Key Issues on Mentoring in Key Issues on Mentoring in Work- -Based - PowerPoint PPT Presentation

Key Issues on Mentoring in Key Issues on Mentoring in Work- -Based Learning Based Learning Work Dr Charlotte Ramage Ramage Dr Charlotte Work- -Based Learning coordinator Based Learning coordinator Work Institute of Nursing & Midwifery Institute of Nursing & Midwifery Brighton University Brighton University

Background Background � Making a Difference 1999 Making a Difference 1999 � � NHS Plan 2000 NHS Plan 2000 � � Working together Learning together 2001 Working together Learning together 2001 � � Learning for Everyone 2002 Learning for Everyone 2002 � � Clinical Governance Clinical Governance �

Advisory standards for mentors and Advisory standards for mentors and mentorship mentorship � Knowledge base Knowledge base � � Course Development Course Development � � Facilitation of Learning Facilitation of Learning � � Assessment Assessment � � Role Modelling Role Modelling � � Communication and Working relationships Communication and Working relationships � � Creating an environment for learning Creating an environment for learning � � Improving practice Improving practice � (DOH/ENB 2001 Preparation for mentors and teachers) (DOH/ENB 2001 Preparation for mentors and teachers)

Knowledge base in order to: Knowledge base in order to: � Identify and apply evidence base for Identify and apply evidence base for � practice practice � Engage in curriculum planning Engage in curriculum planning - - the the � relationship between content and relationship between content and political,economic, social professional political,economic, social professional climate climate � Develop and utilise assessment tools Develop and utilise assessment tools �

Course Development Course Development � Contribute to development and review of courses Contribute to development and review of courses � � 1.Curriulum development for individual learners 1.Curriulum development for individual learners � � 2. 2. Curriulum Curriulum development as a programme of development as a programme of � learning within a department. learning within a department.

Issues to consider Issues to consider � 1. Individual 1. Individual � 2. Packaged Learning 2. Packaged Learning � � � Always front loaded re Always front loaded re � Initially time consuming Initially time consuming � � effort for mentors, learners but later easier to manage effort for mentors, learners but later easier to manage and educational advisors. and educational advisors. � taught sessions taught sessions- - � � Learning responsive to � Learning responsive to occupational socialisation occupational socialisation learner need = ownership (Cahill 1996 and Neary Neary learner need = ownership (Cahill 1996 and of learning = high levels 2000) of learning = high levels 2000) of motivation of motivation � � Learning materials Learning materials � Need to devise responsive Need to devise responsive produced � produced assessment strategies assessment strategies � Assessment strategies Assessment strategies �

Learning Agreements Learning Agreements � Learning outcomes are clear statements Learning outcomes are clear statements - - � link directly with evidence required- - link directly with evidence required academic level and credit rating are also academic level and credit rating are also apparent apparent � Mentor is clear about the resources they Mentor is clear about the resources they � may need to assist the learner to mobilise may need to assist the learner to mobilise � Mentor is clear about the types of learning Mentor is clear about the types of learning � activities that they need to facilitate and activities that they need to facilitate and assess. assess.

An example An example • LO: Critically explore the theories of health promotion and make links to clinical practice. • Evidence: A critical review of the literature in theories of health promotion will be presented. In addition reflective accounts and the final summary report will show how I have made links between the theory and practice.

An example An example LO: To develop skills to perform an IPR LO: To develop skills to perform an IPR Activities: Activities: � To familiarise self with organisational policy To familiarise self with organisational policy � � To read the literature in this field and summarise To read the literature in this field and summarise � the key issues. the key issues. � To observe an IPR To observe an IPR � � To conduct an IPR with supervision and to reflect To conduct an IPR with supervision and to reflect � on the process of doing an IPR on the process of doing an IPR

An example An example � LO: To devise appropriate learning outcomes for LO: To devise appropriate learning outcomes for � nursing staff in achievable steps in the form of a nursing staff in achievable steps in the form of a working document concerning manual handling. working document concerning manual handling. � Evidence: To include a document for nursing staff Evidence: To include a document for nursing staff � on manual handling. The document will outline on manual handling. The document will outline the learning outcomes and the structure of the the learning outcomes and the structure of the training sessions along with supportive , evidence training sessions along with supportive , evidence based information on knowledge of legislation, based information on knowledge of legislation, risk assessment and ergonomics, back injury and risk assessment and ergonomics, back injury and anatomy and physiology of the spine and the anatomy and physiology of the spine and the outline of how the practical session is managed. outline of how the practical session is managed.

Assessment in order to: Assessment in order to: � Demonstrate a good understanding of Demonstrate a good understanding of - - � implement approved systems. implement approved systems. � Equity in assessment Equity in assessment - - QAA QAA � � A need for level descriptors to assess WBL A need for level descriptors to assess WBL � activity. activity. � A need for tools to assess practice skills / A need for tools to assess practice skills / � competencies - - the actual skills itself needs the actual skills itself needs competencies to be identified, clarified and explicated to be identified, clarified and explicated

What can mentors assess? What can mentors assess? � Marking reflective accounts Marking reflective accounts � � Marking Practice Skills Marking Practice Skills � � Mentor report Mentor report �

What support does HE offer mentors What support does HE offer mentors � Information on WBL Information on WBL � � WBL Project Group WBL Project Group � � Introduction to WBL for mentors and learners Introduction to WBL for mentors and learners � � Educational Advisor to assist with development of Educational Advisor to assist with development of � learning agreement learning agreement � Skills Data Bank Skills Data Bank � � Handbook Handbook � � Opportunity to engage in a WBL module to Opportunity to engage in a WBL module to � explicate mentoring role explicate mentoring role

Communication and working Communication and working relationships relationships � - - The provision of ongoing and constructive support for The provision of ongoing and constructive support for � learners learners � - - The development of effective relationships based on The development of effective relationships based on � mutual trust mutual trust � Relationship Domain Relationship Domain � Mutuality, Reciprocity, Particularity.Graceful Care Mutuality, Reciprocity, Particularity.Graceful Care (Titchen Titchen 2003) 2003) ( � The length of the relationship The length of the relationship � � � How to maintain effective relationships with mentors How to maintain effective relationships with mentors � Visiting lecturer (VL) and Module leader status Visiting lecturer (VL) and Module leader status �

Creating an environment for learning Creating an environment for learning � - - Contribute to development and maintenance of the Contribute to development and maintenance of the � learning environment learning environment � - - Implement quality audit tools Implement quality audit tools � � Working and learning Working and learning � � Learning styles Learning styles � � Mentor role in facilitation of learning Mentor role in facilitation of learning � Conciousness raising, raising, problemtisation problemtisation, self reflection, , self reflection, Conciousness critique critique � Tutorial support Tutorial support- - tutorials, ALS, resource, guidance on tutorials, ALS, resource, guidance on � programme development, On line learning programme development, On line learning

Work- -based learning is not: based learning is not: Work � an easy option for learners an easy option for learners � � a cheaper option for organisations a cheaper option for organisations � � a means for lecturers to put most of the a means for lecturers to put most of the � burden for generating and supporting burden for generating and supporting learning opportunities on over- -stretched stretched learning opportunities on over practitioners practitioners