Preceptor. Mentoring. Personal Coach. Companion. Critical. Resource Facilitator. Practice Teacher ASSESSOR

Transcription

1 Preceptor Glossary of titles associated with Practice Education support roles used for Nursing and Midwifery in NHS Education for Scotland (NES) Mentoring Practice Teacher Education Supervisor Critical Companion Preceptor ASSESSOR Resource Facilitator Personal Coach Practice Education Facilitator Clinical Coach Facilitator

2 Mapping of Nursing and Midwifery Practice Education Support s A scoping exercise was undertaken to identify the terms used to describe the support role functions for individuals undertaking s of nursing and midwifery education developed by NHS Education for Scotland. The purpose of the support role/s related to each was described together with definitions from the and other sources. The findings highlight the multiplicity of support roles across nursing and midwifery s and also the variance in the function of each role, a fact that is supported in the by Lambert & Glacken (2004). It is also acknowledged that the definitions and meanings attached to these roles differ depending on the support needs of the learner and the context of the learning. This is most noted in the interchangeability of the use of the term mentor (Morton-Cooper, A.& Palmer, A. (2000), Bray, L. & Nettleton, P. (2007)) and was also evident in this scoping exercise. As a result of this exercise a matrix has been produced to assist developers of nursing and midwifery educational s to identify appropriate support role function/s which may provide some consistency of terminology for those who support learning in the workplace. The roles are presented below using three broad support functions as organising domains: personal support function, professional support function and regulatory/statutory support function. Personal support functions according to Morton-Cooper & Palmer (2000) are centred on individual growth and development and may include aspects such as providing help, advice, acting as a guide or role model and enabling or supporting others to achieve their potential. Professional support functions are normally fulfilled by practitioners who are experienced or skilled in a particular area/aspect of practice. This function may include aspects such as teaching and assessing, providing professional leadership, acting as a supervisor or a facilitator of learning. Regulatory/statutory functions are mandatory for s that are approved by bodies such as the Nursing/Midwifery Council or the Scottish Qualifications Authority. The responsible body will normally specify the nature and preparation of the support role required. Under each of these functions, specific support roles are identified and the purpose of the role described. While similar role descriptions are presented together, there is not necessarily any overlapping relationship between these roles. The relationship of each role with specific nursing and midwifery s and referenced sources can be found in Appendix 1. This document will remain as an electronic resource that will be updated annually by the practice education team. 2

3 Guidance on selecting appropriate titles for future educational support roles consider the nature of learning within the context of the nursing and midwifery educational solution being developed identify the actual or potential requirements for learners in relation to personal support, professional support or regulatory requirements select the most appropriate support function/s from the matrix of roles presented identify the support role title and justify the purpose of the selected role 3

4 Matrix of Practice Education Support s Personal Support Function Professional Support Function Regulatory/Statutory Function Mentor Draws on a coaching approach and facilitating self-directed learning within s. Acts as a role model, assists in the prioritisation and setting of goals and encourages transfer of learning into practice. Someone who provides an enabling relationship that facilitates another s personal growth and development. The relationship is dynamic, reciprocal and can be emotionally intense. Within such a relationship the mentor assists with career development and guides the mentee through the organisational, social and political networks. Morton-Cooper & Palmer (2000). Mentor/ Supervisor Support and sharing of learning from working through self learning pack/ s. Confirmation that learning outcomes and competencies have been achieved. Supports individuals to meet their identified learning needs. Assists with reflection. Mentor An NMC mentor has the knowledge and skills to support and assess students in practice undertaking NMC-approved s that require a mentor as a mandatory requirement and that lead to registration or a recordable qualification on the register. Formal preparation as a mentor required (NMC 2008). 4

5 Personal Support Function Professional Support Function Regulatory/Statutory Function Buddy Adviser Peer support network. Colleague of equal status, forming a collaborative relationship that is mutual and non-competitive. Morton-Cooper & Palmer (2000). Advice in terms of career/ study/social issues. Clinical Coach Practice Educator A nurse/midwife who will provide clinical leadership and facilitate evidence-based practice and improved patient outcomes through local care. Requires to be a clinical expert. Nurses/midwives who have a postgraduate qualification and have a recognised teaching role within the clinical area. Requirement: postgraduate certificate/diploma. Practice Teacher Assessor A NMC practice teacher has the knowledge and skills to support and assess students in practice undertaking NMC approved s that require a practice teacher as a mandatory requirement and that lead to registration or a recordable qualification on the register. Formal preparation as a practice teacher required. (NMC 2008). An individual who is competent to assess vocational qualifications and other Scottish competence based units. Undertake SQA Assessor A1 unit. 5

6 Personal Support Function Professional Support Function Regulatory/Statutory Function Resource Facilitator Personal Coach Provides access to resources, shares experiences and information. Facilitates personal development. Relates to individual as a partner. Does not need to be a subject expert. Practice Education Facilitator To maximise the number of student nurses and midwives who can be supported within clinical practice areas, in both hospital and community settings. To support mentors to ensure that the student experience is of the highest quality and enables the greatest benefit from the individual clinical learning experience. To ensure support and supervision for staff engaging in CPD/ educational s which ultimately lead to practice development and improved services for patients and clients. Requirements: on nursing/ midwifery part of register. Preceptor Verifier Provides a formal period of support to all newly registered nurses and midwives, under the guidance of a preceptor for a period of about four months. (NMC 2002). Requirements: a first level registered nurse or midwife who has normally had at least 12 months (or equivalent) experience within the same area of practice as the practitioner requiring support. No formal preparation required. An individual who is competent to verify vocational qualifications and other Scottish competencebased units. Undertake SQA verifiers unit. 6

7 Personal Support Function Professional Support Function Regulatory/Statutory Function Critical Companion A helping relationship in which an experienced facilitator accompanies another on an experiential learning journey, using methods of high challenge and high support in a trusting relationship. The overall purpose of critical companionship is to enable others to practice in ways that are person centred and evidence based. Used to support and develop high level critical reflection and metacognitive skills to enable individuals to interrogate their own practice and continually develop their learning. Titchen (2003). Education Supervisor Clinical Supervisor Assists in devising a learning development plan and learning outcomes. Supports the identification of learning activities and support, encourages and provides feedback in developing evidence of achievement. Assesses the overall evidence of achievement. Provides clinical guidance, expertise and facilitates the candidate s clinical experience and may act as an assessor. 7

8 Personal Support Function Professional Support Function Regulatory/Statutory Function Facilitator Acts as a facilitator of learning. A skilled practitioner who provides an understanding of the nature of professional practice through the provision of learning opportunities and supportive intervention. Morton-Cooper & Palmer (2000). Supervisor A skilled practitioner who observes, assesses, advises and practices with another to enable him/her to attain professional skills. The degree of supervision should reflect the personal development and competence of the less experienced learning individual. Morton-Cooper & Palmer (2000). 8

9 Appendix 1 Scoping of Nursing and Midwifery Educational Support s The information in the following table is presented in relation to existing NHS Education for Scotland Nursing and Midwifery educational solutions. Included are some examples of relevant external sources where a support role is identified. The term used to describe the support role and the purpose of the role, as defined in the document, is identified. Reference is also made to definitions provided in the where available. Any formal or requirements associated with the role are also identified. This document is located on the NES website and will be updated on an annual basis by the practice education team to reflect new educational solutions and the roles which support them. Programme s to describe Mentor of role used An NMC mentor is a registrant who has met the outcomes of stage 2 of the NMC (2008) developmental framework and who facilitates learning, and supervises and assesses students in a practice setting. National Approach to Mentor Preparation An NMC mentor is a registrant who, following successful completion of an NMC-approved mentor preparation - or comparable preparation that has been accredited by an approved education institution (AEI) as meeting the mentor requirements. (NMC 2008, p19). Undertake a NMC approved mentor or mapping of prior experience/qualification against NMC (2008) mentor outcomes. 9

10 Programme National Guidance for Practice Teacher Preparation s to describe Practice Teacher of role used An NMC practice teacher is a registrant who has gained knowledge, skills and competence in both their specialist area of practice and their teaching role, meeting the outcomes of stage three of the developmental framework, and who facilitates learning, supervises and assesses students in a practice setting. Flying Start Mentor A light touch mentor, drawing on a coaching approach and facilitating self-directed learning within the. Acts as a role model, assist in the prioritisation and setting of goals and encourages transfer of learning into practice. Draws on the same skills used for pre-registration s. A practice teacher is required to be in place to supervise and assess SCPHN students. (NMC 2008, p6). Someone who provides an enabling relationship that facilitates another s personal growth and developmentthe mentor assists with career development and guides the mentee through organisational, social and political networks. Morton-Cooper & Palmer (2000). Would normally be expected to have undertaken mentorship preparation. Undertake a NMC approved practice teacher or mapping of prior experience/qualification against NMC (2008) practice teacher outcomes. Would normally be expected to have undertaken mentorship preparation. 10

11 Programme s to describe Clinical Supervisor of role used Provides clinical guidance, expertise and facilitates the candidate s clinical experience and acts as an assessor. Scottish Multiprofessional Development Programme- Routine Examination of the Newborn Course A professional practitioner who provides an interactive professional partnership, where there is shared responsibility for stimulating critical reflection, reviewing and assessing personal performance, as well as providing support and emotional refreshment. Morton-Cooper & Palmer (2000). Coaching is a process that enables learning and development to occur and thus performance to improve. To be a successful coach requires a knowledge and understanding of the process as well as a variety of styles, skills and techniques that are appropriate to the context in which the coaching takes place. Parsloe & Wray (2000). May be a neonatal/ paediatric consultant, registrar, appropriate trained midwife or advanced neonatal nurse practitioner. Early Clinical Career Fellowships (ECCF) Clinical Coach A nurse/midwife who will provide clinical leadership of the fellows and facilitates evidence-based practice and improved patient outcomes. Professional-expert/ advanced nurse/midwife who is clinically based. Located outwith fellow s clinical area. (ECCF) continued Mentor Personal support function Experienced mentor 11

12 Programme s to describe of role used Maternity Care Asistants Assessor An individual who is competent to assess vocational qualifications and other Scottish competence based units. Maternity Care Assistants Verifier An individual who is competent to assess vocational qualifications and other Scottish competence based units. Cleanliness Champion Mentor/Supervisor Support and sharing of learning from working through Cleanliness Champion self learning pack/. Confirms that learning outcomes and competencies have been achieved. Scottish Qualifications Authority Scottish Qualifications Authority Someone who provides an enabling relationship that facilitates another s personal growth and development. The relationship is dynamic, reciprocal and can be emotionally intense. Within such a relationship the mentor assists with career development and guides the mentee through the organisational, social and political networks. Morton-Cooper & Palmer (2000). Undertakes assessor A1 unit or national approach to mentor preparation (Scottish Qualifications Authority 2002). Undertakes SQA verifiers preparation-v unit (Scottish Qualifications Authority 2002). Not a recordable or registrable qualification. May or may not work in same area. May or may not be from the same discipline. 12

13 Programme s to describe of role used Practice Education Facilitator Practice Education Facilitator To maximise the number of student nurses and midwives who can be supported within clinical practice areas, in both hospital and community settings. To support mentors to ensure that the student experience is of the highest quality and enables the greatest benefit from the individual clinical learning experience. To ensure support and supervision for staff engaging in CPD/ educational s which ultimately lead to practice development and improved services for patients and clients. The practice education facilitator (PEF) nursing and midwifery role is to provide coordination, facililitation and support for work-based mentors of students at both pre and post-registration level, and practitioners involved in ongoing professional development activity. Registered nurse/midwife mentor. 13

14 Programme s to describe of role used Children and Young People s Health Facilitator Acts as a facilitator of learning. A skilled practitioner who provides an understanding of the nature of professional practice, through the provision of learning. More experienced member of staff. Opportunities and supportive intervention. Morton-Cooper & Palmer (2000). 14

15 Programme s to describe of role used Advanced Practice Critical Companion A helping relationship in which an experienced facilitator accompanies another on an experiential learning journey, using methods of high challenge and high support in a trusting relationship. The overall purpose of critical companionship is to enable others to practice in ways that are person-centered and evidence-based. Used to support and develop high level critical reflection and metacognitive skills to enable individuals to interrogate their own practice and continually develop their learning. Titchen (2003). Will support individuals meet their identified learning needs. As noted under purpose of the role. Would normally be a health professional however individual must have attributes to facilitate development within role. Attend a day s preparatory workshop. Experienced facilitator within practice. 15

16 Programme s to describe of role used Advanced Practice Mentor Will support individuals to meet their identified learning needs. Review of Nursing in the Community Education Supervisor To assist in devising learning development plan including learning outcomes. To provide support in the identification of learning activities. To provide support, encouragement and feedback in developing evidence of achievement. To assess the overall evidence of achievement. Professional support function. Professional support function. None unless a recordable qualification. Mentor would have required knowledge and skills to meet identified learning needs. Lecturer or equivalent from higher education institution. Awareness of educational and transitionary arrangements. 16

17 Programme s to describe Practice Based Facilitator of role used Provides support in the facilitation of the practitioner s development specific to the area of knowledge and skills under development. Has a mentoring role which includes verification of contents of portfolio. Mentorship and facilitation skills essential. Review of Nursing in the Community (continued) Professional support function. Should have mentoring experience. Awareness of educational and transitionary arrangements. Normally evidence of degree level study in teaching, learning and assessment. Future aim to meet the NMC standards to support Learning and Assessment in Practice (2008), at practice teacher level. New to Forensic Mental Health Mentor Assist with reflection on written materials and associated case studies. Acts as a guide to stimulate and challenge. Professional support function. May or may not be the same grade or background but will be an experienced worker in service with significant underpinning knowledge base in forensic mental health care. Required to meet specific criteria (Scottish Executive 2006). Nurse Independent/ Supplementary Prescribers Programme Designated Medical Practitioner (DMP) Provides support to students on a nurse independent/ supplementary prescribers of preparation. The DMP has a critical and highly responsible role in educating and assessing the non-medical prescriber and assuring competence in prescribing (Scottish Executive 2006). 17

18 Programme s to describe Mentor of role used An NMC mentor is a registrant who has met the outcomes of stage 2 of the NMC (2008) developmental framework and who facilitates learning, and supervises and assesses students in a practice setting. Open University - pre-registration An NMC mentor has the knowledge and skills to support and assess students in practice undertaking NMC-approved s that require a mentor as a mandatory requirement and that lead to registration or a recordable qualification on the register. Professional support function. Undertake a NMC approved mentor or mapping of prior experience/ qualification against NMC (2008) mentor outcomes. Open University - pre-registration Supervising Practitioners (previously associate mentors) Students undertake a minimum of one period of practice learning outwith their normal place of practice learning. In this case, a supervising practitioner will facilitate, support and supervise the students practice learning. If undertaking summative assessment requires to be an NMC mentor. No specific requirements. 18

19 Programme Open University - pre-registration s to describe Buddy of role used Well established student to support new student through. NMC Preceptor As per NMC role Newly qualified registered nurses are supported by a more experienced registered nurse colleague over an initial period of employment. This will enable them to consolidate their education, develop confidence in their new role and ensure that they are able to make the transition from student to accountable practitioner. (NMC website). Royal College of Nursing - CPD s Someone considered a colleague of equal status, forming a collaborative relationship that is mutual and non competitive. Morton-Cooper & Palmer (2000). Requires to be a first level registered nurse/midwife who normally has at least 12 months experience within the same area of practice NMC (2002). All newly registered nurses and midwives should have a formal period of support, under guidance of a preceptor for a period of about four months. Career Coach To support learners. Professional support function. Informal support mechanism. No formal qualifications but should be prepared for role. Clinical peers. 19

20 Programme s to describe of role used Out of Hours Supervisor Act as a role model and assessor. A skilled practitioner who observes, assesses, advises and practices with another to enable him/her to attain professional skills. The degree of supervision should reflect the personal development and competence of the less experienced learning individual Morton-Cooper & Palmer (2000). Most assessors are general practitioners. 20

21 References and Useful Reading Bray, L & Nettleton, P (2007), Assessor or Mentor? confusion in professional education, Nurse Education Today, 27, Clutterbuck, D and Megginson, D (1999), Mentoring Executives and Directors Lambert, V.& Glacken, M (2004), Clinical Support s: A Review of the Literature, Nurse Education in Practice, 4, Moore L (2007), Ethical and Organisational Tensions for Work-based Learners, Journal of Workplace Learning, Morton-Cooper, A & Palmer, A (2000), Providing A Professional Support Framework in A Guide to Professional s in Clinical Practice, 2nd ed. Oxford, Blackwell Science Nursing and Midwifery Council (2002), Supporting Nurses and Midwives Through Life-long Learning, London, NMC Nursing and Midwifery Council (2008), Standards to Support Learning and Assessment in Practice, London, NMC Parsloe, E & Wray, M (2000), Coaching and Mentoring: Practical Methods to Improve Learning, London, Kogan Page ltd Scottish Executive (2006) Non-Medical Prescribing in Scotland, Edinburgh, SEHD Scottish Qualifications Authority (2002), Unit Assessment Guidance for SVQs in Learning and Development at levels 3,4 and 5: Section 2, Edited Extract-Employment NTO assessment strategy (including A and V Units), Glasgow, SQA The Open University (2007), Pre-Registration Nursing Programme: Supporting Practice Learning: A Resource Handbook, Milton Keynes, OU Titchen, A. (2003), Critical Companionship Part 1, Nursing Standard, 18 (9)

22 Preceptor Mentoring Practice Teacher Education Supervisor published in 2009 by Critical Companion Preceptor ASSESSOR Resource Facilitator Personal Coach Practice Education Facilitator Clinical Coach NHS Education for Scotland (NES) Floor 5, Thistle House 91 haymarket Terrace Edinburgh EH12 5HD Facilitator 22