The Continuity of Practice Assessment Record – update:

A change in the mentor’s role

As stated in the last Mentorship Bulletin, each student (October 2007 cohort) entering practice will now be asking you to complete their Continuity of Practice Assessment Record. This is the new document that will follow the student’s progress throughout their training programme and will be used by the sign-off mentor, in the final semester, to verify that progress.

The new document is a compilation of all the Final Interviews: Assessment Results, Record of Outcomes not achieved, and Record of Professional Progress, for every placement throughout the student’s training. This now only includes a white and yellow copy – there willno longer be a pink copy. The white copy will remain in this document whilst the yellow copy will be removed by the Student’s Personal Tutor and retained in the School of Nursing.

Unfortunately, Problem One: some mentors have started to remove the yellow sheet and send them directly to the School of Nursing – Please note that this is not the process. It is important that mentors do not remove anything from this document. The student will submit the completed CPAR at the end of each semester to the Assessment Clerk according to the submission process. This is a summative assessment and students must follow the guidelines as their progress will be monitored (see CPAR page 6).

Practice Levels of the Skills Escalator (Bondy, 1983) – update:

Each student will be continuously observed during placement and assessed against the associated semester Practice Level Indicators in achieving Outcomes (C.F.P.) or Standards of Proficiency (Branch).

Whilst completing the Assessment Results: Outcomes (C.F.P.) or Standards of Proficiency (Branch) page, it is important to now state the Practice ‘Level Achieved’ = Level 1, 2, 3 or 4 and not justtick this box as previous – this isProblem Two. This change in process should help to monitor the student’s progression on the Skills Escalator.

Remember, “As a mentor you are professionally accountable when verifying the achievement of outcomes / standards of proficiency during the student’s placement with you. This assessment will contribute to the student’s progression during the course and admission to the professional register. Mentors should take this into account when completing the assessment documentation”, (CPAR, p.6).

Also note, “The School of Nursing will randomly audit the authenticity of this document”.

Please see ‘CPAR - Frequently Asked Questions’ on mentor website.

Preparation for the Registrant role.

According to the N.M.C. (2006) ‘Registrants’ are nurses, midwives and specialist community public health nurses who are currently entered in the NMC register. In order to fulfil the role it is important that the person:

Shares information with their colleagues and thereby:

“You must facilitate students and others to develop their competence” as stated in The Code: Standards of conduct, performance and ethics for nurses and midwives, (N.M.C., 2008, p.5).

The role of registrant will be occupied on completion of nurse training and once the qualification has been registered with theN.M.C. It is a requirement that all qualified staff undertaking mentor training have been qualified for at least one year. During that time, they are supposed to gain an awareness and fulfil the recommendations as stated in the eight domains and fourteen outcomes specific for the registrant role.

In the pre-registration programme, a three day preparation has been introduced to examine the three predominant roles of mentorship:

-Facilitation of learning,

-Assessment and accountability, and

-Creating an environment for learning.

The Registrant has to be aware of the eight domains and their associated fourteen Stage One outcomes. These will be introduced and examined as part of the new 3-day preparation. It is anticipated that this will also contribute to preparing the student for their role as ‘the buddy’.

The ‘Buddy System’ involving Student Nurses – reviewed.

The ‘buddy system’ was initially introduced in 2000 and continues to be an important part of the management experience for students in their final semester. Also known as the ‘peer support’ system, the senior student will hopefully be given the opportunity to work with a junior student in order to gain an awareness of the roles and responsibilities that will be expected of them as a Registrant.

The general aims of the Buddy System for senior students are to:

  • provide help and support to junior students
  • increase professional responsibilities, in particular the development of associate mentorship skills.

Acting as a ‘buddy’ the senior student will be able to share their experiences gained by helping their colleagues to:

  • Develop their practical skills and complete their Clinical Skills / Practice Assessment Record in preparation for the C.F.P. O.S.C.E.’s.
  • Construct their Student Portfolio of Evidence whilst achieving the practice based outcomes.

The Befriender Scheme - involving Health Care Assistants.

Therefore, it is important to correct the misconception that appears to exist in some practice settings. Whereas the junior student will be working with a senior student nurse as their buddy (where possible), they may also have a befriender. This is a separate supportive role that is undertaken by Health Care Assistants.

The role of the befriender may vary in different placements and includes:

  • Contributes to orientating a student to the practice placement, explaining the geography and the basic routine. This is a valued friendship that helps to establish effective working relationships and ensuring that the student nurse feels part of the healthcare team.
  • Explains the routine of the practice placement and the overall hospital culture.
  • Works with the student nurse to help develop practical skills taught in the School of Nursing, by the Mentor or the Buddy.