Nursing & Health Survival Guide: Mentorship

Zoe Wilkes, Lesley Joyce, Linda Edmond

• Publisher: Routledge
• Year: 2013
• Print ISBN: 9780273750734
• eBook ISBN: 9781317905899
• Edition: 1
• Topic: Medicine
• Subtopic: Health Care Delivery

Mentoring and practice assessment is an increasingly important aspect of your ongoing professional development, but can be challenging. This pocket-sized guide will provide you with essential tips to ensure you and your students really get the most out of the experience.

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Assessment

The word assessment can have a variety of meanings but an educational assessment refers to the ways in which learning can be measured. You must measure what the student has learnt (knowledge, skills and behaviours) against the standards and learning outcomes which have been set (Minton 1997).

The Assessment Process

As an assessor, take some time to think through the assessment process and answer the following questions so that you know exactly what it is you are looking for and assessing against.

A FRAMEWORK FOR THE ASSESSMENT PROCESS

What learning outcomes must be achieved to meet the standard required and what behaviours should be displayed to be professional?	Why is this assessment necessary? Is the student in their first year or at the end of their programme?
How will you assess? Which methods of assessment will demonstrate that the student has achieved the required outcome, question and answer, scenario, observation, reflection, etc.?	When is this formative? (The student should be given feedback.) Is it summative? If so, the student should know what is expected of them.
Where will the assessment take place? Is the environment conducive to making a fair assessment? Consider yourself as being part of the environment and remain objective.	Who are you assessing? (Know about the student’s programme.) Who are you, the assessor? Are you up to date as an assessor?

Reference / Minton, D. (1997) Teaching Skills in Further and Adult Education, 2nd edn. London: Thomson Learning.

Interviews Undertaken in Practice

Interviews require you to establish a personal and professional relationship with your student. A successful interview requires the use of good communication skills.

Pre-meeting preparation

Student’s Role

• Students should undertake an appraisal of their own progress and/or competence – against preset outcomes if appropriate.
• Students may use a reflective journal in order to reflect upon their practice.

Mentor’s Role

• Mentors should review the assessment procedures in order to be familiar with the documentation required.
• Mentors should take time to read any evidence presented by the student.
• Mentors should be familiar with the expected level of achievement.
• Mentors should be familiar with the learning outcomes and/or performance criteria to be achieved.

Conduct of interviews

• Interviews should be conducted in private.
• There should be no interruptions.
• Time should be built into the working day to conduct the interview.

Initial Interview

This should take place early in the placement. It may include an orientation to the placement area, if not already undertaken.

This is an opportunity for a discussion between the mentor and the student to establish learning needs, level to be achieved, and set ground rules (see page 8).

Suggested areas for discussion:

• Any special needs identified by the student.
• Learning opportunities within the placement area.
• Opportunities which can be accessed outside the area.
• Times and dates for any subsequent interviews.
• Examination of the required learning outcomes/performance criteria to be achieved.
• An action plan to facilitate achievement of required outcomes.
• Expectations of each other or the placement.

Intermediate Interview

This should take place midway through the placement, or earlier if any issues or problems arise. Students can self-assess their knowledge, skills and attitudes in preparation for the interview. Students may be required to undertake self-grading against a set of predefined criteria.

The intermediate interview provides an opportunity to:

• Discuss the student’s progress.
• Discuss achievement towards the learning outcomes.
• Discuss any concerns that either the student or mentor has identified.
• Discuss any further learning opportunities required.
• Give and receive feedback.
• Undertake a formative assessment of the student’s competence and skills.
• Invite a third person to facilitate the assessment process and clarify issues.
• Set an action plan for the remainder of the placement time.
• Complete any required documentation.

Final Interview

This interview must be completed before the end of the placement period, and will constitute the formal or summative assessment related to the achievement of any specified learning outcomes.

• Students can self-assess their knowledge, skills and attitudes.
• Students may be required to undertake self-grading against a set of predefined criteria.

The final interview provides the opportunity to:

• Discuss the achievement of the learning outcomes.
• Verify that the evidence presented by the student meets the required level/standard.
• Record the mentor’s decision as to the achievement of the learning outcomes.
• Identify clearly any learning outcomes not achieved.
• Complete an action plan for the student’s continued development – this should be based upon specific and concrete evidence and behaviours.

Supporting the Student who is Underachieving

Mentors have recognised the challenge that supporting a student who is underachieving can present. Research undertaken by Duffy (2003) supports this and goes on to identify reasons why mentors may pass students who should fail. These include:

• Awareness of the seriousness of the consequences for the student if they fail them.
• A feeling of personal failure when a learner fails in practice.
• Awareness of a student having personal problems.
• Stress of awarding a fail.
• Giving the student the benefit of the doubt if the student’s performance is borderline.

Think!

Do you recognise any of these reasons and feelings?

Reference / Duffy, K. (2003) Failing Students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. London: NMC.

The mentor cannot relinquish the responsibility and a...

Table of contents

• Cover
• Copyright
• contents
• INTRODUCTION
• PLANNING FOR YOUR STUDENT
• ESTABLISHING A RELATIONSHIP
• TEACHING STRATEGIES
• ASSESSMENT
• ACCOUNTABILITY AND RESPONSIBILITY
• EVALUATION
• UPDATING AND ONGOING DEVELOPMENT
• SUMMARY OF LEARNING THEORIES
• GLOSSARY
• RECORD OF ANNUAL UPDATE
• RECORD OF INDIVIDUAL STUDENTS
• OTHER THINGS TO REMEMBER