Learning contracts assessments are important for identifying goals that are not being achieved at an early stage, to help support the students after identifying areas for improvement to be able to achieve these goals at the final assessment. One of the main factors that affect learning is the learning environment, the place in which the students are being taught. Bloom (1965) defines an environment as being the circumstances, forces and external surroundings which have an effect on an individual. A learning environment can be separated into two elements the academic and clinical environment. The clinical environment involves all the area that surround a student while on placement including staff, patients and equipment. The academic surrounding involves the student and the nurse teacher.
It is the responsibility for the placements to provide an environment that is conductive to learning, producing an area in which the student can develop and mature (Price 2004). Learning in a clinical setting is as important as the theoretical learning in the university (Stuart 2007). This environment needs to be therapeutic to help the student grow as a nurse, build their self-esteem and foster clinical thinking (Price 2004). Studies from nurse education suggest that a good learning environment is one where the fundamentals are placed on teamwork, consideration, empathy and support (Pembrey 1980, Orton 1981, Fretwell 1982 and Ogier 1982).
Fretwell (1982) suggests the main characteristics for an effective learning environment is that the placement shows an interest in the student and what they have to learn, form a sound relationship for the student especially between the staff and patients, focus on quality, support the students in all aspects, time for students to ask questions and teamwork. Ferguson’s (2000) suggest that starting a new placement can be one of the most anxious times for a student, but providing an environment that entails diversity and complexity can be beneficial towards the student.
Interpersonal relationships were recognised as being very important within the clinical learning environment. Rogers (1983) suggests that people fulfil their full potential if they have a positive view on themselves. This can be achieved when other individuals treat the person with respect and make them feel valued with unconditional positive regard. The issue with this, people don’t see positive regard as unconditional. Rather they only feel valued in certain situations this leads to students feeling undervalued if they don’t behave in a particular way. Whilst Rogers (1967) suggests that people need unconditional positive regard, Maslow (1970) argues that people need a variety of needs which to achieve at different times.
To evaluate learning environments it’s important for workplaces to complete SWOT analysis. This is to examine the workplace, and from this analysis I identified some key areas on the placement that needed improving. Price (2004) helps mentors analysis their workplace by encouraging mentors to conduct (SWOT) strengths, weaknesses, opportunities and threats. The SWOT analysis and measure created are in Appendix 1. SWOT analyses are supported by Price (2004) he encourages mentors to explore their strengths, weaknesses, opportunities and threats to help them evaluate their learning environment. This framework is based on practical skills, practice resources, student support and an educational method that can be used in any environment. He suggests that these analyses are a continuing evaluation and not just completed in a once only basis (Price 2004).
There are many reasons why we evaluate students, to assess whether they are experiencing difficulty and to evaluate the teaching methods effectiveness. Assessment are necessary for the maintenance of professional principles (McMullan et al 2003), and to protect the general public if these principles are not being achieved (Chamber 1998). Assessment can be a difficult process as it involves many crucial elements of teaching. It can be easily influenced by fear especially fear of failing students (Bargagliotti 1999, Newble and Cannon 1998). Assessment simply means to directly observe and record, through a variety methods the student performance according to their curriculum to make an informed decisions on their progress (Newble and Cannon 1998). Mentors are accountable to the NMC for when they evaluate students practice, to make sure they have the necessary knowledge, competence and skills to become a registered nurse.
The achievement of reliability and validity are needed for affective assessment (Rowntree 1987). Creating an assessment plan that is reliable and valid is a strategic challenge in nurse education (Donoghue and Pelletier 1991). Assessments that are reliable are made over time through observation by one or more assessors and are consistent. Reliability determines the consistency of performance through learning contracts and testimonies (Rowntree 1987, Polit and Hungler 1995). Validity of assessment determines that a test measures exactly what it was made to measure (Stuart 2007). This is why it’s important to choose the right assessment method for the particular student to make sure they are assessment appropriately for the skill required whether in a formative or summative format. Assessment of students is focused on direct supervision by mentors on specific tasks and general behaviour (Dolan 2003). Price (2004) suggests that practice-based assessments should be conducted in a fair and just manor using two of the main methods of assessment. Formative assessment – intended to advise a student of their progress of meeting a desired goal. Summative assessment – is intended to help judge to see whether a student is competent and meets specific benchmarks already set out (Brown 1997).
The registered nurse is expected to assess students to ensure they develop to become competent practitioners. However this role is complicated because of personal judgment and bias views (Philips et al 2000). This can lead to problems in identifying issues and resolving them especially when students are failing. Assessments can be informal and formal to assess whether the student can apply theory to practice. This is done through feedback, documentation, discussion of care given which is monitored continually on a day to day basis (Price 2004). All aspects of the students are assessed behaviour, teamwork, attitude, skill, appearance and motivation (Price 2007). All these assessment are recorded in student documentation supplied by their university according to specific goals and skills they must achieve (Donoghue and Pelletier 1991). As well as testimonies, action plans and learning contracts. When I assess a student I use all the above assessments to achieve a full overview of a student progress. These methods seem to work best in the assessment of a student as they are easy to complete and involve student participation, with them directing their own learning, so they are able to achieve the most out of their placements. Validity and reliability of these assessments is achieved by using a range of assessment methods so as to protect them student form bias view (Donoghue and Pelletier 1991). Students are assessed at different times during their placements to monitor improvement or failure. The NMC (2006) advise that assessment should be carried out through direct care, simulation, objective structures clinical examinations and other strategies.
Regular feedback sessions should be arranged to review progress, focusing on the positive of the student progress and developing action plans for any problems identified. Feedback that is constructively given that is delivered in a way that is sensitive towards the student will enhance the student to be more motivated and increase job satisfaction (Ogier and Barnett 1986). Egan (1990) suggest that feedback is most constructive when delivered in a supportive but challenging way.
Landshear (1990) identified that mentors and ward staff are reluctant to fail student even if they work is unsatisfactory. This reluctance has been found in a number of studies (While 1994, Duffy and Scott 1998, Norman et al 2002 and Dolan 2003). Several reasons have been acknowledged for the reason why student fail poor communication, inappropriate behaviour and other issues. It can be difficult for mentors to fail students (Ilott and Murphy 1999). One of the main reasons is mentors have not got enough experience especially in their own abilities to be able to assess students. Also mentors have been show to pass on the student so other people can fail the student if this was appropriate (Chamber 1998). Mentors have been show to favour personality over ability to further the issue of not assessing student as a whole but only focusing on the good aspects (IIott and Murphy 1999).
This is why having designated mentors and completing regular assessment is important in determining if a student is competent. Creating on competences has been a way of developing standard to assess students (Chambers 1998 and Redman et al 1999). Competence’s allows for an assessment to determine if the student is able to provide safe and effective professional practice without supervision (Nursing Midwifery Council 2002). Competencies provide the foundation for which these assessments can be made (Wynne and Stringer 1997). While competencies have their advantages it can have its difficulty’s in placements that have unpredictable workloads (Lester 1994).
In conclusion this essay has explored the concept of mentorship and the processes, which are used to assess students. I have developed a good knowledge base and critical awareness of the mentorship process. Research into the learning environment has clearly shown that it can have a massive impact on the students learning, and their ability to reach their full potential in their placement. The exploration of learning theories and styles within this assignment has helped me become a better mentor and integrate theory into practice.
References
Bargagliotti T, Luttrell M, Lenburg C (1999) Reducing threats to the implementation of a competency-based performance assessment system March 22 2005
Bloom B S (ed.) (1965) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York:
Brown, G. with Bull, J. and Pendlebury, M. (1997) Assessing student learning in highereducation. London: Routledge.
Chambers MA (1998) Some issues in the assessment of clinical practice: a review of the literature. Journal of Clinical Nursing. 7, 3, 201-208.
Chambers R, Wall DW.( 2000). Teaching Made Easy: A Manual for Health Professionals (Abingdon, Radcliffe Medical Press Ltd
Dolan G (2003) Assessing student nurse clinical competency: will we ever get it right? Journal of Clinical Nursing. 12, 1, 132-141
Donoghue J, Pelletier S (1991) An empirical analysis of a clinical assessment tool. Nurse Educ Today 11: 354–36
Duffy, K., Scott, A. (1998) Viewing an old issue through a new lens: a critical theory insight into the education-practice gap. Nurse Education Today. Vol. 18, pp.183-189.
Egan G (1990) The Skilled Helper. 4th edn. Brooks/Cole, California
Ferguson A M (2000) The student experience of preceptorship: learning through guided participation. PhD Thesis, University of Edinburgh.
Fretwell J E (1982) Ward teaching and learning: sister and the learning environment. London: Royal College of Nursing
Honey P, Mumford A (1989) The Manual of Learning Styles. Peter Honey Publications, Maidenhead.
Honey P and A Mumford (1992). The Manual of Learning Styles, 3rd Edition.
Ilott I, Murphy R (1999) Success and Failure in Professional Education: Assessing the Evidence. Whurr, London
Knowles M (1990) The Adult Learner: A Neglected Species. Fourth edition. London, Gulf.
Knowles M (1984) The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge, Prentice Hall
Knowles M (1980). The modern practice of adult education: from pedagogy to andragogy, 2nd edition. New York: Cambridge Book Company.
Knowles M (1986). Using learning contracts: practical approaches to individualizing and structuring learning. San Francisco: Jossey-Bass.
Lankshear A (1990) Failure to fail: the teacher’s dilemma. Nursing Standard. 4, 20, 35-37.
Lester, S (1994). "Beyond NVQs: accrediting professional development", ITD SW Regional Conference Report, 28-32
Lowry, M. (1997) Using learning contracts in clinical practice. Professional Nurse, 12 (4) 280±83.
Maslow A (1970) Motivation and Personality. New York NY, Harper and Row.
McMullan M, Endacott R, Gray M et al (2003) Portfolios and assessment of competence: a review of the literature. Journal of Advanced Nursing. 41, 3, 283-294
Newble D, Cannon R (1998) A Handbook for Teachers in Universities and Colleges. A Guide to Improving Teaching Methods. Third edition. Kogan Page, London.
Nicklin, P.J., Kenworthy, N. (2000) Teaching and assessing in nursing practice: an experiential approach. 3rd Edition. Bailliere Tindall, Edinburgh.
Norman I., Watson R., Calman L., Redfern S. & Murrells T. (2002) Evaluation of the Validity and Reliability of Methods to Assess the Competence to Practice of Pre-registration Nursing and Midwifery Students in Scotland. Florence Nightingale School of Nursing &Midwifery, London.
Nursing and Midwifery Council (2002) Code of Professional Conduct. London, NMC.
Price B (2004) Mentoring Learners in Practice. Number 2, Evaluating your learning environment. Nursing Standard. 19, 5.
Nursing and Midwifery Council (2006) Standards to Support Learning and Assessment in Practice: NMC Standards for Mentors, Practice Teachers and Teachers. London: NMC.
Ogier M (1982) An Ideal Sister? A Study of the Leadership Style and Verbal Interactions of Ward Sisters with Nurse Learners in General Practice. Royal College of Nursing, London
Ogler and Barnett M.E. (1986) Sister, staff nurse and the nurse Barnett D.E. learner Nurse Education Today 6, 16-22 243
Orton H (1981) Ward Learning Climate. London: Royal College of Nursing.
Pembrey, S.E.M. (1980). The Ward Sister – Key to Nursing. London, Royal College Of Nursing.
Phillips TP, Schostak JF, Tyler J (2000) Practice and Assessment in Nursing and Midwifery: Doing it for Real. The English National Board for Nursing, Midwifery and Health Visiting, London
Polit D, Hungler B (1995) Nursing Research: Methods, Appraisal and Utilisation. Sixth edition. Philadelphia PA, Lippincott.
Price B (2004) Mentoring learners in practice: evaluating your learning environment. Nursing Standard, October 13, 19(5), Number 2.
Redman RW, Lenburg CB, Hinton- Walker P (1999) Competency assessment: methods for implementation in nursing education. Online Journal of Issues in Nursing. . org/ojin/topic10/tpc10_3.htm (Last accessed: March 22 2005.
Reece I, Walker S (2002) Teaching Training and Learning – A Practical Guide. Fourth edition. Business Education Publishers, Sunderland.
Richardson, S. (1987). Implementing contract learning in a senior nurse practicum. Journal of Advanced Nursing 12(2), 201-206.
Rogers A (1998) Teaching Adults. Second edition. Buckingham, Open University Press.
Rogers CR (1967) On Becoming a Person: A Therapist’s View of Psychotherapy. Constable, London.
Rogers C (1983) Freedom to Learn For the 1980s. Merrill, Columbus OH.
Rowntree D (1987) Assessing Students: How Shall we Know Them? 2nd edn. Kogan Page, London
Stuart CC (2007) Assessment, supervision and support in clinical practice (2nd edition), Edinburgh: Churchill Livingstone.
While AE (1994) Competence versus performance: which is more important? Journal of Advanced Nursing. 20, 3, 525-531.
Witt, J. C., Elliot, S. N., Daly III, E. J., Gresham, F. M., & Kramer, J. J. (1998). Assessment of at-risk and special needs children (2nd ed.). Boston: McGraw-Hill.
Wynne B, Stringer D (1997) A Competency Based Approach to Training and Development. Financial Times Pitman Publishing, London