Mentoring, Learning and Assessment in Clinical Practice

Ci Ci Stuart

Description

This is a ‘how to do it’, practice-centred book, providing workable educational strategies to assist busy practitioners supervise and support the learning and assessment of learners during clinical placements, to achieve valid and reliable assessments. All strategies are underpinned by a solid theoretical and evidence base. The complexity and challenges of mentoring, learning and assessing in the clinical setting are specifically addressed.

• particular focus on the management of the non-achieving and failing student, with reference to extensive, recent work on mentoring, learning and assessment of clinical practice
• critical exploration of professional accountability and associated legal ramifications surrounding learning and assessment of clinical practice
• detailed consideration of how to use a model for learning from experience as a framework to facilitate experience-based learning
• extensive reference to the legislation, standards and guidelines on pre-registration health care education published by the Nursing and Midwifery Council (NMC) and the Health and Care Professions Council (HCPC)
• additional material on the monitoring and assessment of professional conduct and behaviours.

• direct reference to the mentoring and assessment of health care students in professions regulated by the Health and Care Professions Council (HCPC)
• reference to the Disability Act of 2010, and more detailed discussion on how to meet the needs of students with special needs, in particular students with dyslexia
• new appendix providing a comprehensive list of professional behaviours for assessment.

Sujets

• Medical
• Médecine
• Nursing
• Leadership
• Management

Informations

• Publié par: Churchill Livingstone
• Date de parution: 10 juillet 2013
• Nombre de lectures: 0
• EAN13: 9780702047039
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

Mentoring, Learning and Assessment in Clinical Practice

A guide for nurses, midwives and other health professionals

THIRD EDITION

Ci Ci Stuart, BAppSci MED RN RM MTD City & Guilds Work Based Assessors’ Awards D32 & D33 Senior Lecturer in Nursing and Midwifery, Faculty of Health and Wellbeing, Sheffield Hallam University, Sheffield, UK

Table of Contents

Cover image

Title page

Copyright

Preface

Acknowledgements

Introduction

Terminology

Chapter 1: The purposes and nature of assessment and clinical assessment Introduction The Nature Of Assessment

The Purposes Of Assessment

Assessment In Clinical Practice Conclusion

Chapter 2: Responsibility and accountability surrounding clinical assessment

Introduction

Accountability And Professionalism

Accountability And Responsibility

Accountability For The Assessment Of Clinical Practice

Issues And Dilemma Of The Mentor–Assessor Interface Conclusion

Chapter 3: What do we assess? Introduction Pre-Registration Health Care Education Requirements In The UK

The Nature Of Competence

The Outcomes-Based Competency Approach To Professional Education And Assessment Conclusion

Chapter 4: How do we assess?

Introduction

Triangulation

Assessment Methods

Selecting And Combining Methods Of Assessment Conclusion

Chapter 5: Conducting defensible and fair assessments Introduction The Key Concepts Of Conducting Defensible And Fair Assessments Conclusion

Chapter 6: Assessment as a process to support learning Introduction Continuous Assessment Of Clinical Practice Formative Assessment

Feedback In Assessment

Summative Assessment

Engaging In The Process Of Continuous Assessment

The Learning Contract And The Assessment Plan

Period Of Supervised Clinical Practice And Formative Assessment

The Final Meeting/Discussion Session And Summative Assessment Conclusion

Chapter 7: Monitoring progress, managing feedback and making assessment

decisions Introduction Managing Feedback

Monitoring Progress

Making Assessment Decisions

Managing Some Assessment Problems Conclusion

Chapter 8: The clinical environment as a setting for learning and professional development

Introduction

The Clinical Learning Environment

Quality Assurance Conclusion

Chapter 9: Learning through clinical practice: unearthing meaning from experience Introduction Experience-Based Learning

The ‘Model For Learning From Experience’

Framework To Review Learning Through Processing Of Experience

Experiential Learning And Continuing Professional Development Conclusion

Appendix 1: Declaration of good health and good character in support of an application for admission to a part of the NMC’s professional register

Appendix 2: Sample unit with its elements and one element of competence with its associated performance criteria

Appendix 3: Skills checklist

Appendix 4: Professional behaviours inventory

Appendix 5: Checklists for the clinical learning environment

Index

Copyright

© 2013 Elsevier Ltd. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website:www.elsevier.com/permissions. This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein). First edition 2003 Second edition 2007 Third edition 2013 ISBN 978-0-7020-4195-2 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress

Notices Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary. Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility. With respect to any drug or pharmaceutical products identified, readers are advised to check the most current information provided (i) on procedures featured or (ii) by the manufacturer of each product to be administered, to verify the recommended dose or formula, the method

and duration of administration, and contraindications. It is the responsibility of practitioners, relying on their own experience and knowledge of their patients, to make diagnoses, to determine dosages and the best treatment for each individual patient, and to take all appropriate safety precautions. To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein.

Printed in China

Preface

Ci Ci Stuart Having a book published is a ‘scary’ affair. You never know how it will be received and whether it will be used at all. The writing of the first edition of this book represented my very first aempt at book writing. I made the aempt because I wanted to disseminate my ideas of what I saw are workable strategies to help busy practitioners supervise and assess learners to achieve validity and reliability of assessments conducted; conversations I have had with practitioners who supervise and assess student learning during their clinical placements raised numerous issues about this role. Questions such as ‘How do I know I am assessing what I should at the correct level?’, ‘How do I know how much to allow the student to do?’, ‘W hat do I do if a student is not progressing?’ were raised frequently. A common comment was ‘I simply do not have enough time to give my student as much as I wish to.’ The message that was given was ‘We want to know how to do it so that we can get on with it.’ This informed the approach I took then which was to write a ‘how to do it’ book. I aempted to provide the ‘why’ behind the teaching, learning and assessment strategies suggested by referring to the theoretical and evidence base that underpins educational and assessment practice, with particular reference to that body of knowledge on learning and assessment of clinical practice. On being asked to bring out a third edition, I read through the previous edition and mulled over the solicited comprehensive reviews carried out by a number of professional colleagues. I agreed with them that, since the publication of the second edition, there have been a number of changes in the recommendations, policies and standards made by the N ursing and Midwifery Council (N MC), Health and Care Professions Council and the D epartment of Health (D oH) about pre-registration programmes and the support of learning and assessment in clinical practice (NMC 2008MC brought out the). The N Standardsfor pre-registration nursing and midwifery education in 2010a and 2009, respectively. TheseStandardsthe replace Standards of Proficiencyince 2005 the Health and Care Professions Council brought out in 2004. S has been bringing outStandards of Proficiencyn allthe professions it regulates. I  for professions there is, again, particular reference to the necessity to train healthcare students for ‘fitness to practise’; the crucial contribution of practice learning and assessment to achieve this is again emphasized. You will not disagree with me when I say that only practitioners who are ‘fit to practise’ should be allowed on to the professional register. Fitness to practise means having the skills, knowledge, good health and good character to practise safely and effectively (N MC 2010b,HCPC 2010). Therein lies a major problem: there are practitioners on the professional registers whose fitness to practise were questionable prior to initial registration. The issue of ‘failure to fail’ is a continuing problem in all professions, both nationally and internationally. T he section that deals with the management of assessment problems, including the situation where students have to

be failed, has been expanded. I have also aempted to provide a synopsis of the key reasons for ‘failure to fail’ from studies conducted by various professional groups in health care to increase understanding of why assessors give students the benefit of the doubt. To broaden the perspective and discussion around ‘fitness to practise’, the section on professional behaviours has been expanded. The complexity and challenges of facilitating learning in the clinical seing remain largely unchanged over time. O ne of these challenges is supporting students with special needs, including those with dyslexia. The section on how best to support these students has been expanded to include a discussion of strategies to assist the practice educator in meeting the particular learning needs of these students so that they may have successful and fulfilling clinical placement experiences. I n the healthcare professions, competence to perform complex and technical problems only is now increasingly challenged by the public and the professions themselves. There is an expectation that the personal aributes of practitioners are also developed as these are necessary for effective professional practice. I t is particularly challenging to assess professional conduct, values and ethics. The assessment of this important aspect of a student’s development has been discussed in more detail. There is an inclusion of an assessment tool in4A ppendix  to assess those professional behaviours that reflect the professional conduct, values and ethics expected of health care students. We carry on having to deal with whatRowntree (1987:ix)refers to as ‘the timeless, enduring issues underlying our changing assessment practices’. W hen working on this edition, I have held on to my views of what I perceive to be workable and sound learning and assessment strategies. A lthough I have referred to some more educational theory and more recent work on the support of learning and assessment in clinical practice, I have not changed the essence of the clinical learning and assessment strategies used in the previous edition. I n the preface to the first edition I said that clinical seings provide the unique learning experiences and opportunities to assist students to undergo professional socialization positively and develop the competence for professional practice that cannot be readily acquired elsewhere. This means that, during clinical placements, learning needs to be actively facilitated and evaluated; it should not be left to chance. The clinical experience for students should be much more than just learning what to do and how to do it: it should be about the education of students who will one day be our professional peers, colleagues and co-learners.Robertson et al (1997:174) point out that a ‘major metamorphosis that must occur in the student clinician is the transformation from dependent, non-skilled, apprenticed technician into an independent, responsible, skilled, self-evaluating professional’. I n participating in clinical education, the practitioner who is the practice educator to learners is challenged to empower the learner to reach those goals. A s in the previous editions, I have aempted to keep to an accessible style and used personal overtones. I have chosen the laer approach because I want to convey that in my present role as educator with responsibility for student learning in both theory and practice I engage with those educational processes that I write about. I hope those readers who prefer a more detached style of writing will not feel uncomfortable reading the text. I have kept to the ‘how to do it’ approach as I still believe that busy practitioners are more likely to look for teaching and learning strategies that are both workable and manageable. This book is intended for the practice educators of clinical practice in the nursing,