Midway review of progress: Domain 1 Professional Values Student: You need to provide the mentor with evidence of your development related to the objectives you have set and how you are progressing relation to the competencies and rubric in domain 1. You should provide examples and reflections from your practice. Student Self Assessed Mentor: Please comment on the student’s performance, strengths and areas for development in relation to the competency domain 1. Provide the student with evidence (e.g. feedback) for the decisions you have made in relation to their grade and development in domain 1. Mentor Assessed Score
Oxford Brookes University: Learning, Teaching and Assessment Strategy: (2 pages) The curriculum uses a ‘spiral’ design so that learning in both practice and the University is structured incrementally from one year to the next. Year Spiral Curriculum Design Year focus Progression Throughout the course Course themes 3 Complex care of people with multiple co- morbidities and the need for health and social care services to be integrated Increasingly complex Increasing field - specific (child, Adult, Mental health) Increasingly independent and supportive of others Self-care Well-being Confidence Resilience Nursing Practice Professional values, ethics & law Communication & interpersonal skills Public Health: Leadership, management & collaborative practice Decision making: Evidence based practice: Health Informatics & digital technologies: 2 Specific nursing interventions, co- created with patients to meet care outcomes. 1 Communities (local and national), health and well-being, lifespan and values This model was developed as a result of the consultation process and the incorporation of key drivers and policy for nursing and healthcare including Shape of Caring Review (Willis 2015).
Domain 5. Creating an environment for learning: You create an environment for learning, practice is valued and developed, that provides appropriate professional and inter-professional learning opportunities and support for learning by: Supporting students to identify learning needs and experiences that are appropriate to their level of learning (setting challenging and realistic goals etc.) Using a range of learning experiences, involving patients, clients, carers and the professional team Identifying aspects of the learning environment which could be enhanced – negotiating with others to make appropriate changes Acting as a resource to facilitate personal and professional development of others Copies of SMART goals for performance management and development Student feedback that you can clearly state/present in writing) a full range of learning opportunities for the different levels of students You can identify if asked what makes a successful learning environment Students observe good leadership and teamwork in the placement and evidence of a culture that is open to learning (questioning, challenging) Domain 6. Context of practice: You support learning by drawing on health care and educational policies. You manage change to ensure that particular professional needs are met within a learning environment that also supports practice development by: Contributing to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated Setting and maintaining professional boundaries which are sufficiently flexible for providing inter-professional care Initiating and responding to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained You can discuss current ideas/topics in your profession for example 6 C’s, Francis report, Willis report, changes to the service, quality initiatives, targets etc. You have accessed the latest report from the student feedback of your placement area (your link lecturer or manager should have access to it). Make some notes on how you can improve the student experience You discuss raising and escalating concerns with the student Domain 7.Evidence practice: You apply evidence-based practice to your own work and contribute to the further development of a knowledge and practice evidence base by: Identifying and applying relevant research and evidence practice Contributing to strategies to increase or review the evidence-base for practice Feedback from the student that: You can discuss relevant evidence (see ) relating to your speciality such as NICE and NSFs and Cochrane Systematic reviews etc. You give clear rationale for your practice
Becoming a sign-off mentor: SOMs should be: Sign off Mentors are required for: Identified on the live register of mentors. Registered on the same part of the register Working in the same field of practice as the student Have clinical currency and capability in the same field of practice as the student Met the NMC requirements to remain on the register Undertake 3 supervised assessments of student’s progress Adult and Child Nursing programme final placement students All Midwifery students All Specialist Nursing programme leading to a recordable nursing qualifications Specialist Public Health Nurses Return To Practice programme Nursing and Midwifery Students All midwives need to be a SOM for all students. If you have been a mentor for about a year you should consider working towards this by: Self-assessing against the SOM criteria Being observed by an existing sign off mentor on 3 occasions (the final observation needs to be with an final placement student See additional guidance