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 Work-

• Based Learning

Based Learning

Dr Charlotte Dr Charlotte Ramage Ramage Work Work-

• Based Learning coordinator

Based Learning coordinator 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
• Always front loaded re

Always front loaded re effort for mentors, learners effort for mentors, learners and educational advisors. and educational advisors.

• Learning responsive to

Learning responsive to learner need = ownership learner need = ownership

• f learning = high levels
• f learning = high levels
• f motivation
• f motivation
• Need to devise responsive

Need to devise responsive assessment strategies assessment strategies

• 2. Packaged Learning
• 2. Packaged Learning
• Initially time consuming

Initially time consuming but later easier to manage but later easier to manage

• taught sessions

taught sessions-

• ccupational socialisation
• ccupational socialisation

(Cahill 1996 and (Cahill 1996 and Neary Neary 2000) 2000)

• Learning materials

Learning materials produced produced

• 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

• n the process of doing an IPR
• n 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

• n manual handling. The document will outline
• n 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

• utline of how the practical session is managed.
• utline 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 competencies -

• the actual skills itself needs

the actual skills itself needs 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 Conciousness raising, raising, problemtisation problemtisation, self reflection, , self reflection, 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 Work-

• based learning is not:

based learning is not:

• 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 learning opportunities on over-

• stretched

stretched practitioners practitioners

Work Work-

• based learning means:

based learning means:

• An alternative way of engaging in meaningful,

An alternative way of engaging in meaningful, relevant learning experiences that enhance relevant learning experiences that enhance professional roles and confidence to practice. professional roles and confidence to practice.

• Learners need a level of self determination, to be

Learners need a level of self determination, to be self directed and engage in deep learning self directed and engage in deep learning

• Supporting learners through mentorship and

Supporting learners through mentorship and personal tutor roles personal tutor roles

• Systems need to be in place for assessment and

Systems need to be in place for assessment and role clarification role clarification

• Overall a partnership activity between HE, the

Overall a partnership activity between HE, the work organisation and learners work organisation and learners