Implementing a sign off mentor preparation workshop—A tripartite approach

Durham, Wendy; Kingston, Pauline; Sykes, Christopher

doi:10.1016/j.nedt.2011.03.014

Cited by 8 publications

(20 citation statements)

References 14 publications

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“…It is assumed that a mentor training program could help them to reach their full personal and professional potential as well as to check whether they find this form of development attractive and satisfying [ 29 , 30 ]. Although a specialist in a given field is sometimes described as a mentor, being a successful mentor requires in fact more than expert knowledge and skills [ 20 ]. Many of the midwives participating in the MTP felt that they already acted as informal clinical mentors but did not know whether their teaching and leadership skills were sufficient for engaging in a formal mentoring process.…”

Section: Discussionmentioning

confidence: 99%

“…The selection and matching of mentors/mentees alone is not a guarantee of success [ 19 ]. A scenario outlining the stages of the mentoring process must be developed and the implementation carefully planned [ 20 ]. Formal mentorship training of candidates preparing them to act as mentors is a key component [ 18 – 20 ].…”

Section: Introductionmentioning

confidence: 99%

“…A scenario outlining the stages of the mentoring process must be developed and the implementation carefully planned [ 20 ]. Formal mentorship training of candidates preparing them to act as mentors is a key component [ 18 – 20 ]. Competencies for effective mentoring include ability to develop a stable, long-term relationship with the mentee, professional experience to share with them, good teaching skills and knowledge how to assess learning outcomes [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

“…Formal mentorship training of candidates preparing them to act as mentors is a key component [ 18 – 20 ]. Competencies for effective mentoring include ability to develop a stable, long-term relationship with the mentee, professional experience to share with them, good teaching skills and knowledge how to assess learning outcomes [ 20 ]. The experience of mentoring is increasingly perceived as reciprocal and teachers who act as mentors report improved productivity, work satisfaction and quality of life [ 21 , 22 ].…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of a Mentor training program for midwives in two hospitals in Warsaw, Poland - a qualitative descriptive study

Stefaniak

Dmoch-Gajzlerska

2021

BMC Med Educ

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Background Mentoring is a recognized, but still underutilized strategy for effective clinical training of midwifery students. The success of formally recognized course-embedded mentoring depends on adequate preparation of clinical teacher to act as mentors and effective developing of their mentoring skills. The aim of this study was to evaluate a Mentor Training Program for midwives, the first of its kind in Poland. Methods Twenty-one midwives who completed a dedicated Mentor Training Program organized by the Medical University of Warsaw (12–14 June 2017) participated in this study. In Stage 1, 7 days prior to the training course, the participants completed an online questionnaire that identified their motivations and expectations. In Stage 2, they assessed the training program they had completed as well as described any perceived needs of further mentor training. Subsequently a qualitative study of the data was performed using content analysis. Results In Stage 1, the participants expressed their interest in the Mentor Training Program mostly expecting to develop skills allowing them to implement mentoring in clinical training of student midwives. They were aware of the potential benefits of mentoring for hands-on instruction on the wards and wanted to gain knowledge of this strategy. In Stage 2, the overall satisfaction with the program was high, but the participants assessed their preparedness to act as midwifery mentors as inadequate. The results suggest that the Mentor Training Program should be further refined and expanded while the outcomes need to be evaluated in more detail by both new mentors and their trainers over a longer period of time, possibly after the participants have gained actual experience of mentoring in the clinical setting. Conclusion The participants described the Mentor Training Program as innovative, valuable and largely meeting their expectations. They gained knowledge of the concept of mentoring and its potential application in clinical training of midwifery students in Poland. Future mentor training programs should be expanded with a greater focus on developing, strengthening and applying mentoring skills in the clinical setting.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluation of a Mentor training program for midwives in two hospitals in Warsaw, Poland - a qualitative descriptive study

Stefaniak

Dmoch-Gajzlerska

2021

BMC Med Educ

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“…Once they have provided this evidence to the practice education facilitator within the organisation responsible for the live register, they can have this role annotated next to their name on the live register of mentors and practice teachers and are then entitled to sign off a student's proficiencies at the end of their final placement. A sign-off mentor must have the knowledge and skills to undertake a robust, equitable and fair assessment (Durham et al 2012). The sign-off mentor must spend one hour of protected time per week with the student (NMC 2008).…”

Section: Key Pointmentioning

confidence: 99%

Assessment and accountability: part 3 – sign-off mentors

Houghton

2016

Nursing Standard

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Assessment in clinical practice is a complex role undertaken by mentors and practice teachers. This article is the third of three articles about assessment in practice. Part one focused on the importance of assessment and identified assessment methods used in clinical practice, while part two discussed the importance of feedback and managing failing students. This article examines the concepts of responsibility and accountability as well as ethical issues for mentors and practice teachers in relation to the assessment process. The role of the sign-off mentor, the issue of due regard, and ethical principles are discussed. The meaning of competence and partnership working when making assessment decisions are explored. This article relates to the third domain and outcomes of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice on assessment and accountability.

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