...COX07411185 Module Title: Supporting Learning and Assessment in Practice Module No: GM6411 Attempt: First Deadline Date: August 1 2008 Submission Date: August 1 2008 Word Count: 2000 For this assignment I will give an account of my experience while mentoring and assessing a 2nd year student nurse during a six week placement. I will critically reflect on the experience, looking at learning theories, giving feedback and the importance of reflecting on experiences in practice. For reasons of confidentiality I will refer to my student as Sam. A mentor can be defined as a nurse that has reached the Nursing and Midwifery Councils (NMC) mentor requirement and has achieved the knowledge, skills and competence required to assess a pre-registration student nurse in practice placement (NMC 2006). The NMC (2006) has also identified eight mandatory standards that nurses must achieved to become a mentor they include Establishing effective working relationships, Facilitation of learning, Assessment of accountability, Evaluation of learning, Creating an environment for learning, Context of practice, Evidence based practice and leadership. An alternative definition of a mentor as defined by English National Board (ENB) & Department Of Health (DOH 2001: P6) is “The term Mentor is used to denote the role of the nurse, midwife, or health visitor who facilitates learning; and supervises and assesses students in the...
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...Research Critique Part 1 Alisa Rogers Grand Canyon University Introduction to Nursing Research NRS 433V June Helbig July 28, 2013 Research Critique Part 1 Children are vulnerable in the pediatric intensive care unit (PICU) and experience pain when not needed. The nurses and physicians lack of knowledge about how critical illness affects the signs and symptoms of children’s pain Problem Statement The clinical problem eluded that there is little known in the pediatric intensive care (PICU) settings of the nurses knowledge of pain in critically ill children. It is known that the knowledge of pain and quality of care given for pain alleviation is relevant. Not much is known regarding the nurses clinical learning patterns. Nurses used judgments in measuring pain in a variety of ways and it was found that their clinical judgments came from different levels of understanding and diverse aspects of pain. These assumptions lead to the aim of the study: to elucidate patterns in clinical knowledge development and unfold the role of the nurse as facilitator in relation to pain management in the PICU. (Mattsson, Forsner, Castren, Bolander Laksov, & Arman, 2012, p. 109) It is known that working in a PICU that nurses rely on each other and what they perceive as pain in a child may not be actual pain. Overtime clinical knowledge is developed with different encounters with patients and their families. The nurses need to focus more on their individual learning practices to a child’s...
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...Handbook for RCOG Trainers July 2011 Contents Introduction Section 1: Introduction to RCOG educational roles 1.1 College Tutor 1.2 Educational Supervisor 1.3 ATSM Director 1.4 ATSM Preceptor 1.5 ATSM Educational Supervisor 1.6 Deanery Ultrasound Co-ordinator 1.7 Ultrasound Educational Supervisor 1.8 Subspecialty Training Programme Supervisor (STPS) 4 5 5 7 8 10 12 13 15 16 Section 2: Structure of postgraduate education 2.1 The curriculum 2.2 Postgraduate training, assessment and appraisal 2.3 Annual review of training 2.4 RCOG forms for appraisal 2.5 MRCOG examinations 2.6 DRCOG examination 18 22 25 30 31 32 34 Section 3: Managing local/regional education 3.1 Guidance for dealing with the poorly performing trainee 3.2 Regional education 3.3 Welcoming the new trainee 3.4 Training needs for trainers 3.5 Top tips for College Tutors and Educational Supervisors 35 35 36 39 39 40 2 Section 4: Resources 4.1 Bibliography for medical education 4.2 List of educational resources 42 42 42 Section 5: Appendices 5.1 Appendix 1: Sample letter of welcome 5.2 Appendix 2: Example of introductory programme 45 45 47 3 Introduction The delivery of training and education is a core responsibility for the National Health Service (NHS). The General Medical Council sets the standards for undergraduate and postgraduate medical education and works with the Colleges to determine the curriculum, assessments and implementation. The Royal College of Obstetricians...
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...and Social Care www.brookes.ac.uk/schools/shsc mentoring a resource for those who facilitate placement learning Developed by The Practice Education Group (PEG) students and mentors School of Health & Social Care Oxford Brookes University Specific contributions by Pam Sharp, Tim Ainslie, Anna Hemphill, Stephanie Hobson Clair Merriman, Paul Ong, Judy Roche go to contents page > Definitions Placement learning “is a planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study. It includes those circumstances where students have arranged their own learning opportunity with a placement provider, with the approval of the institution…” (Quality Assurance Agency QAA (2001), Section 9 pg 4, Code of Practice for the assurance of academic quality standards in Higher Education Institutions) Accessed on 24.6.05 www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/PlacementLearning.pdf Facilitation roles Those who facilitate placement learning undertake a variety of roles which may include support, assessment and facilitation of learning. There is a wide range of role titles that describe these roles including: Assessor, Mentor, Practice Educator, Preceptor, Clinical Teacher, Associate Mentor, Clinical Educator or Practice Teacher. 2 Version 1 September 2005 © School of Health and Social Care, Oxford Brookes University, Oxford Contents 'Mentoring'...
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...the clinical environment using relevant literature and recognised frameworks. A critical analysis of learning, teaching and assessment strategies as well as educational theories will be integrated and applied. A written re-evaluation of this experience using the recognised reflective cycle of Boyd et al. (1985) will also be incorporated to enable me to effectively analyse my personal and professional development as a practice mentor. Prior to commencing this portfolio the learner and mentor were informed of my intentions and consent was gained freely and independently. The principles of confidentiality in accordance with the NMC (2004, p8) guidelines have been adhered to at all times. Within this portfolio the person being taught and assessed will be referred to as the student or learner. Another person relevant to this process is my mentor; they will be assessing my ability of mentoring and will subsequently be referred to as the mentor, thus protecting their anonymity. I am currently employed as a staff nurse working in an Emergency Department in the North of England. My role as a staff nurse is to work within a team, supporting and assisting other team members to achieve and implement high standards of care delivery. Part of the criteria for this portfolio was for me to choose a mentor that was able to objectively evaluate my ability of teaching and assessment, therefore I chose a mentor who was experienced, knowledgeable and educated within this clinical environment. My...
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...established in a variety of fields for many years. Within nursing, the term ‘mentor’ denotes “A nurse, midwife or specialist community public health nurse who facilitates learning and supervises and assesses students in a practice setting”, (Nursing and Midwifery Council (NMC) 2005). The essay will explore the role of the mentor in the field of nursing, with personal reflection on the authors experience as a mentor in my current role as a community mental health nurse (CMHN). The mentor-mentee learning relationship will be explored and the application of teaching and learning strategies will be examined. The essay will also discuss the responsibility of the mentor in relation to self, others and the professional agenda and will analyse current assessment procedures for nursing students. Following a student journey, the essay will consider how the mentorship process can be improved in the clinical practice environment. In recent years, the National Health Service has undergone huge modernisation and consequently, the preparation of nurses for the future has changed to reflect its new principles. The change in organisational and educational philosophies in teaching nursing has lead to a search for effective strategies that are directed towards making the most of human potential and learning in practice. The clinical experience of nursing students is widely acknowledged as being one of the most important aspects of their educational preparations (English National Board (ENB)...
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...Nursing Evaluation and Learning Advisory Committee (ELAC) ANNOTATED BIBLIOGRAPHY ON ASSESSMENT AND EVALUATION ELAC Members: Marilyn H. Oermann (Chair) Karen Saewert (Chair-elect) Pamela Rutar Suzanne Yarbrough Sub-committee Members: Reba Childress Dawne-Marie Dunbar Sally Erdel Barbara Haas Evelyn Hayes Debra Hurd Sheila Kyle Gayle Preheim, Chair Linda Siktberg Gale R. Woolley, Chair A comprehensive literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c) clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1 CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of Learning Gains( SALG), Instructional...
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...Module 4 covers the four blocks of required clinical clerkships from January of year two to December of year three. Each block lasts twelve weeks. Block one covers internal and family medicine with an eight-week inpatient, four-week ambulatory requirement. Block two covers obstetrics/gynecology and pediatrics with a split six-week inpatient and ambulatory requirement for both. Block three covers surgery/anesthesia and clinical specialties (ophthalmology, otorhinolaryngology, orthopedics) with a nine-week impatient and ambulatory requirement for surgery/anesthesia and three weeks for clinical specialties. Block four covers psychiatry/substance abuse, neurology and emergency medicine with four weeks of impatient for psychiatry/substance abuse, four weeks ambulatory for psychiatry/substance abuse, and four weeks of both neurology and emergency medicine (“Module...
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...MENTORSHIP IN HEALTH CARE SETTINGS Section 2: Role of the Mentor Critically analyse the role of a mentor, refer to the different aspects of the role and link analysis to specific requirements and standards for mentorship for your profession. Forefront Several definitions of the role of a mentor have evolved over the years, for a variety of professions (Gopee, 2011) as too have the requirements for mentors within the health profession. The current definition from the Nursing and Midwifery Council (NMC, 2008a) states that “A mentor is a registrant who has met the outcomes (of a mentor preparation course) and who facilitates learning, supervises and assesses students in a practice setting” (NMC, 2008a). The role of a clinical nurse mentor is described as someone who supervises, teaches and assesses student nurses in a practice setting (Jokelainen et al, 2011, Ousey, 2009), although the role is more complex in that a clinical nurse mentor needs to process the ability to select and support learning opportunities, they have a responsibility to manage diversity and equality, be accountable and ensure standards are maintained (NMC, 2008a). This is supported by Jokelainen et al (2011) who describes mentoring as being complex due to contextual, collegial, pedagogical and clinical teaching. Student nurses are supernumerary in the practice placement, meaning they are there as learners even though they must make an active contribution to the work of the practice area (RCN, 2007). Their...
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...reflective account of mentoring a pre-registration nursing student in practice. A reflective model (Gibbs 1988, appendix 1) I will analyse the experience between myself as a mentor and the student under the supervision of a qualified mentor. The learning styles, The name of individuals involved shall not be mentioned in order to protect confidentiality in accordance to the Nursing and Midwifery Council (NMC, 2008) Emphasis will be put on how an environment may be created to foster a long life learning and teaching and the learning strategies that were utilised, coupled with principles of assessment and the assessment tools that were used. The role of a mentor in facilitating learning will also be appraised. What is reflection? According to, Taylor (2000), “reflection means the throwing back of thoughts and memories in cognitive act such as thinking, contemplation, meditation and any other form of attentive consideration in order to make sense of them, and to make contextually appropriate changes if they are required”. The purpose of reflection as stated by John (1999) is to promote desirable practice through the practitioner's understanding and learning about their lived experiences. John (1999) mentorship reflection. This mentorship encourages practitioners to work through a series of reflective cues, the last of which is concerned with personal learning. John (1999) mentorship provides a good example of an approach to reflection on action or reflection on practice. Reflection...
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...Faculty Development CLINICAL TEACHING SKILLS: A GuIdE for fACILITATorS Notes for facilitators www.londondeanery.ac.uk CLINICAL TEACHING SKILLS: A GuIdE for fACILITATorS NoTES for fACILITATorS INTroduCTIoN To THE NoTES for fACILITATorS This course has been designed to enable clinicians to learn how to apply education theory to their own clinical and teaching practice. The course uses participatory approaches which encourage collaboration and reflection among participants, enabling key challenges for clinical teaching to be explored and strategies to address challenges to be identified. THE fACILITATor roLE It is essential that this role is one of facilitation and not that of a lecturer. It is not essential to have expert knowledge of the topic. What is essential in a facilitator of this workshop are the following. • A robust understanding of clinical teaching practices. • Knowledge of clinical teaching theory. AbouT THIS GuIdE The purpose of this brief guide is to help you facilitate the clinical teaching skills workshops. Contained within it should be all the information that you need to run the workshop on the day. The notes contain copies of the slides that are provided with the course. The slides and notes suggest approaches to sessions. However, you may decide not to use some of the slides and may use instead slides or activities that you develop for individual sessions. • The ability to draw effectively on the experience within the group, in...
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...preparation of mentors, this assignment will aim to look at mentorship in depth. A variety of aspects around mentorship will be discussed, the first being the emergence of mentorship. This will explore what emphasis was placed on learning prior to Project 2000, and then moving to present day and the different documents that were implemented and the benefit these had on the mentoring process. Several definitions of mentorship will be addressed due to the lack of consensus regarding this. As a result, a clear distinction will be made between the differences of clinical supervision, perceptorship and the mentoring process. This will lead onto the role of the mentor, focusing upon relationships and the different theoretical perspectives around the formation of these. Also being explored in this section will be characteristics needed by the mentor as well as their responsibilities. The following topic to be explored will be learning styles and the environment. A definition of learning will be offered leading onto the learning environment and audits that are in place to ensure placements are up to scratch. This is followed by a description of learning models, looking at research that displays deficits with these. Also being looked at are the individual learning styles and characteristics. The final topic will be assessment; the author will offer a definition of assessment. This will lead onto formative and summative assessment, looking at the advantages and disadvantages of both...
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...aimed at maintaining as well as improving the quality of medical health care within a given health system- this is what is referred to as Clinical Governance. This paper aims at discussing various issues to do with clinical governance as well as the practice of Nursing. Learning Activity One Introduction There are three major aspects of professional performance that have been discussed; these are professional accountability expected from the practitioners to their clients, their fellow staff as well as to the organizations that they work for. There is also the need to have a system through which there will be appraisals for good performers within a health facility that will encourage the others to provide exemplary service and finally, clinical governance which is a vehicle that tackles all the wide differences in the quality of healthcare provided to the patients throughout the world. It is important to note that there has been a difficulty in the past to produce a universally approved definition of clinical quality. It is the framework that is used to enhance clinical excellence (Department of Health, 2008). Aspects of efficiency or resource usage discussed Information delivery is a major issue that clinical governance seeks to address. It should be noted that every health care organization requires having a rich information environment, it should be noted that information forms a...
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...Clinical Notes The Visible Human Project p. 7 Homeostasis and Disease p. 13 An Introduction to Studying the Human Body This textbook will serve as an introduction to the inner workings of your body, providing information about both its structure and its function. Many of the students who use this book are preparing for careers in health-related fields—but regardless of your career choice, you will find the information within these pages relevant to your future. You do, after all, live in a human body! Being human, you most likely have a seemingly insatiable curiosity—and few subjects arouse so much curiosity as our own bodies. The study of anatomy and physiology will provide answers to many questions regarding the functioning of your body in both health and disease. Although we will be focusing on the human body, the principles we will learn apply to other living things as well. Our world contains an enormous diversity of living organisms that vary widely in appearance and lifestyle. One aim of biology—the science of life—is to discover the unity and the patterns that underlie this diversity, and thereby shed light on what we have in common with other living things. Animals can be classified according to their shared characteristics, and birds, fish, and humans are members of a group called the vertebrates, characterized by a segmented vertebral column. The shared characteristics and organizational patterns provide useful clues about how these animals have evolved over time...
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... SUBMITTED ON: 11.11.2011 INTRODUCTION With in the last two decades , more and more educators have come to accept the unit as the basis of organization of learning. They recognize the facts that learning in units more effectively meets the needs of the students than traditionally daily lesson-assigning and lesson learning procedure. The concept of unit learning is still in the stage of development. Consequently , it has come to mean different things to different teachers . the situation has caused the evolution of various names which are used to differentiate between the several interpretations ,such as contract plan , Dalton plan ,project method , unit assignment ,Winnetka plan and others . The basis of unit idea can be traced to JOHANN FRIEDRICH HERBART (1776-1841) . herbart stressed 4 essentials in learning process 1. Clear apprehension by the student of each individual fact . 2. Association or comparison of the facts. 3. Systematization and classification of the facts in to concepts. 4. Application of the knowledge learned Herbart deplored the artificial division of subject matter The followers of Herbart divided the process in to five steps 1. Preparation 2. Presentation 3. Association 4. Generalization 5. Practical application The result may followed the steps and the results was very...
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