Faculty of Health & Social Care ODP Mentor Handbook
Contents
ODP Education Team – Link Tutor List Welcome About Edge Hill University Provision for ODP Mentoring: Why it’s good for you Particular Support for Learning Guidance for Mentors Completing the Applied Practice Skills Mid-term Feedback Final Feedback Sickness and Absence Procedures Sickness Certification
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Welcome
Edge Hill University academic staff work in close partnership with all their clinical colleagues and as a mentor that partnership extends to you. Together, our joint responsibility is to train and educate the next generation of competent, knowledgeable Operating Department Practitioners (ODPs).
This Mentor Handbook is intended to provide a clear focus for mentors to develop their role as the trainers and assessors of student ODPs. It aims to be ‘user friendly’ by providing key information for mentors in an easily accessible form.
About Edge Hill University
Founded in 1885, incorporated in 1989, Edge Hill University was the largest Higher Education Institution in the general college sector in the Northern half of Britain. Recently Edge Hill has been granted University status and also been awarded taught degree awarding powers enabling the Institution to confer its own awards. The excellent quality of academic provision has been recognised by both QAA and Ofsted. The Faculty of Health and Social Care is the largest and one of the most highly regarded providers of nurse, midwifery, paramedic, social work and operating department practitioner training in the region.
Provision for ODP
Edge Hill currently offers a three year pre-registration ODP degree programme although some students are still completing diploma programmes. The theoretical component of the programme is delivered on two sites, one in the Faculty of Health and Social Care Building on the Ormskirk Campus and the other in Armstrong House, Manchester. There are two intakes of ODP students per year with a maximum of up to 60 students per intake, 30 on each site. The students’ clinical experiences take place in all the hospitals in Merseyside, East Cheshire and Greater Manchester that are linked to our Programme.
Mentoring: Why it’s good for you
Mentoring will provide you with the following opportunities: •
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The mentorship course and the practical experience of mentoring helps keep your practice up to date, aids in the completion of your Continuing Professional Development (CPD) portfolio and is evidence towards your Knowledge and Skills Framework (KSF) criteria necessary for your annual performance review. The mentorship course also gives you credit points towards career opportunities for further specialised and degree level studies beyond Registration.
All new mentors will be invited to attend a Mentor Preparation Workshop. The dates will be advised at regular intervals. In addition, some mentor updates are organised on audit mornings/ afternoons within your Trusts.
It is good practice to be updated on an annual basis but we also anticipate that the Health and Care Professions Council (HCPC) will be providing us with minimum standards for mentorship. Your ODP Clinical Skills Facilitator within your Trust is a useful resource to support you or provide guidance and advice as necessary.
Particular Support for Learning
Students are supported in their studies from week one of their programme when they are introduced to study skills. All students are allocated a personal teacher whose role is to offer personal, practical, academic and pastoral advice for the duration of the course. Initially, detailed direction is offered, with students becoming increasingly autonomous throughout the programme. In the practice environment, students will be assigned a mentor/ assessor who will support their learning and achievement in practice, this being recorded by the students in their practice assessment documentation.
Edge Hill University works collaboratively and supports experienced clinical staff in all placement areas to function in the role of Clinical Skills Facilitators to enhance the student learning experience in the clinical area. In addition, additional support is available from the Practice Facilitators. The Practice Facilitators work for Edge Hill but regularly visit the hospitals to meet with and support the students and their mentors with the assessment process, including the documentation.
Guidance for Mentors
In each block placement within a module, students will be allocated a mentor. The role of the mentor is to act as a supervisor, guide and assessor to the students.
Back-up mentors should be appointed in case of annual leave, absence or sickness to provide continuity for the student experience. Mentors must work with their identified students for a minimum of 15 hours per week in order to make fair and comprehensive assessments of student’s achievement. Mentors may designate other appropriately qualified staff to supervise students, but this process should not compromise the overall assessment process. The designated mentor must actively seek feedback from other supervisors at all stages of the learning experience.
Each student will be required to maintain a portfolio of learning which includes Practice Assessment Documentation (PAD), Assessment and Evidence Logs of clinical skills to be achieved and supporting evidence to include for example workbooks and reflections.
The emphasis of the assessment process is to use a range of assessment methods. This will include: •
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Direct Observation of the student undertaking activities as identified in the Assessment and Evidence Logs. Question and Answer to confirm the students’ knowledge and understanding. Other Evidence such evidence of the students’ reflection on practice, care records written by the student and the evidence gathered by them in their portfolio and cross referenced by them on their assessment form.
Completing the Practice Assessment Document
Students and their mentors should have a preliminary discussion during the first three days of the practice placement in order to establish:
1. Developmental learning needs and to consider the methods of t eaching and training the students require. The portfolio of learning will feed into this process. 2. Familiarisation with physical layout and relevant staff information. 3. Assessment principles and the arrangements for formative review(s) and final summative review.
The learning and assessment processes will be enhanced by students working complementary hours to those of their mentor, including weekend and night duty where appropriate.
The assessment process is informed by students gathering evidence to support their achievement of practice/competence outcomes. This process should occur naturally over a period of time and the assessment and evidence logs will be used to identify the evidence required.
Completing the Assessment and Evidence Logs
It is the students’ responsibility to produce their assessment and evidence logs at all times when on placement. If a student fails to produce these logs within the first two days then please report this to a CSF or a member of the ODP Education Team.
Formal meetings between the student and mentor should be held at the designated review and final stage reviews. Dates for this are identified in the Practice Assessment Document. Informal feedback sessions will, however, also occur continuously as their experience progresses.
First, Second or Mid-point Reviews
This feedback and discussion can be used to identify which outcomes have been achieved, if any, and the progress the student is making towards the achievement of all the specified outcomes at the appropriate level. The developmental learning plan can also be completed at this time if the student needs some kind of intervention in order to be able to achieve their practice skills by the end of the module. For example, having to move into another area to gain the learning opportunity required to successfully gain competence at a specific skill.
Feedback should be positive and constructive, with any areas for improvement clearly identified and documented. This should be undertaken in partnership with the student who will be expected to document evidence of their progress. Comments and contribution from other staff that have supervised or worked with the student must be incorporated into any discussion/meeting. If there are any indications that a student is having difficulties in moving towards achievement of the outcomes and is failing to progress then this should be documented on the assessment form along with the support needed being identified.
The Module Coordinator and/or Personal Tutor must be informed if the student is failing to achieve or make progress. In case of difficulty in contacting the module coordinator, please leave a message on the 24-hour answer phone on 01695 657050 or contact any other member of the ODP Team.
NB: This procedure should apply at any stage of the experience or if the mentor has doubts about the professional manner of the student. Do remember that teaching staff will offer you support in making judgments should you require it.
Final Feedback
This should be completed during the designated week in placement identified in the Practice Assessment Document. The mentor will undertake a similar process as at the mid-point review, checking that the student has achieved all their practice/competency outcomes. Again this should be discussed with the student using the evidence gathered. The mentor will make a judgment on the achievement of all the relevant outcomes and sign to signify their achievement. If the student has not achieved the required outcomes by the end of the experience the Mentor should indicate clearly in the assessment document the reasons for non-achievement.
In the case of non-achievement the student will be allowed a further 12 weeks to complete all their competencies. In such instances the Module Coordinator or Personal Teacher will offer extra guidance in the assessment process.
Students should also be allowed to comment on their performance in accordance with the criteria to be achieved, reflect on their experience and identify their further learning needs, documenting these appropriately.
The developmental learning plan should be discussed and signed to indicate completion or non-completion, explaining the reasons for non-completion.
The completed practice assessment document should be submitted by the student either at the reception in the Faculty of Health and Social Care building on the Ormskirk Campus or reception at Armstrong House, for the Manchester students and the Module Leader will confirm and record the student’s progress. The CSF (or designated deputy) must sign the front of the completed practice assessment document to indicate the result of the assessment process. The Clinical skills Facilitator (or designated deputy) must also complete the end of year progression form towards the end of the practice assessment document. It will form part of the student’s portfolio of learning and can be made available to subsequent mentors.
Please note that any fraudulent activities by students means they will face disciplinary action which may include discontinuation from their programme of study.
Frequently asked questions Q. At what level should I assess the student? A. The aim is to produce a student that demonstrates practice in every aspect of perioperative care delivery: -
Safely Knowledgeably Competently Confidently Same as you
However, please note that the students will not be, nor are expected to be competent, knowledgeable practitioners until the completion of the three years. At the end of year one, they should have a basic working knowledge at a superficial level; at the end of year two they should have a greater depth of knowledge and understanding of more aspects of perioperative care. It is therefore important that students are assessed at a correct level. The skills are often repeated or similar from one year to the next but again it is the depth and complexity of knowledge and their ability to problem solve and the ability to use their own initiative that changes from one year to the next. Q. What if I am not satisfied that competence has been demonstrated? A. DO NOT SIGN the student off if you are not happy that the student is competent at any particular skill(s). -
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Use your professional judgement. We do not question your assessment of practice skills. Remember you have a responsibility to the public and your profession. Seek guidance from your CSF and/or Link Tutor.
Q. What is meant by evidence of competence? A. The evidence: -
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Must relate to the learning outcomes for the module. Must demonstrate knowledge and understanding and the ability to apply it. Must be consistent.
Q. What is a learning outcome? A. A learning outcome states what the student is expected to know, understand and/or demonstrate at the end of a period of learning. In order to demonstrate that this learning has successfully been achieved an assessment has to take place. The students are expected: -
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To understand what is expected of them through the learning outcomes, practice assessment documents and the assessment and evidence logs. To demonstrate competence through the achievement of the learning outcomes.
Q. How will I know what the relevant learning outcomes are? A. The learning outcomes are found in the front of the Practice Assessment Document and the module handbooks.
Q. What are the Assessment and Evidence Logs? A. The assessment and evidence logs are a set of clinical skill statements for which the students are expected to demonstrate their practical ability and underpinning knowledge thus demonstrating their competence. -
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These skills have to be assessed by you, the mentors in practice. The skills statements are produced to help the student gain all the necessary clinical competencies and knowledge that they require to become competent, knowledgeable, registered practitioners. Same as you. These assessment and evidence logs are divided into the different perioperative specialities such as anaesthetics, surgery, post-anaesthetics, circulating and in the third year enhanced scrub skills. These assessment and evidence logs must be kept up to date by the student and is an aid to them and their mentors regarding their progress and competence to date.
Q. What constitutes evidence? A. There are a variety of types of evidence: -
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Record of their skills in observed practice. University workbooks produced specifically to align with their skills Simulation. Record of written questions and answers set by yourselves or other clinical colleagues. Record of reflection on practice. Written assignments. Problem based learning records. Personal statements of learning outcomes. Records of meetings with mentors/supervisors. Record of attendance at supplementary seminars and/or lectures supported by statements of learning. Students own class notes. Group work in which there is clear indication of the students participation.
All the above evidence should be kept by the student in their portfolio of evidence and brought to your attention during the assessment period to help demonstrate their underpinning knowledge. Q. What is a portfolio of evidence? A. Health Care Professionals use portfolios: -
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To demonstrate their continued competence. To demonstrate the current state of his/her: i. Practice ii. Background iii. Skills iv. Expertise v. A working plan for professional growth It is a live working document. i. It is not a list. Student ODPs are required to evaluate their experiences to demonstrate professional growth and progression towards competency.
Within their portfolio the students must maintain the confidentiality of patients and colleagues at all times.
Q. What can a portfolio include? A. A portfolio of evidence can include: -
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Answers to written questions set by lecturers/mentors. University workbooks produced specifically to align with the skills Interactive handouts/work sheets received during a lecture or practice allocation that student has have completed individually. Group work the student has contributed to, provided their own individual contribution can be/is highlighted. Student reflections on: i. Practice ii. Their learning and development iii. Interactions with patients or staff iv. Communication and organisation v. Critical incidents Completed assignments. Specialised workbooks. Certificates that state competence in specific skills or knowledge.
Q. What should not be included in the portfolio? A. A portfolio of evidence should not include: -
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Unsupported Handouts ‘Dictated’ class notes Information printed/scanned directly from: i. Websites ii. Books iii. Journals Unsupported Policies and Procedures Unsupported Attendance Certificates
Q. What are the students’ responsibilities in the process? A. The student is responsible for: -
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Being familiar with their learning outcomes, practice assessment document and assessment and evidence logs. Optimise opportunities to develop their own learning by being: i. Proactive ii. Resourceful iii. Interested Organisation of the Portfolio Creating a logical index system Cross referencing of evidence to the learning outcomes Communicating with Skills Facilitator regarding any problems/difficulties Updating their portfolio Keeping their portfolio safe Protecting confidentiality Presenting their portfolio to: i. Mentors/Assessors ii. CSF iii. ODP Team
Q. What are the responsibilities of the mentor? A. The responsibilities of the mentor are to: -
Support students Teach students Supervise students Assess students Act as a role model for students Protect the Public from student’s poor practice A Mentor is a Guardian against the students developing: i. Unsafe practice ii. Over- confidence iii. Lack of Interest
The Gatekeepers Role: “The safety of patients, clients and users must come before any personal and professional loyalties at all times.” Health and Care Professions Council (2012; p8) “… Work with others to promote the health and wellbeing of those in your care... ” Nursing and Midwifery Council (2008; p4)
References: Health and Care Professions Council (2012) Standards of Conduct, Performance and Ethics. London: Health Professions Council.
Nursing and Midwifery Council (2008) The NMC Code of Professional Conduct: Standards for Conduct, Performance and Ethics. London: Nursing and Midwifery Council.
Sickness and Absence Procedures
In the event of sickness, while in either clinical placement or University, students must inform the Faculty of Health and Social Care on 01695 650746 at the earliest possible opportunity during the first day of sickness/absence stating the reason and the expected date of resumption. In the event of sickness during a practice experience, relevant placement supervisors/senior managers must also be informed before commencement of the shift. If the expected date of resumption is to be exceeded, the student must notify the Faculty and the practice placement as appropriate.
Students who do not comply with this requirement will be deemed as absent from the course.
Excessive sickness may result in students being unable to comply with statutory attendance requirements and thus place in jeopardy their continuation on the course.
Absence without due cause or notification will be treated as a disciplinary matter and may affect payment of bursary and prevent the students continuation on the course.
Sickness Certification The following rules apply: 1 – 3 days inclusive
No certificate required
More than 7 days
A doctor’s certificate must be submitted to Placements, Ormskirk within five days from the expiration of the previous self-certificate. Each day of delay will be recorded as absenteeism.
4 – 7 days inclusive
Self-certification to be submitted to Placements, Ormskirk by day 7.
* Manchester Students – Armstrong House Ormskirk Students – Ormskirk Campus
Please Note: To be eligible for Registration, students MUST have COMPLETED the statutory length of training, as laid down by the Health and Care Professional Council.
Mr Paul Wicker Head of Perioperative Studies Ormskirk Armstrong House
T: 01695 650778 T: 01695 650684
Ormskirk
Link Hospitals
Rita Hehir Programme Leader
T: 01695 657045
The Walton Centre NHS Foundation Trust
Cheryl Conroy Senior Lecturer
T: 01695 657049
Aintree University Hospital NHS Foundation Trust
Paul Rawling Senior Lecturer
T: 01695 657047
Countess of Chester NHS Foundation Trust
Kevin Henshaw Senior Lecturer
T: 01695 657048
Alder Hey Children’s Hospital NHS Foundation Trust
Kath Morton Senior Lecturer
T: 01695 657046
Southport and Ormskirk NHS Trust Warrington and Halton Hospitals NHS Foundation Trust
Jane Guest Lecturer
T: 01695 650891
Shirley Bryde Lecturer
T: 01695 657044
Royal Liverpool & Broadgreen University Hospitals NHS Trust Liverpool Womens NHS Foundation Trust Liverpool Heart and Chest Hospital NHS Trust Spires Liverpool Hospital, (previously Lourdes)
St. Helens and Knowsley NHS Trust Wirral University Teaching Hospital NHS Foundation Trust Clatterbridge Centre for Oncology NHS Foundation Trust Spire Cheshire Hospital Spire Murrayfield Hospital Fairfield Hospital
Jean Hinton Programme Leader
T: 01695 657157
Central Manchester University Hospitals NHS Foundation Trust Royal Manchester Children's Hospital
Norman Wright Senior Lecturer
T: 01695 657158
Teresa Hardcastle Senior Lecturer
T: 01695 657680
BMI Hospitals Salford Royal NHS Foundation Trust Royal Bolton Hospital NHS Foundation Trust
Bernie Pennington Senior Lecturer
T: 01695 657160
Janet Micallef Senior Lecturer
T: 01695 657155
Wrightington, Wigan and Leigh NHS Foundation Trust The Christie NHS Foundation Trust
Adele Nightingale Senior Lecturer
T: 01695 657156
The Pennine Acute Hospitals NHS Trust
David Lawson Lecturer
T: 01695 657145
Central Manchester University Hospitals NHS Foundation Trust Royal Manchester Children's Hospital The Pennine Acute Hospitals NHS Trust BMI Hospitals
Manchester
Macclesfield Hospital Wythenshawe Hospital Stepping Hill Hospital
Leighton Hospital, Crewe Tameside Hosptial NHS Foundation Trust Capio Private Hospital Trafford General Hospital
NB Manchester phones within Faculty of Health and Social Care, Armstrong House have Ormskirk phone codes for ease of internal use.
Faculty of Health and Social Care St Helens Road Ormskirk Lancashire L39 4QP
edgehill.ac.uk/health