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Practice-BasedLearning
Developing New Supervisors andAssessors of Practice Learning:
www.practicebasedlearning.org
A resource commissioned by the Making Practice BasedLearning Work project, an educational development projectfunded through FDTL Phase 4 Project Number 174/02 andand developed by staff from the Institute of Health andCommunity Studies, Bournemouth University and RoyalBournemouth and Christchurch Hospitals NHS Trust
a profiling tool for registered practitioners
www.practicebasedlearning.org
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
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
Appendix 2: Guidelines on profile completion for the supervising mentor 24
Developing New Supervisors and Assessors of Practice Learning
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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.
AAiimm ooff tthhee lleeaarrnniinngg mmaatteerriiaallss
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.
HHooww mmiigghhtt tthhee lleeaarrnniinngg mmaatteerriiaallss bbee uusseedd??
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.
TThhee pprrooffiilliinngg ttooooll
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).
www.practicebasedlearning.org
DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Introduction
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DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Study Session Power-Point Resources
SSttuuddyy sseessssiioonn ppoowweerr--ppooiinntt rreessoouurrcceess
Three 3-hour study sessions are suggested and the supporting powerpoint presentations can be found at the web-links
indicated below:
SSttuuddyy SSeessssiioonn 11
NNaattuurree ooff mmeennttoorrsshhiipp
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
SSttuuddyy SSeessssiioonn 22
LLeeaarrnniinngg aanndd tteeaacchhiinngg ssttrraatteeggiieess
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
SSttuuddyy SSeessssiioonn 33
AAsssseessssmmeenntt iinn pprraaccttiiccee
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
www.practicebasedlearning.org
DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
References
RReeffeerreenncceess
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
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DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Bibliography
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CHOW, F. L. W. AND SUEN, L. K. P., 2001. Clinical staff as
mentors in pre-registration undergraduate nursing
education: students’ perceptions of the mentors’ roles and
responsibilities. Nurse Education Today, 21, 350-358.
CAMERON-JONES, M., 1996. Three decisions about
nurse mentoring. Journal of Nursing Management, 4 (4),
225-230.
EARNSHAW, G., 1995. Mentorship: the student’s views.
Nurse Education Today, 15, 274-279.
GRAY, M. AND SMITH, L., 2000. The qualities of an
effective mentor from the student nurse’s perspective:
findings from a longitudinal study. Journal of Advanced
Nursing, 32 (6), 1542-1549.
LLOYD JONES, M., WALTERS, S AND AKEHURST, R.,
2001. The implications of contact with the mentor for pre-
registration nursing and midwifery students. Journal of
Advanced Nursing, 35 (2), 151-160.
MARSH, S, JORDAN, G, SCAMMELL, J, COOPER, K,
MERRETT, S & CLARK, V 2005 Assessing students in
health and social care practice: managing failing students.
http://www.practicebasedlearning.org/resources/materials
/intro.htm
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.
PRICE, B., 2003. Effective Learning Number 7. Working
with a mentor or clinical supervisor. Nursing Standard, 17
(26), 1-2.
PRICE, B., 2003. Mentoring Learners in Practice. Number
6. Building a rapport with the learner. Nursing Standard, 19
(22), 1-2.
SPOUSE, J., 1996. The effective mentor: a model for
student centred learning. Nursing Times, 92 (13), 32-35.
SPOUSE, J., 2001. Bridging theory and practice in the
supervisory relationship: a sociocultural perspective.
Journal of Advanced Nursing, 33 (4), 512-522.
STILES, M., 2004. Teaching others new skills can aid your
own learning. Nursing Times, 100 (26), 66-67.
SUEN, L. K. AND CHOW, F. L. W., 2001. Students’
perceptions of the effectiveness of mentors in an
undergraduate nursing programme in Hong Kong. Journal
of Advanced Nursing, 36 (4), 505-511.
WATSON, N., 1999. Mentoring today – the students’
views. An investigative case study of pre-registration
nursing students’ experiences and perceptions of
mentoring in one theory / practice module of the Common
Foundation Programme on a Project 2000 course. Journal
of Advanced Nursing, 29 (1), 254-262.
WILSON, P. P. AND VALENTINE, D., 2002. Perceptions of
new social work faculty about mentoring experiences.
Journal of Social Work Education, 38 (2), 317-332.
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?
SSeeccttiioonn 11
IInnttrroodduuccttiioonn
RRoollee ooff tthhee AAssssoocciiaattee MMeennttoorr aanndd MMeennttoorr
SSeeccttiioonn 22
PPeerrssoonnaall ddeettaaiillss
LLeeaarrnniinngg OOuuttccoommeess
RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss wwiitthh yyoouurr mmeennttoorr::
Guidelines for completion
AAsssseessssmmeenntt eevviiddeennccee:: Guidelines for completion
RReefflleeccttiioonn oonn oovveerraallll eexxppeerriieennccee:: Guidelines for completion
RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss//iinntteerrvviieewwss wwiitthh mmeennttoorr
ccoonncceerrnniinngg LLeeaarrnneerr 11::
Assessment evidence
Reflection on overall experience
RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss//iinntteerrvviieewwss wwiitthh mmeennttoorr
ccoonncceerrnniinngg LLeeaarrnneerr 22::
Assessment evidence
Reflection on overall experience
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ccoonncceerrnniinngg LLeeaarrnneerr 33::
Assessment evidence
Reflection on overall experience
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ooppppoorrttuunniittiieess..
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lleeaarrnneerrss
SSuummmmaarryy eevvaalluuaattiioonn
NNBB:: 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.
www.practicebasedlearning.org
DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Appendix 1: Associate Mentor Student Profile: Contents
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IInnttrroodduuccttiioonn
In health and social care professions a mentor gives
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.
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.
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.
RRoollee ooff tthhee AAssssoocciiaattee MMeennttoorr
Key Responsibilities:
Under the guidance of a qualified mentor:
• 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
RRoollee ooff tthhee MMeennttoorr
Key Responsibilities:
• 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
• 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.
Individual Activity
Thinking about the questions below, reflect on what
you have learnt from managing a student learning
experience.
When managing a future student placement.
What would you do the same?
What would you change?
DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Appendix 1: Associate Mentor Student Profile: Section 1
Use the space below to record personal information you feel is relevant as you begin this study experience. You maywish to include such issues as:
• Previous experience working with students• Time scale for completion
www.practicebasedlearning.org
DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Appendix 1: Associate Mentor Student Profile: Section 2
Name
Contact Details
Profile Start Date
Profile Completion Date
Practice Placement Mentor
Contact Details
Supporting Institution Link
Contact
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Appendix 1: Associate Mentor Student Profile: Section 2
LLeeaarrnniinngg OOuuttccoommeess
Having studied these learning materials, the studentassociate 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
RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss wwiitthh yyoouurr mmeennttoorr::GGuuiiddeelliinneess ffoorr ccoommpplleettiioonn
Primarily this is a progress review, between you and yourmentor, of your experience with three individual learners.
IInniittiiaall iinntteerrvviieewwThis might include:
• Your initial thoughts on the managing the experience
• Any concerns or issues that you might have
• Your understanding of the learners needs
SSeeccoonndd ddiissccuussssiioonnThis might include:
• Any key issues arising e.g. concerns/problems
• Any identified personal learning needs
FFiinnaall ddiissccuussssiioonnThis might include:
• Brief review re experience• Identified personal learning needs
AAsssseessssmmeenntt EEvviiddeennccee:: GGuuiiddeelliinneess ffoorr ccoommpplleettiioonn
You are required to work with a minimum of threelearners. The evidence you supply in relation to theselearners must include at least one example of a teachingand learning episode and one example of an assessmentin practice. All examples must be observed by yourmentor and documented within your profile.
LLeeaarrnniinngg CCoonntteexxttThe description might include:
• Where did the learning take place?• Who was present?• Why was it you who taught the learner?
DDeessccrriippttiioonn ooff tthhee eexxppeerriieennccee wwiitthh tthhee lleeaarrnneerrThis 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)
LLeeaarrnniinngg OOuuttccoommeess AAcchhiieevveeddThis should include:
• Identification of the learning outcome/s achieved
EEvviiddeennccee pprroovviiddeedd wwiitthhiinn tthhee pprrooffiilleeThis might include:
• Any relevant documentation• Witness statement/s• Resources utilised e.g. teaching materials
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr CCoommmmeennttssThis can include:
• Any comment on the experience with the learnerthat that you feel relevant.
• Identification of any perceived personal further learning needs
MMeennttoorr ccoommmmeennttssCompleted 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
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReefflleeccttiioonn oonn OOvveerraallll EExxppeerriieennccee:: GGuuiiddeelliinneess ffoorr ccoommpplleettiioonn
As the assessment evidence is based on a single episode with each learner, this part of the profile provides anopportunity for you to reflect on the overall experience with the learner. Personal reflection in this context requires you tocritically review your thoughts, actions and interventions associated with this experience and is viewed as an importantpart 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 toyour experience with future learners.
• Identify any learning that has occurred for you and further learning that you might need to do.
www.practicebasedlearning.org
DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Appendix 1: Associate Mentor Student Profile: Section 2
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Appendix 1: Associate Mentor Student Profile: Section 2
RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss//iinntteerrvviieewwss wwiitthh yyoouurr mmeennttoorr
LLeeaarrnneerr 11
IInniittiiaall DDiissccuussssiioonn DDaattee........................................................
22nndd DDiissccuussssiioonn DDaattee........................................................
FFiinnaall DDiissccuussssiioonn DDaattee........................................................
AAsssseessssmmeenntt EEvviiddeennccee
LLeeaarrnneerr 11
LLeeaarrnniinngg CCoonntteexxtt
DDeessccrriippttiioonn ooff eexxppeerriieennccee wwiitthh tthhee lleeaarrnneerr
LLeeaarrnniinngg OOuuttccoommee//ss aacchhiieevveedd
EEvviiddeennccee pprroovviiddeedd wwiitthhiinn pprrooffiillee((AAss aapppprroopprriiaattee))
MMeennttoorr CCoommmmeennttss
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr rreefflleeccttiioonn oonneexxppeerriieennccee ddeessccrriibbeedd
Signed (Student Associate Mentor)
....................................................................
Date.……………………..
Signed (Mentor)
………………………………….....................
Date…………………………
www.practicebasedlearning.org
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Appendix 1: Associate Mentor Student Profile: Section 2
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An Overview of the Nature of the Preperation of Practice Educators in Five Hea
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Signed (Student Associate Mentor)…………………………………………………
Date…………………
Signed (Mentor)……………………………………………...............................…..
Date…………………..
RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss//iinntteerrvviieewwss wwiitthh yyoouurr mmeennttoorr
LLeeaarrnneerr 22
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Appendix 1: Associate Mentor Student Profile: Section 2
IInniittiiaall DDiissccuussssiioonn DDaattee........................................................
22nndd DDiissccuussssiioonn DDaattee........................................................
FFiinnaall DDiissccuussssiioonn DDaattee........................................................
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AAsssseessssmmeenntt EEvviiddeennccee
LLeeaarrnneerr 22
LLeeaarrnniinngg CCoonntteexxtt
DDeessccrriippttiioonn ooff eexxppeerriieennccee wwiitthh tthhee lleeaarrnneerr
LLeeaarrnniinngg OOuuttccoommee//ss aacchhiieevveedd
EEvviiddeennccee pprroovviiddeedd wwiitthhiinn pprrooffiillee((AAss aapppprroopprriiaattee))
MMeennttoorr CCoommmmeennttss
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr rreefflleeccttiioonn oonneexxppeerriieennccee ddeessccrriibbeedd
Signed (Student Associate Mentor)
....................................................................
Date.……………………..
Signed (Mentor)
………………………………….....................
Date…………………………
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReefflleeccttiioonn oonn OOvveerraallll EExxppeerriieennccee wwiitthh LLeeaarrnneerr 22
Signed (Student Associate Mentor)…………………………………………………
Date…………………
Signed (Mentor)……………………………………………...............................…..
Date…………………..
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DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Appendix 1: Associate Mentor Student Profile: Section 2
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IInniittiiaall DDiissccuussssiioonn DDaattee........................................................
22nndd DDiissccuussssiioonn DDaattee........................................................
FFiinnaall DDiissccuussssiioonn DDaattee........................................................
AAsssseessssmmeenntt EEvviiddeennccee
LLeeaarrnneerr 33
LLeeaarrnniinngg CCoonntteexxtt
DDeessccrriippttiioonn ooff eexxppeerriieennccee wwiitthh tthhee lleeaarrnneerr
LLeeaarrnniinngg OOuuttccoommee//ss aacchhiieevveedd
EEvviiddeennccee pprroovviiddeedd wwiitthhiinn pprrooffiillee((AAss aapppprroopprriiaattee))
MMeennttoorr CCoommmmeennttss
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr rreefflleeccttiioonn oonneexxppeerriieennccee ddeessccrriibbeedd
Signed (Student Associate Mentor)
....................................................................
Date.……………………..
Signed (Mentor)
………………………………….....................
Date…………………………
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DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Appendix 1: Associate Mentor Student Profile: Section 2
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Signed (Student Associate Mentor)…………………………………………………
Date…………………
Signed (Mentor)……………………………………………...............................…..
Date…………………..
RReeccoorrdd ooff oobbsseerrvvaattiioonnaall vviissiittss aanndd//oorr ootthheerr lleeaarrnniinngg ooppppoorrttuunniittiieess
This should be completed by you, and should include any activity that is perceived to have helped support your learningwhilst you are undertaking this study experience (e.g. observing mentor involved in the learning/assessing process with alearner.
www.practicebasedlearning.org
DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Appendix 1: Associate Mentor Student Profile: Section 2
SSeessssiioonn DDaattee SSiiggnnaattuurree
Nature of Mentorship
Learning & Teaching Strategies
Assessment in Practice
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Appendix 1: Associate Mentor Student Profile: Section 2
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReeccoorrdd ooff CCoonnttaacctt wwiitthh LLeeaarrnneerrss
You are required to log the contact hours spent with each individual learner. It is expected that the minimum overallcontact 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:
Learner name:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
Signed (Mentor)……………………………………………………….. Date…………………
Signed (Student Associate Mentor)……………………………………….. Date…………………
www.practicebasedlearning.org
DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Appendix 1: Associate Mentor Student Profile: Section 2
Learner name:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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
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Appendix 1: Associate Mentor Student Profile: Section 2
SSuummmmaarryy EEvvaalluuaattiioonn
(To be completed by Mentor after 3rd learner experience completed)
AAssssoocciiaattee MMeennttoorr OOuuttccoommeess AAcchhiieevveedd ((yyeess//nnoo))::
1. Demonstrate an understanding of the roles & responsibilities of allpersonnel 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
SSttuuddyy DDaayy AAtttteennddaannccee//sseellff--ssttuuddyy ccoommpplleettee??
Final comments based on observed performance of knowledge and skill development of associate mentor studentThis might include a general overview of how the student associate mentor’s skills and knowledge have developed and ifappropriate provide suggestions/advice for future personal and professional development
Signed (Mentor)…………………………………………………. Date…..........................
PPeerrssoonnaall ddeettaaiillssThese need to be completed by the student associatementor and may be required by employer and HEI’s forrecord keeping purposes.
RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss//iinntteerrvviieewwss wwiitthh yyoouurrmmeennttoorrPrimarily this is a progress review, between you and thestudent associate mentor, concerning the studentassociate mentor’s experience with each of the threeindividual learners.
IInniittiiaall iinntteerrvviieewwThis 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
SSeeccoonndd ddiissccuussssiioonnThis might include:
• Any key issues arising e.g. concerns/problems• Any identified personal learning needs of the
associate mentor
FFiinnaall ddiissccuussssiioonnThis might include:
• Brief review re experience• Identified personal learning needs of the
associate mentor
AAsssseessssmmeenntt EEvviiddeenncceeThis provides the background evidence to showachievement of the identified learning outcomes. Thestudent associate mentor is required to work with aminimum of three learners. The evidence they supply inrelation to these learners must include at least oneexample of a teaching and learning episode and oneexample of an assessment in practice. All examples mustbe observed by you and documented within their profile.
LLeeaarrnniinngg CCoonntteexxttThe description might include:
• Where did the learning take place?• Who was present?• Why was it the student associate mentor who
taught the learner?
DDeessccrriippttiioonn ooff tthhee eexxppeerriieennccee wwiitthh tthhee lleeaarrnneerrThis description might include:
• What was the nature of the learning (e.g. Clinicalskill, interview, assessment)?
• An outline of the experience• How did the learner respond to the student
associate mentor• Resources utilised (if appropriate)
LLeeaarrnniinngg OOuuttccoommeess AAcchhiieevveeddThis should include:
• Identification of the learning outcome/s achieved
EEvviiddeennccee pprroovviiddeedd wwiitthhiinn tthhee pprrooffiilleeThis might include:
• Any relevant documentation• Witness statement/s• Resources utilised e.g. teaching materials
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr CCoommmmeennttssThis can include:
• Any comment on the experience with the learnerthat that they feel relevant.
• Identification of any perceived personal further learning needs
MMeennttoorr ccoommmmeennttssCompleted 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.
www.practicebasedlearning.org
DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING
Appendix 2: Guidelines on profile completion for the supervising mentor
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Appendix 2: Guidelines on profile completion for the supervising mentor
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReefflleeccttiioonn oonn OOvveerraallllEExxppeerriieenncceeAs the assessment evidence is based on a single episodewith each learner, this part of the profile provides anopportunity for the student associate mentor to reflect onthe overall experience with the learner. Personal reflection inthis context requires them to critically review their thoughts,actions and interventions associated with the experience.
For those perhaps less familiar with the reflective processthe 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.
RReeccoorrdd ooff ssttuuddyy sseessssiioonn aatttteennddaanncceeThis should be signed by the presenter of the studysessions or by the student if engaged in self-study.
RReeccoorrdd ooff oobbsseerrvvaattiioonnaall vviissiitt aanndd//oorr ootthheerr lleeaarrnniinnggooppppoorrttuunniittiieessThis should be completed by the student associatementor and should include any activity that is perceived tohave helped support the associate mentor learning whilstthey are undertaking the programme (eg observingmentor involved in the learning/assessing process with alearner)
SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReeccoorrdd ooff CCoonnttaacctt wwiitthhLLeeaarrnneerrssThe student associate mentor is required to log the contacthours spent with each individual learner. It is expected thatthe minimum overall contact with regard to facilitating andassessing learning should not be less than 10 hours foreach individual learner. It should be signed and dated byboth yourself and the student associate mentor.
SSuummmmaarryy EEvvaalluuaattiioonnAssociate mentor outcomes achieved – You just need totick the appropriate box when achieved.Study session completion – The associate mentor shouldtick the box when completedFinal comment – You will need to complete this. Youmight include a general overview of how the studentassociate mentor’s skills and knowledge have developedwhilst undertaking this study experience and ifappropriate, suggestions/advice provided for futurepersonal and professional development.
Project Administrator
Telephone: 028 90 368 458
www.practicebasedlearning.org
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?
The Royal
Christch
NHS Tru
The Royal Bournemouth and
Christchurch Hospitals
NHS Trust Great learning great experience great future