TRANSITION FOR MENTORS THE PRACTICE ASSESSOR A Pan

TRANSITION FOR MENTORS: THE PRACTICE ASSESSOR A Pan Midlands, Yorkshire and East of England Practice Learning Approach to the NMC (2018) Part 2: Standards for Student Supervision and Assessment May 2019. Compiled by JRF and CC on behalf of MYE PLG Developed by PAN Midlands Yorkshire and East Practice Learning Group for use and amendments under the Creative Commons licence. Details at https: //creativecommons. org/licenses/by-ncnd/3. 0/

FOR EXISTING MENTORS § An expectation that selected, experienced mentors will transition to the role of practice assessor. § You cannot be a practice supervisor and a practice assessor to the same student at the same time. § Mentor role is separated

WHO CAN BE A PRACTICE ASSESSOR? Type of student Nursing Associate Midwife Prescribing Practice Assessor Registered Nursing Associate or Registered Nurse Registered Midwife Type of student Nurse Practice Assessor Registered Nurse with appropriate equivalent experience of the students field of practice SCPHN Registered SCPHN/DN District with appropriate equivalent Nursing experience of the students field of practice Registered professional with NMC/HCPC and have been an independent/ supplementary prescriber for a minimum of 2 years

ALLOCATING PRACTICE ASSESSORS Hunt, L. A. (2019) Developing a Core of Steel: The Key Attributes of Effective Practice Assessors. British Journal of Nursing

PRACTICE ASSESSORS § Students should have a nominated Practice Assessor for each placement or part of the programme who is responsible for making the assessment decision about the student’s progress and achievement in practice. § When identifying a Practice Assessor their experience and ability to make robust objective assessment decisions needs to be considered. § You will need to think about how this will work in your placement area. If you are unsure, contact your Lead link Lecturer who will be able to advise you.

ROLES OF THE PRACTICE ASSESSOR Conduct assessments • Conduct assessments and ensure assessment decisions are informed by feedback from practice supervisors Make and record assessment decisions • Make and record objective, evidence based assessments on conduct, proficiency and achievement, drawing on documents, observations, student reflection and other resources Maintain current knowledge • Maintain current in knowledge and expertise relevant for proficiencies and programme outcomes Work in Partnership • Work in partnership with academic assessors to evaluate and recommend progression Opportunities to • Have sufficient opportunities to periodically observe the student across environments observe the student

PRACTICE ASSESSOR ROLE § Practice assessors assess and confirm the student’s achievement of practice learning for a placement or a series of placements. § Practice assessors do not need to be physically based or employed in each or any of the environments in which the student is placed. The practice assessor assesses the students overall performance for their practice learning, taking account of whether or not the relevant proficiencies and programmes outcomes have been met, and if they display the required values of their profession. They must have sufficient opportunities to observe the student across environments in order to inform their decisions. NMC 2018

PRACTICE ASSESSOR RESPONSIBILITIES As a Practice Assessor you have a key role in assessing and confirming the student’s proficiency providing assurance of student achievements and competence. This includes facilitating learning opportunities including any reasonable adjustments the student may need to get maximum benefit from the placement. You will observe the student, conduct and record student assessments informed by student reflections, feedback from Practice Supervisors and other relevant people to confirm achievement. You will liaise with the Academic Assessor scheduling communication at relevant points. There are numerous elements requiring assessment in practice. One or more Practice Supervisors can contribute to the assessment of some of the proficiencies in discussion with you, but they must be working in their scope of practice. CONTINUES ON NEXT SLIDE

PRACTICE ASSESSOR RESPONSIBILITIES CONTINUED FROM PREVIOUS SLIDE When assessing the student, you should take into account sources of evidence that encompass knowledge, skills, attitudes and the views of those receiving care. Comments should acknowledge those exceptional students who are exceeding expectations for their stage in practice or who have particularly commendable attitudes, behaviours, knowledge or skills. If the student is not meeting the required standards this should be highlighted as a development need. If there is a cause for concern or a fitness for practice issue that requires prompt action, an Action Plan should be instigated to address specific needs or concerns within a specified timeframe. In the event of this, seek guidance from the Academic Assessor and/or senior practice representative MYE PLG 2019

§ All students are also allocated an academic assessor each year § § § and you will need to liaise with this person. The allocation report you receive will tell you who the student’s academic assessor is and provide their contact details. It is your responsibility to make contact with the academic assessor so that you can jointly evaluate the student’s achievements and make a decision about recommending the student for progression at certain points on the programme. The way you communication with the academic assessor may vary, it might be face to face, via the telephone, email or through media such as skype. The academic assessor is also there to provide you and the student with support and guidance should you need this. It is important to contact the academic assessor immediately if you or the student are experiencing any challenges, difficulties or issues.

GIVING FEEDBACK § Take time to give feedback § Provide this as soon after an event as is practical § Ensure that your conversation is not being overheard § Plan the structure of your feedback so it is organised and easy to follow § Focus on both positives and areas for development/improvement § Give specific examples to illustrate § Make it objective § Be factual but non judgemental § Give the learner time to consider the feedback and respond § Link feedback to the outcomes and skills in the PAD

COMPLETING PRACTICE DOCUMENTS Practice Assessors can: § Induct the student to the placement and record this § Conduct initial and mid point interviews in collaboration with Practice Supervisors (PS) § Gather evidence from others including service users and PS to make objective decisions about whether the student has achieved learning outcomes, skills and proficiencies and record this in practice documents. § Discuss progress with the student and PS at agreed points § Create a Development Plan with students where it is identified that their abilities should progress further. This may be because a student is not reaching the required standard or equally because they are able to advance further. § Highlight concerns or issues when a student may need support at the earliest possible point with the Academic Assessor. § Feed back and discuss student achievements with Academic Assessor § Undertake the final interview and verify whether the student has reached the required standard in all required elements.

ANY QUESTIONS? § Your Link Lecturer or Programme Lead will be very pleased to answer any questions you may have about implementing this role, please don’t hesitate to contact them. § If you need help or support in implementing this role please contact us