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Mentoring in practice portfolio guidance
- 1. Mentoring in Practice PortfolioGuidance
- 2. What is yourportfolio for? • This practice portfolio has been designed to enable demonstration of successful completion of all NMC Standards and outcomes for Mentors (NMC 2008). • These are specifically the eight standards of the developmental framework at Stage 2. • You will be expected to provide at least one piece of evidence to support achievement of each standard. It is expected that this evidence will be collected throughout the duration of your module.
- 3. SLAiP (2008) Domains •Establishing effective working relationships • Facilitation of learning • Assessment and accountability • Evaluation of learning • Creating an environment for learning • Context of practice • Evidence-based practice • Leadership
- 4. Recording evidence • Youare expected to cross reference your evidence in this table in your portfolio
- 5. The Outcomes… Establishing effectiveworking relationships • Demonstrate an understanding of factors that influence how students integrate into practice settings. • Provide ongoing and constructive support to facilitate transition from one learning environment to another. • Have effective professional and interprofessional working relationships to support learning for entry to the register • Student welcome pack • Working with other member of the team – witness statements • Reflective writing • Anonymised interviews/progress checks • Who’s who in the welcome pack • Initial interviews
- 6. Outcomes continued… Facilitation oflearning • Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet individual needs. • Facilitate the selection of appropriate learning strategies to integrate learning from practice and academic experiences. • Support students in critically reflecting upon their learning experiences in order to enhance future learning. • Anonymised interviews • Action planning • PDPs • Reflection of action plans • Question & answers • Student lead tasks • Supervising mentor testimonies
- 7. Outcomes continued… Assessment andaccountability • Foster professional growth, personal development and accountability through support of students in practice. • Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team. • Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future. • Be accountable for confirming that students have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice. • Witness testimony from supervising mentor • St mentor SWOT analysis • St/N SWOT analysis • Student interviews • Reflective pieces – How you achieve outcomes • Management of failing student
- 8. Outcomes continued… Evaluation oflearning • Contribute to evaluation of student learning and assessment experiences – proposing aspects for change resulting from such evaluation. • Participate in self and peer evaluation to facilitate personal development, and contribute to the development of others • Witness testimonies • Reflective accounts • SWOT analysis • Reflection of learning experience • Interviews • Evaluation tools • Action plans • 1-1 interviews
- 9. Outcomes continued… Creating anenvironment for learning • Support students to identify both learning needs and experiences that are appropriate to their level of learning. • Use a range of learning experiences, involving patients, clients, carers and the professional team, to meet defined learning needs. • Identify aspects of the learning environment which could be enhanced – negotiating with others to make appropriate changes. • Act as a resource to facilitate personal and professional development of others. • Copies of interviews with student • Reflective pieces • Witness testimonies • Communication chains (raising concerns) • Involvement in all activities and including evidence for activities • Encouraging student to negotiate with other MDT members • Anonymised copies of meeting minutes/emails • Signposting, ongoing reviews of progress
- 10. Outcomes continued… Context ofpractice • Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated. • Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care. • Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained. • Audit – ward audit, results, action plans • Communication strategies • Reflections on communication skills • Reflections on EBP • Patient responses • Feedback from students • Reflection on CPD activities
- 11. Outcomes continued… Evidence-based practice •Identify and apply research and evidence-based practice to their area of practice. • Contribute to strategies to increase or review the evidence-base used to support practice. • Support students in applying an evidence base to their own practice. • Look at clinical skills what evidence is available in own area. • Looking at stage of training • Feedback to students when using evidence • Reflection • Students knowledge application. • Insight visits • Student lead tasks/assessment • SWOT/action planning • Teaching session/plan
- 12. Outcomes continued… Leadership • Plana series of learning experiences that will meet students defined learning needs. • Be an advocate for students to support them accessing learning opportunities that meet their individual needs – involving a range of other professionals, patients, clients and carers. • Prioritise work to accommodate support of students within their practice roles. • Provide feedback about the effectiveness of learning and assessment in practice. • Lesson planning • Structured timetables • Work with other professionals • MDTs • Student supervision • SWOT • Minutes from staff meetings • Reflective writing • Reflective discussions • Initial interviews/midpoint interviews/final interviews.
- 13. Types of evidence •SWOT analysis of teaching • Student feedback • Assessment of learning tools • Student welcome/orientation package • Review of your clinical learning environment • Participation in educational audits • Anonymised minutes of educational meetings (i.e. PLTs, Student supervision meetings) • Lesson/teaching plans • Powerpoints/Prezis or other learning materials • Evidence of facilitation of student learning in clinical practice • Written testaments/witness statements from students and colleagues • Anonymised excerpts from student placement handbooks (e.g. induction to placement, intermediate or final student interview, learning contracts etc.) • Reflective activities Please note that evidence may be used more than once if concordant with NMC outcomes or domains of the developmental framework. You must ensure that you maintain confidentiality of patients, colleagues and students at all times, by ensuring all evidence is anonymous. However, identification and confirmation of your supervising mentor is required.
- 14. Compiling your portfolio •Ensure that the cross referencing document is clear. • Make sure I can find your evidence. • Make sure that your evidence meets the outcomes of SLAiP (level 2)
- 15. Reflection… • If youwant to reflect… Reflection can help you to provide evidence for some of the more difficult issues. Refection will also help you to discover what you need to know! Experience Describe How did it affect you? How did it affect the student? What is the evidence around this? How can you make improvements?
- 16. Level 6 writing •Use evidence to support your argument P – Point (a general point about theory in your own words) E – Evidence (to argue, discuss or support a general point: can be more than one source used) E – Explain (how this is relevant in practice/what do you conclude)