Circulars First published: September 2011 Practice teachers supporting more than one student health visitor in practice. Practice teachers will need time, when undertaking work with a student, to be able to explain, question, assess performance and provide feedback to the student in a meaningful way. There are four vital areas that cover student assessment, namely motivation, performance, skill, and knowledge. The full text of the standard can be found on the Nursing and Midwifery Council website. In addition, the supervisor may be reluctant to fail an incompetent learner due to perception that he process is too complex or general poor assessment, this also posed a challenge in my practice. They replace the 2006 Standards for the preparation of teachers of nursing, midwifery and specialist community public health nursing.
This portfolio outlines an assessment of the competency of a nursing student with regard to the appropriate use of pain assessment tools. Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student however to enhance by mentorship capability I need to establish relationship with other mentors that is founded on sharing evaluation feedback as an approach to building my scope with regard to student evaluation. Consequently, more support to the nursing standards is needed to promote effectiveness of learning assessment for practice-based learning. Common obstacles to mentorship such as staffing issues, hectic hospital environment, and clinical commitments influence my ability to perform as a mentor and hence the development of an effective relation with the student is essential Price, 2007; Appendix 2. It is also necessary for ensuring approved nurses are competent enough to guarantee patient safety. Midwives undertaking mentorship programmeswill meet the additional criteria to be a sign-off mentor as part of this programme.
Students gaining registration as a specialist community public health nurseare required to undertake a period of practice during which they would normally work on a one-to-one basis with their practice teacher. However, it is important that you do not rush to complete. As much as this approach is effective in enhancing a student mentorship program in hospital settings, it is challenging especially in cases where other mentors are not interested in sharing their experiences and work limiting its usability. Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields. The student also effectively addressed the nursing situation at hand, as he utilised Wong-Baker pain rating to stabling the pain situation by the patient Wong et al.
You will have access to online tutorials to support engagement with learning tools and resources. These materials are not subject to the Creative Commons licence. This feedback included active involvement of the student in the development of an action plan for dealing with the identified inconsistencies during the assessment. It enhances skills in and knowledge of supporting student learning and development in clinical practice, developing leaders with the skills and confidence to act as a role model, supporting the professional development of students, colleagues and the work of organisations. As much as I had previous encounter with the student, lack of enough background information hampered my effective participation in the growth of the student during the practice-based learning. Finally, mini peer assessments encompass a team of qualified professionals that offer feedback on the performance of an individual.
This feedback was provided immediately after the assessment session as an approach to providing the student with prompt support and offer immediate corrective measure for any unpleasant conduct exhibited by the student during the session Zachary, 2011. This module is designed for post registration Nurses, Midwives, Allied Health Professionals and other professionals who have responsibility for educating and mentoring students on health professional programmes. Reflective Commentary Mentorship is an important leadership characteristic Zachary, 2011. I considered this to be vital in the profession of nursing due to the importance of pain assessment skills in nursing care as it is classified as the fifth vital sign in nursing Murray et al. However, it is imperative for a nurse to act in the best interest of the patient Price, 2007 which can best be achieved through autocratic approach to leadership. Considering the requirement that nursing students should actively participate in vital signs, developing this competency is vital for patient safety Price, 2007. To achieve this, I will focus on developing a closer working relationship with the students to ensure all competency issues are identified and addressed timely.
By becoming a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to benefit myself as well as the student. The modules and academic awards are presented in areas representing employment practice or work based or clinical disciplines. Placement providers will decide in the first instance who may be considered as a sign-off mentor when the standard is introduced and annotate these mentors accordingly. In other cases, some students in practice-based learning do not conform to the existing support systems for instances of failure limiting their learning and effectiveness of the assessment. Consequently, as much as the practice of assessment and mentorship is challenging and compound in nature, I believe that effective application of relevant knowledge and skills while focusing on the expected outcomes, it is possible to deliver efficiently in this function. All mentors may assess individual competencies but only those who have met additional criteria are entitled to sign-off practice.
This has included learning and teaching strategies, facilitating learning in the practice environment, assessment ap. It is also central to encouraging the development of excellent Interprofessional rapport Myall et al. Mentoring is integral to effective nursing care and professional development. It has also enhanced my perception of the concept of professional and personal development. Practice teachers must have time allocated to reflect, give feedback and keep records of student achievement in the final period of practice learning.
The ensure the diversity of the nursing settings are accommodated during the assessments, there are several assessment approaches that can be used in student mentorship programs including mini clinical assessment exercise, direct observation, case-based discussion, and mini peer assessments Myall et al. In this week you will look at three key theories behaviourist, cognitive and humanistic , identify learning styles, and. You will be able to. Transformational leadership is founded on the ability of an individual to influence others through affecting their thinking. This demands application of a situational approach to leadership when handling different leadership situations at work. Therefore, successful implementation of student assessment require coordination between service providers and educators to ensure the assessment approach is appropriate in terms of its summative and formative perspectives which are imperative in promoting a working linkage between theory and practice Myall et al, 2008. The two contact dates also ensure you have physical access to learning resources and supervisors.
The article relates to the fourth domain and outcomes of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice on evaluation of learning and presents several ways in which mentors and practice teachers can evaluate their role and the students' learning experience. They set out specific outcomes for mentors, practice teachers and teachers. Not ready for University study then browse over and to hear about new free courses as they are released. Triennial review Mentors must have supervised at least two students extenuating circumstances permitting within the preceding three years Practice teachers must have supervised at least one student. Programme providers who wished to, were permitted to use the new standards in mentor, practice teacher and teacher preparation programmes from September 2006.