learners Document Control Version 2 Ratified by Human Resources and Organisational Development Policy and Planning Group Date Ratified 5 May 2012 Name of Originator Author Sue Sparks Name of responsible committee/individual Date issued 12 September 2013 Review Date May 2014 Target Audience Human Resources and Organisational Development Policy and Planning Group All staff involved in supporting learning and assessment in practice for pre-registration nursing students 1

Section Content Page Number 1.0 Introduction 3 2.0 Purpose 3 3.0 Scope 3 4.0 4.1 4.2 4.3 4.4 4.5 Responsibilities, Accountabilities and Duties: Organisational Mentors Service Manager responsibilities Learning Environment Manager Lone working 3 3 4 6 6 7 5.0 Procedure/ 10 Implementation 6.0 Training Implications 11 7.0 Monitoring 13 Arrangements 8.0 Equality Impact 14 Assessment Screening 9.0 Links to other 16 Procedural Documents 10.0 References 16 11.0 Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendices Glossary of Terms Mentor Qualifications Mentor Roles and Responsibilities Learning Environment Manager/CPE Roles and Responsibilities RDASH process for Protocol for preregistration learners, lone working checklist RDASH Placement Process for Communicating changes RDaSH placement learning team contact details Useful websites 18 19 20 21 23 28 31 32 34 2

1.0 INTRODUCTION Registered nurses have a responsibility under the Nursing and Midwifery Council (NMC) Code of Conduct to facilitate students learning to develop their competence. The Nursing and Midwifery Council published Standards to Support Learning and Assessment in Practice in 2006 (revised 2008). This document outlines standards which all registered nurses must comply with when assessing students on preregistration nursing programmes. Rotherham Doncaster and South Humber NHS Foundation Trust (RDaSH) is committed to support learners in practice; this is reflected through the annual signing of the Learning and Development Agreement (LDA). The LDA is a quality assurance document entered into between NHS Yorkshire and the Humber Strategic Health Authority and RDaSH. The LDA outlines our responsibilities in regard to practice learning for which the Trust receives financial remuneration and access to Continuing Professional Development (CPD) in exchange for providing good quality assured placements for healthcare students. This policy will outline how the NMC standards and the terms of the LDA will be met. 2.0 PURPOSE To ensure that local and national agreements, mandatory requirements for mentorship and support of learners in clinical practice are met. To ensure that there is a clear strategy within the organisation to maintain an up to date register of non sign off mentors and sign off mentors practice teachers To ensure that there is sufficient supply and evidence of competency of non sign off mentors, sign-off mentors, practice teachers within the organisation to support the numbers of pre-registration learners. 3.0 SCOPE This policy relates to all non sign off mentors, sign off mentors and practice teachers who assess the practice of pre-registration learners and when applicable post registration Learners. 4.0 RESPONSIBILITIES, ACCOUNTABILITIES AND DUTIES 4.1 Organisational The Placement Learning Team within RDaSH Learning and Development Services have overall responsibility for multi professional placement learning in RDaSH. The placement learning team, Learning and Development Services, based at the Research, Education and Development (RED) Centre, within RDaSH. Have overall responsibility for the monitoring, maintaining and reporting of all aspects of the live register. All non sign off mentors, sign-off mentors, practice teachers with an approved mentorship qualification will be recorded on this register. For this system to be effective and current it is imperative that multi professional placement learning is co-ordinated centrally by the placement learning team within the organisation and externally to Higher Education Institutions (HEI s) within Yorkshire 3

and the Humber who access RDaSH as a placement provider. This will ensure a standardised consistent quality assured approach within the organisation. A scoping exercise was completed in 2008/09 when all registered nurses in RDaSH with mentor qualifications or substantial experience of mentoring were recorded on the live register as directed by the NMC. From April 2011, both Rotherham and Doncaster Community Integrated Services (DCIS) have also been entered onto the same database to ensure full coordination of services. The process for entry onto the live register after this date requires registered nurses to complete an application form with details of their mentorship qualifications and sent to the Placement learning team, Learning and Development Services for review. Non sign off Mentors, sign off mentors receive a letter confirming whether they have been accepted on to the register and details of action points to achieve entry where appropriate. To remain on the live register the NMC stipulated ALL non sign off mentors; sign off mentors must complete a triennial review and demonstrate evidence of the following: Mentored at least 2 students within a three year period. Attended and participated in annual mentor update. Explored as a group activity the validity and reliability of judgements made when assessing in challenging circumstances. Mapped ongoing developments in their role against the current NMC mentor standards. Be deemed as competent to have met the requirements needed to remain on the register as a mentor at triennial review. The placement learning team will have the ultimate responsibility of regularly reviewing the live register, adding and removing non sign off mentors, sign off mentors as appropriate. This will be accessible to Higher Education Institutes who hold the programme provider contract and to the Nursing and Midwifery Council (NMC), Care Quality Commission (CQC) or other relevant regulatory body to verify that there are sufficient numbers of non sign off mentors, sign off mentors to assess students that comply with regulatory body standards. 4.2 Mentors The role and responsibilities of a mentor are outlined in appendix C. 4.2.2 Non Sign Off Mentors, Sign Off Mentors, Non sign off mentors, sign off mentors of students on a pre-registration nursing course have to be registered nurses with an approved mentorship qualification (Appendix B). It is expected that all registered nurses within RDaSH who are not in a preceptorship period either have a mentor qualification or are working towards one. All non sign off mentors, sign off mentors are required by the NMC to update every twelve months and it is the responsibility of the non sign off mentor, sign off mentor to ensure they complete an update. The placement learning team, 4

Learning and Development Services will send out reminders prior to the due date. In order to complete a thorough and valid assessment of the students competency the NMC require non sign off mentors, sign off mentors to spend at least 40% of the placement with their student. This is different now they don t have to be attached to the hip of mentor if you catch my drift. The NMC advise a non sign off mentor, sign off mentor assesses no more than three students at any one time. Non sign off Mentors, sign off mentors can expect support and guidance from the Higher Education Institution in partnership with the placement learning team regarding their assessment of a student. Non sign off mentors, sign off Mentors can expect support and guidance from the placement learning team, within the learning and development services within the Organisation in partnership with HEI s providing students in RDaSH regarding any aspect of their role as mentor. 4.2.3 Sign off mentor For student learners who commence their pre registration training course from September 2007, a sign off mentor who has met additional criteria, must make a final assessment of practice during the consolidation placement, and confirm to the NMC that the required proficiencies for entry to the register have been achieved. Only NMC sign-off mentors may confirm overall achievement of proficiency that demonstrates a student s fitness to practice. The sign-off mentor will use other evidence including the student ongoing achievement records in addition to achievements on current placement to determine achievement of all the essential skills. Within RDaSH, non sign off mentors who met the criteria set out by the NMC were identified as Sign-off mentors prior to September 2009. After this date (as stipulated by the NMC) for a non sign off mentor to become a sign-off mentor they have to be supervised on three occasions by a sign-off mentor and assessed as competent. The first and second supervisions may be achieved using a range of methods, and will test the skills required to sign off students safely, these may include: simulation, role play, objective structured clinical examination (OSCE) and interactive use of electronic resources. The final supervision for signing off proficiency must be with an actual student undertaking an NMC approved programme. In addition to fulfilling the criteria roles and responsibilities of a non sign off mentor a sign-off mentor must: Be on the same part, sub part of the register as that which the learner is intending to enter. Identified on the live register as sign-off mentor. Have clinical currency and capability in the field of practice in which the student is being assessed. Meet the NMC requirements to remain on the live register. 5

Spend at least 40% of their time with the student in order to complete an accurate assessment. Spend one hour per week dedicated time to contribute to the assessment of the student. This can be taken at the sign off mentors discretion for example two hours per fortnight. The mentor needs to keep evidence of this dedicated time in their diaries as this is an area targeted for audit. 4.2.4 Resting Mentor Occasionally it is recognised that non sign off mentors, sign off mentors may be required to change their status to Resting Mentor on the Live Register. Resting status is to be used if: The non sign off mentor, sign off mentor works less than 15 hours per week. The non sign off mentor, sign off mentor is undertaking other roles which impact on their non sign off or sign off mentor status i.e. secondment. They have not attended their annual update (it would be expected that the mentor attends update as soon as practically possible). The mentor is undergoing performance review. Non sign off mentors, sign off mentors who are identified as resting on the live register must NOT be mentoring students. The placement learning team must be notified of any of the above. 4.3 Service Manager Responsibilities Service managers are responsible for supporting the role of mentors and assisting them in fulfilling their obligations to the Trust and the NMC by: Allowing non sign off mentors, sign off mentors time to complete mentor updates every twelve months. Allowing sign-off mentors one hour per week protected time if they are assessing a final placement student. Ensuring a triennial review is completed as part of PDR; the Learning Environment Manager (LEM/CPE) can be consulted in this process. Supporting and encouraging LEM/CPE attendance at LEM/CPE meetings. Appointing a LEM/CPE suitable for the role in line with the LEM/CPE job description. 4.4 Learning Environment Manager (LEM) or Community Practice Educator (CPE) Responsibilities (Appendix D) The Learning Environment Manager (LEM/CPE) is responsible for contributing to the effectiveness of the learning environment within their clinical area to ensure that all learners undertaking health care related study receive a good quality clinical placement conducive to their learning. The role has a number of strands but in relation to mentorship they should be used as a resource point in placement areas to support, advise and guide non sign off mentors, sign off mentors 6

The LEM/CPE is the central point of communication for non sign off mentors, sign off mentors and managers within their clinical area and will have close links with the Higher Education Institutions, Link Lecturers and The Placement learning team, Learning and Development Services within the Trust. For further advice and information Further advice and information on any aspect of this policy can be obtained by contacting a member of the Placement Learning Team (PLT), placementlearningteam@rdash.nhs.uk 4.5 Lone Working Proposed Guidance for Pre-Registration Learners Lone Working whilst on Placement with Rotherham Doncaster and South Humber NHS Foundation Trust Lone working for pre registration learners raises complex issues of safety for both the pre registration learner and the client in their care. Through the joint agreement with the Nursing and Partnerships Directorate and the HEI it has been agreed that first year pre registration learners are not permitted to lone work. Pre registration learners can access their local HEI s document on lone working and have access to the link lecturer for further advice. There may be some circumstances where a second year pre registration learner is able to lone work but this will need to be discussed with the Link Lecturers at the University and the Placement Learning Team. In the main this document provides guidance for lone working third year pre-registration learners. As placement providers and employers we need to facilitate pre registration learner learning and professional development by providing high-quality mentorship and support within a system that ensures the pre registration learner, the non sign off mentor, or sign off mentor, or practice teacher,(which ever relevant) and the service user are safe whilst the student progresses. The Trust needs to ensure the student learner has the opportunity to develop their competencies, confidence, knowledge base and clinical skill by undertaking independent lone working within the community setting. The Trust lone working policy for employees of the Organisation should be followed for pre registration learners. This includes pre registration learners being provided with a means of communication with their named non sign off mentor or sign off mentor, or practice teacher (which ever relevant) or placement base and being made aware of emergency action procedures in relation to lone working. Non sign off Mentors, or sign off mentors, or practice teachers (whichever relevant) should also be aware of their responsibilities for delegating care as stated by the Nursing and Midwifery Council (NMC), or other regulatory body. At all times pre registration learners must be directly or indirectly supervised in the practice setting. The named non sign off mentor, or sign off mentor, or practice teacher s, (whichever relevant) responsibility is to plan and coordinate the student s whole learning experience, determining the amount of direct supervision required by the non sign off mentor or sign off mentor or practice teacher and what experience may be through indirect supervision ( working pre registration learners independently). 7

The named non sign off mentor, sign off mentor practice teacher is accountable for their decisions to let the student work independently or with others. (NMC 2008) Third year pre registration learners may lone work during community visits with a service user in their home or elsewhere, escorting a service user from a clinic or ward for appointments or for a walk, for example. Each lone working situation for pre registration learners must be individually assessed as follows: 1. There must be an up to date risk assessment of the service user completed by a registered professional. The pre registration learners should be aware of the risks identified and be comfortable with how these risks are to be managed. 2. An assessment of the home environment including the immediate surrounding area which the lone working will take place must have been conducted by a registered professional within seven days of the student lone working. This would include consideration of risks associated with the geographical area, neighbours and animals. 3. The pre registration learner should have met the service user under supervision of their allocated non sign off mentor, sign off mentor, practice teacher (which ever relevant) before lone working is considered. 4. The pre registration learner must have demonstrated competence in the skills required for the lone working situation. This should be assessed by the pre registration learner allocated non sign off mentor, sign off mentor, practice teacher whichever relevant to the pre registration learner and recorded on the RDASH pre registration learner Lone Working Checklist. (Appendix F) 5. The service user must have consented to receive care from the pre registration learner and be aware they can withdraw consent at any time. 6. The pre registration learner has the right to decline lone working if they do not feel safe or confident and an action plan to address these issues must be devised and discussed with the link lecturer, placement learning team. 7. Lone working should not be considered for pre registration learner who is assessed as unsafe or not competent and this will need to be brought to the attention of the pre registration learner, placement learning team, link lecturer and an action plan put in place to address this issue. 8. The RDASH Lone Working Policy will be discussed between the non sign off mentor, sign off mentor, practice teacher, or equivalent and pre registration learner prior to the lone working visit. 9. The RDASH Pre registration learner Lone Working Checklist must be completed by the non sign off mentor, sign off mentor, practice teacher whichever relevant and signed by the pre registration learner. A copy of this document should be 8

held in the placement area for the purposes of audit and the original stapled into the pre registration learner assessment document. 10. The pre registration learner must be provided with the following kit prior to lone working; Lone Working Device obtained from Safety team in RDASH. Access to a mobile phone and the mobile number of their identified non sign off mentor, sign off mentor, practice teacher and team base, whichever relevant. A resuscitation face shield. Protective gloves and hand hygiene alcohol gel. After the visit, on the same day the pre registration learner should give a report / reflect upon care given to each co-ordinator responsible for client care and entries into clinical notes should be countersigned. 11. Pre registration learners must discuss their independent practice with their identified non sign off mentor, sign off mentor, practice teacher, whichever relevant in regular supervision sessions. 4.5.1 Exclusions Pre registration learners will not be used as a second person when a risk assessment indicates two health workers are required for a visit. The pre registration learner supernumerary status will be maintained at all times and lone working will not to be used to fit with the needs of the service but is for the pre registration learner s learning and development. Initial assessment visits will not be performed by the pre registration learner. Visits where medication is to be supplied or administered under a Patient Group Directive must not be undertaken by a pre registration learner. Any nursing intervention that is recognised as extended practice for a registered practitioner for example, unsupervised administration of medications, phlebotomy, ear syringing, cervical smears will not be carried out by pre registration learners. Pre registration learners must not undertake any activity independently that requires a registered practitioner, legally or because of local Trust policy. 4.5.2 Transportation Pre registration learners may use their own cars for visits if the student holds a full driving licence and the car is appropriately insured for business use Neither the University nor RDASH accepts any liability relating to, or from the use of Pre registration learners vehicles. Under no circumstances must the student transport service users in their cars. 9

5.0 PROCEDURE/IMPLEMENTATION 5.1 Triennial Review As part of the NMC Standards (NMC 2008) it was recognised there needed to be a formal process to review non sign off mentors, sign off mentors, practice teachers which has been termed Triennial Review. This process will ensure that mentors identified on the Mentor Live Register have updated and met the requirements to mentor. This includes having mentored at least 2 pre registration learners over the previous 3 years. Mentors will not be expected to mentor more than 3 pre registration learners at one time. The Mentor Triennial Review document demonstrates to the manager that the non sign off mentor, sign off mentor, practice teacher has maintained the requirements of mentoring; their manager may choose to incorporate this process through the Personal Development Review (PDR) process, or delegate to an LEM/CPE or other non sign off Mentor, sign off mentor or practice teacher This review can be undertaken independently with the line manager, LEM/CPE or appropriate nominated other i.e. deputy manager. Non sign off mentors, sign off Mentors practice teachers should not keep copies of the student s records for the purpose of this triennial review; alternative methods of evidence for the purpose of the triennial review can be collated i.e. student testimonies, thank you cards, peer testimonies and testimonies from the LEM or CPE. 10

6.0 TRAINING IMPLICATIONS 6.1 Training implications for registered staff who hold a recognised mentor qualification Details of staff requiring training All registered staff that hold a mentor qualification and/or are identified on the central live register. How many staff in total Nurses 777 this number represents both RDASH and North Lincs information for North Lincs taken from PPQA Placement learning team currently scoping numbers other disciplines who mentor Frequency of training Annual updates Delivery mode E-learning. Facilitated workshops. Face to face contact with lecturers or placement learning team, LEM/CPE meetings Annual Mentor Conference. Responsibility for training RDaSH Placement learning team. Higher Education Institution s. All mentors. Quality Review of Training Evaluation of all delivery modes. 11

6.2 Training implications for Registered staff without a mentor qualification Details of staff requiring training All registered staff that do not hold a recognised mentor qualification. How many staff in total Determined by Service requirements Frequency training One off. of Delivery mode Responsibility for training Face to face. Higher Education Workshops. Institution s. E-learning. Blended RDaSH Business approach. divisions. Quality Review of Training Monitor, evaluate and report. RDaSH placement learning team. 12

7.0 Monitoring Arrangements all below reported to the learning and development forum which officially links to LETB. Area of Monitoring Triennial Review Mentor Update How Who by Reported to Frequency Review through PDR process or independent process. Completing the triennial review RDaSH documentation. Mentor Live Register. Actual Attendance, DNA record for workshops, updates, lem/cpe meetings. All Mentors, Manager or delegated other for example LEM/cpe or appropriate nominated other i.e. deputy manager. Mentor. LEM. CPE Link lecturer The placement learning team Directly to the. Placement learning team, In partnership with Higher Education Institutions (HEI), SHA other relevant regulatory bodies Directly to The placement learning team, In partnership with HEI, SHA, other relevant regulatory bodies. Every three years for all individual mentors from when they achieved their mentor qualification Monthly reports. E-learning. RDaSH Live Register Ensure minimum numbers of non sign off mentors, sign off mentors to meet student numbers and LDA, SHA QA standards. Mentor Conference. Collate information concerning mentor status across the Trust from mentors. Live Register. LEM, CPE, Link lecturers, The placement learning team LEM. CPE Link lecturer The placement learning team Directly to the placement learning team in partnership with HEI of completion. The placement learning team in partnership with HEI Monthly reports Monthly reports 13

8.0 Equality Impact Assessment Template Business Division / Directorate: Workforce and Organisational Development Name of Service, Title of Policy or Strategy, Name of Event: Mentor policy for pre registration learners Equality Impact Assessment Undertaken by: The RDaSH placement learning team. Questions Service: Policy : Event: Strategy: Date Undertaken May 2012 1. What are the main aims and purposes of the policy / service / event or strategy? Nurses have a responsibility under the NMC Code of Conduct to facilitate students learning to develop their competence. The Nursing and Midwifery Council (NMC) publishes Standards to Support Learning and Assessment in Practice in 2006 (revised 2008). This document outlines standards which all nurses must comply with when assessing students on pre-registration nursing programmes. 2. Who is involved in delivering the service, implementing the policy or strategy / organising the event? (i.e. partnerships, stakeholders or agencies) Service managers, head of learning and development, placement learning team learning and development services,lem s, CPE s, Practice teachers, mentors, and partner higher education institutes, SHA. 3. What information / data or experience can you draw on to provide an indication of the potential inclusive / exclusive results of delivering this service or event / implementing the policy or strategy to different groups of people and the different needs of people with protected characteristics in relation to this policy / service / event or strategy? (follow link for guidance prompts) Please utilise the following table to indicate the impact of the service / policy for the protected characteristics. Protected Characteristics Age Disability Gender reassignment Marriage and civil partnership Pregnancy and maternity Race Religion or belief Sex Sexual Orientation Social Inclusion / Health Inequalities Positive Impact Negative Impact Neutral Impact Reasons for Impact 4. What positive impacts are there for this policy / service / event or strategy to better meet the needs of people with protected characteristics? See section 1 of policy 5. What action would be needed to ensure that the policy / service / event or strategy overcomes: 14

Discriminatory negative impacts; Exclusion; Failure to meet the needs of people from across the protected characteristics. Adherence to policy, any changes will be reviewed and appropriate changes made to reflect this 6. Recommended steps to avoid discrimination and ensure opportunities for promoting equality and inclusion are maximised. Include: Options for action Explanation if no further action is required This is not affected by the policy Lead responsible for overseeing actions Timescales Costs (where applicable) 7. Monitoring and reporting arrangements of EIA, for policies and strategies refer to section 7 of Policy for the Development and Management of Procedural Documents. For services / events please include the following: How the equality impact of the service will be monitored Frequency of monitoring How the monitoring results will be used and where they will be published Who will be responsible for reviewing monitoring results and initiating further action where required Any changes that have been made to remove or reduce any negative impacts as a result of conducting the equality impact assessment? Any action points should be included in Business Division / Corporate action plans, with monitoring and review processes. Is further work / consultation required? If yes, please explain how this is to be carried out and the time frame for completion. Yes No The Equality Impact Assessment will be reviewed in line with changes to services, client or staff groups, legislation or policy review. Name : Sue Sparks Designation : Head of Learning and Development Signature: Sue Sparks Date: May 2012 15

9. LINKS TO OTHER TRUST PROCEDURAL DOCUMENTS Multi professional Preceptorship Policy Contact Sue Sparks or Kerry Pepper for information. Policy for Managing Poor Performance http://www.rdash.nhs.uk/wp-content/uploads/2009/11/managing-poor-performance- Issue-date-04-2003.pdf Personal Development Review http://www.rdash.nhs.uk/wp-content/uploads/2009/11/performance-and- Development-Review.pdf Lone Working Policy http://www.rdash.nhs.uk/wp-content/uploads/2009/11/lone-worker-policy-approved- RMG-19.01.11.pdf 10. REFERENCES Nursing and Midwifery Council (2008) Standards to Support Learning and Assessment in Practice http://www.nmcuk.org/documents/standards/nmcstandardstosupportlearningandassessmentinpra ctice.pdf Nursing and Midwifery Council http://www.nmc-uk.org/ Sheffield Hallam University http://ww3.shu.ac.uk/hwb/placements Care Quality Commission CQC http://www.cqc.org.uk/ SHA Yorkshire and the Humber http://www.yorksandhumber.nhs.uk/ Health Education England http://www.dh.gov.uk/health/tag/health-education-england/ 16

11.0 Appendices Appendix 1 Glossary of Terms Annual Update options available: Organisational face to face facilitated by link lecturer or CPE or Placement learning team in order for the mentor to update their knowledge and skills on local and national initiatives that will impact upon the learning environment. Central Live Register Live Register held by RDaSH placement learning team is a central point that identifies all types of mentors and current status in practice. This is in accordance with relevant regulatory bodies. Learning and Development Agreement Legal contractual agreement between the Yorkshire and Humber Strategic Health Authority (SHA), HEI and RDaSH to support and provide quality assured placements in practice concerning Health and Social care programmes of learning. Learning Environment Manager (LEM), Community Practice Educator (CPE) The Learning Environment Manager will assume responsibility for the learning environment within their clinical area; this will ensure that all learners undertaking Health Care related study will receive a clinical placement conducive to their learning Non sign off mentor or Sign off mentor A registrant who has undertaken formal academic training in the role of the mentor and who facilitates learning and supervises and assesses students in the practice setting. Sign Off- Mentor A mentor who has met additional criteria set out by the NMC who makes the final assessment of a student on their final placement which leads to entry onto the NMC register. Regulatory bodies for example NMC, CQC, Organisation set up by Parliament to protect the public by ensuring that nurses and midwives provide high standards of care for their patients and clients. These regulatory bodies monitor and inspect all placement areas, policies and procedures in place. Resting Mentor A mentor on the central live register identified as resting, who must not support students in practice while they are resting. Triennial review Process where all mentors are reviewed on a three yearly basis from date of obtaining qualification by their manager, LEM, CPE, or equivalent including placement learning team, link lecturer to ensure the mentor, as either part of the PDR process or individual review, competent to continue as a mentor and have fulfilled the eligibility criteria. 17

Appendix 2 Mentor Qualifications Qualification Abbreviated Qualification Full 730 City&Guilds 730 City & Guilds plus the NVQ Assessors Award (D32/33/A1) Adv Dip Mentor Advanced Diploma in Mentorship Cert Ed Certificate in Education CHCT Community Health Care Nursing: (DN,HV,SN.PN,MH,CCN,SN) completed before 2006: incorporates the ENB 997/998. Note: replaces CPT ENB 997/998 ENB 997/998 FEW Facilitating Education in the Workplace Mentor Prep (including FLICP) Mentor Prep Course/Facilitating Learning In Clinical Practice MIP Mentorship in Practice MPP Mentor Preparation Programme NVQ D32/D33/A1 NVQ Assessors Award D32/D33/A1 Other See free text Please specify Qualification in the free text box available OU A77 A77 (Open Learning MIP) OU K350 K350 (Open University MIP) Pg Cert Ed Postgraduate Certificate in Education Pg Dip Postgraduate Diploma/MSc in Health Professional Education Prior 2007 Exp. Appr. Mentor prior to 2007 with approved experience. See web link NMC Standards to support learning and assessment in practice http://www.nmcuk.org/aframedisplay.aspxdocumentid=4368 for further information. PT Children Practice Teachers Children s Nursing PT DN Practice Teachers District Nursing PT GP Practice Teachers General Practice PT HV Practice Teachers Health Visiting PT MH Practice Teachers Mental Health PT Occ. H Practice Teachers Occupational Health PT School Practice Teachers School Nursing SLIP Supporting Learning in Practice TACS Teaching, Assessment & Clinical Supervision (part of CPD Module) 18

Appendix 3 Non sign off Mentor, sign off Mentor Roles and Responsibilities Role Outline Manage learning experiences in clinical area for the pre registration learner Manage the development of the relationship with the pre registration learner Recognise and assist with appropriate learning strategies for the individual clinical area and the pre registration learner Facilitate learning in the workplace Invest time and effort in the pre registration learner and the programme of learning Ensure that the pre registration learner has access to the non sign off mentor, or sign off mentor for at least 40% of placement. Ensures that the pre registration learner has access to a suitable non sign off or sign off mentor as appropriate in their absence to provide support Work in collaboration with the LEM/CPE practice teacher to ensure a quality learning experience Provide access to the Mutli-disciplinary team to ensure breadth of learning Complete the pre registration learner interviews in a timely manner Act as sign off mentor when sign off status achieved by meeting additional criteria. Attend annual update to ensure currency of knowledge and understanding of the role of the non sign off mentor or sign off mentor in clinical practice. Undertake the Triennial review as delegated by the clinical manager/lem/cpe, practice teacher. Engage in the Practice Placement Quality Assurance Tool (PPQA) where applicable to support SHA QA report. Main Duties Establishing effective working relationships Develop effective working relationships based on mutual trust and respect Demonstrate and understanding of factors that influence how pre registration learners integrates into practice setting Provide ongoing support to the pre registration learner to facilitate the transition from one learning environment to another Facilitate learning Select appropriate learning opportunities to meet the level of the Pre registration learner understanding knowledge and competence in regard to their stage of learning Select appropriate learning strategies to enable the integration of theory to practice Encourage the use of critical reflection to enable the pre registration learner to reflect upon their learning in practice. 19

Assessment and Accountability Foster personal growth, development and accountability through support of the pre registration learner in the placement area. Apply a range of assessment strategies, utilising the whole team to contribute to the assessment team. Provide constructive feedback to the pre registration learner that fosters growth and development. If appropriate include the link lecturer, RDaSH placement learning team Manage failing pre registration learners appropriately and sensitively in collaboration with the Link lecturer and the RDaSH Placement learning team Be accountable for the assessment and signing off of all relevant pre registration learner assessment documents. Ensure additional criteria have been met in regard to sign off mentor status prior to undertaking this role. Do NOT sign off a pre registration learner during their consolidation placement unless confirmation from the rdash placement learning team of sign off status on the live register has been received by the mentor. Ensure that evidence of additional criteria for sign off mentor status are recorded within the sign off mentor pack (accessible from the placement learning zone on the rdash intranet) and forwarded to the RDaSH placement learning team. Ensure relevant regulatory body requirements are met in respect of the mentor. Evaluation of Learning Contribute to the assessment of the pre registration learner during practice placement. Evaluate learning environment in respect to pre registration learner feedback and foster change to enable a quality learning experience, reporting to rdash placement learning team, link lecturer if relevant. Participate in self and peer evaluation, to foster professional, clinical and personal development. Contribute in a timely manner to the pre registration practice placement assessment documentation and its completion. Liaise with the Link Lecture, the RDaSH Placement Learning Team to enable all relevant competencies be met within the practice placement. Work collaboratively with the Link lecturer, the RDaSH Placement Learning Team to develop formalised paths to enable the student to meet all relevant competencies within the clinical placement. Support the LEM/CPE/PT in the pre registration learner evaluation process contributing to the development of the practice placement if relevant liase with link lecturer, RDaSH Placement Learning Team. Engage in the Practice Placement Quality Assurance Tool (PPQA) where applicable to support SHA QA report. Creating an Environment for Learning Enable pre registration learners to identify their learning requirements and experiences that appropriate to their relevant level of current learning competencies Encourage multi-disciplinary team (MDT) working and the contribution of the MDT in the assessment process. Use appropriate learning experiences such as carers, patients, clients, peers to meet individual learning requirements. 20

Identify through evaluation aspects of the learning environment that can be enhanced, negotiating these changes with others for example your multi professional team, placement learning team, link lecturer. Act as a knowledge resource to foster personal and professional development of the pre registration learners and peers. Engage in the Practice Placement Quality Assurance Tool (PPQA) where applicable to support SHA QA report. Context of Practice Respond to changes in health care and practice ensuring that safe and effective practice is achieved and an effective learning environment is maintained Contribute to an environment where evidence based practice can be demonstrated, implemented and evaluated. Maintain professional boundaries whilst contributing a flexible approach to interprofessional care. Evidence Based Practice Demonstrate the application of evidence based practice in the practice placement area Encourage and act as role model in respect of the pre registration learner demonstrating and implementing appropriate evidence based practice Ensure knowledge and skills are up to date in respect to Continuing Professional Development. Leadership Plan in partnership with the pre registration learner the potential learning experiences that will meet the pre registration learners learning requirements/competencies. Act as an advocate for the pre registration learner to enable them to identify and meet their learning requirements/competencies. Organise work activities to accommodate the support of pre registration learners during practice placements, without compromising patient care. Provide feedback about the effectiveness of learning in practice. 21

Appendix 4 The Learning Environment Manager (LEM) and Community Practice Educator (CPE) Roles and Responsibilities Role Outline The LEM/CPE will assume responsibility for the learning environment, ensuring that all pre registration learners undertaking a health care related study receive a practice placement conducive to their learning. Ensure the practice placement audit is up to date and reflects accurately the placement area. Any changes to the original audit must, in the first instance be reported to the RDaSH Placement Learning Team in partnership with the link lecturer, HEI. Please see appendix F, this could be any changes to the mentor s status for example, active, resting, suspended, performance issues. Sufficient non sign off and sign off mentors in place to meet the numbers of pre registration students allocated to this practice placement. The number of registered mentors allocated per shift/ward/area. The minimum and maximum pre registration learners allocated to this practice placement. The LEM/CPE must have a minimum 18 months post Mentorship Experience preferably at Band 6. Will hold a recognised qualification that focuses upon teaching and assessing. Be identified on the Live Register as both a mentor and sign off mentor. Contribute to the pre registration learner induction. Ensure that the practice placement pre registration learner induction information is current and up to date. Attend each LEM/CPE meeting facilitated by the RDaSH placement learning team or send a representative from your practice placement and disseminate information across the practice placement concerning learning in practice. Maintain and support effective relationships sharing and supporting best practice with the RDaSH placement learning team, Higher Education Institutes programme providers within Yorkshire and the Humber. Maintain the Practice Placement Quality Assurance tool (PPQA) if applicable to support SHA QA report. 22

Main Duties Maintain the first point of contact in communication between the placement learning team, link lecturer, tutors and education providers, whilst the learner is on placement. Support the non sign off mentor, sign off mentor to manage the pre registration learners off duty and sickness record whilst on placement, and liaise with the RDaSH placement learning team and the Higher education institute programme providers within Yorkshire and the Humber to ensure practice hours are completed in accordance with curriculum and practice placement requirements. Support the non sign off mentor, sign off mentor to facilitate the first day of orientation into the clinical area, ensuring health and Safety, policy and general housekeeping information is outlined to the pre registration learner. This is in accordance to local Trust policy and induction pack Maintain and update learning resources within the practice placement learning environment - ensuring that these resources are made available to all non sign off mentors, sign off mentors in the practice placement area. Maintain and monitor their local practice placement register ensuring it is current for the purpose of the audit. Ensure changes reflected within the local practice placement register are disseminated to the Placement Learning Team. Support and guide the implementation, development of the sign-off mentor role locally in partnership with the, placement learning team and the Link lecturers. Attend the LEM/CPE meetings or send a representative, disseminating information concerning placement learning Provide a good quality learning experience for the learner Act as the first contact for the non sign off mentor, sign off mentor within the practice placement area if there are any difficulties Support the non sign off, mentor, sign off Mentor in Practice. Maintain the Practice Placement Quality Assurance tool (PPQA) if applicable to support SHA QA report. Management Maintain learning materials to ensure they are current Ensure the learning environment reflects the patient journey to enhance the learners experience 23

Promote and guide the learner in the access to placement pathways, hub and spoke pathways that will support the attainment of relevant competencies. Working with, RDaSH Placement Learning Team in partnership with the Link Lecturers to ensure the pathway is conducive to learning. Disseminate up to date information concerning learning issues to the pre registration learner and mentors. Evaluate and review the practice placement learning environment to ensure that Quality and provision of learning is maintained Maintain the local practice placement register in accordance with relevant regulatory body standards ensuring that it is current and any changes are reflected to the, Placement Learning Team in partnership with the Link lecturer. In partnership with the placement learning team, link lecturer ensure that the placement audit is maintained and up to date. If it isn t immediately contact the RDaSH placement learning team in partnership with the link lecturer within the HEI. Attend LEM/CPE meetings, in the event you are unable to attend send a suitable representative to ensure clarity and dissemination of current information that relates to practice learning Ensure that the relevant regulatory body requirements, standards are adhered to for example, NMC, CQC. Undertake the Triennial review as delegated by the clinical manager, LEM, CPE or equivalent. Maintain the Practice Placement Quality Assurance tool (PPQA) where applicable to support SHA QA report. Education Support and co-ordinate non sign off mentors, sign off mentors within practice placement in their attendance to annual updates. Support non sign off mentors; sign off mentors with the development of their mentor file in preparation for triennial review. Maintain and share current knowledge and information concerning the placement learning team and HEI educational and other relevant changes Utilise current resources such as LEM/CPE meetings, relevant regulatory body websites for example: NMC, CQC. The RDaSH placement learning zone website, Sheffield Hallam placement Website. http://www3.shu.ac.uk/hwb/placements, and other HEI s within Yorkshire and 24

the Humber accessing RDaSH as a placement provider to support professional development Acknowledge and recognise limits within own role and seek advice and guidance from the RDaSH Placement Learning Team in partnership with the Link Lecturers. Provide guidance and support to inexperienced non sign off mentors, sign off mentors to enable their development and growth Act as sign off mentor only on receiving sign off confirmation from the RDaSH placement learning team Supervise and monitor the implementation of relevant regulatory body standards/requirements for example, NMC requirements for the sign off mentor within the practice placement, maintaining current documentation for the purpose of the audit. Supervise and monitor the sign off mentor process and maintain documentation for the purpose of audit. Work collaboratively with the RDaSH Placement learning team, in partnership with the Link lecturers to promote and sustain the practice placement learning environment. Work collaboratively with the team on practice placement to develop and support the learning environment. Recognise own Personal and Professional Development Practice in line and promote the Code of Professional Conduct and other relevant regulatory body requirements Identify assess and report risk management issues concerning the pre registration learner, team members in practice placement. Collaborate with the RDaSH placement learning team in partnership with the Link lecturer from HEI to maintain, evaluate and ensure currency of the placement audit within practice placement. Provide the opportunity for local evaluation of the practice placement, and act within its findings. Ensure negative evaluations from student evaluations are acted upon immediately with the placement learning team and in partnership with link lecturers attached to the placement area. Promote and sustain a working partnership with the pre registration learner and the team that reflects super numerary status. 25

Maintain and sustain own Continued professional development (CPD) with regard to mentorship in accordance with relevant regulatory bodies for example, NMC/CQC recommendations achieved by:- a) Attendance at the LEM/CPE meetings b) Attendance at the Trusts annual update sessions c) Access the relevant e-learning packages d) Access relevant websites to ensure current practice reflects national and local changes and reflect upon these Identified multi professional learners in practice may include:- Pre-registration learners BA Hons. in nursing studies Post registration learners Multi professionalpreceptorship Health Care Assistants N.V.Q learners Allied Health Professionals Post 16 learners- specialised diplomas Nurses who qualified overseas 26

Appendix 5 PROTOCOL FOR PRE REGISTRATION LEARNERS LONE WORKING CHECKLIST Checklist for non sign off Mentors, sign off mentors, practice teachers when Delegating Care to a Pre-registration Learner which involves Lone Working Student Name Mentor or equivalent Name Placement Area Risk Assessment of patient s home environment and immediate surrounding area. Checklist Yes No Mentor or equivalent Initials The non sign off mentor, sign off mentor has assessed the learner as safe and competent to carry out delegated care activities during lone visit. Up-to-date risk assessment completed and discussed with pre registration learner; including Pre registration learner Initials 27

management of risks. Risk assessment of the home environment completed and documented above. Pre registration Learner has met with patient prior to lone visit. Verbal consent for pre registration Learner visits gained from patient and documented in care records. Pre registration Learner feels confident and competent to undertake delegated care activities during lone visit. RDASH Lone Working Policy and Protocol for Pre-registration learners Lone Working read and understood by the pre registration learner and non sign off mentor, sign off mentor or practice teacher as relevant Checklist Yes No Mentor or equivalent Initials The pre registration learner has been provided with the following: 1. Lone Working Device 2. Access to mobile phone 3. Access to non sign off mentor, or sign off mentor or practice teacher as relevant mobile phone number and base office number. 4. A resuscitation face shield 5. Protective gloves and hygiene alcohol gel. The non sign off mentor or sign off mentor, or practice teacher as relevant has agreed with the pre registration learner a communication mechanism on how and who to contact if the pre registration learner experiences any difficulties or concerns. The pre registration learner has the relevant business use insurance if using their own car to undertake visit. Pre registration learner Initials If No is answered to any of above lone visits should not be undertaken and action plan to address this issue to be completed. 28