Supporting and assessing student midwives: your role

As a mentor, it is important to ensure that student midwives:

  • are supernumerary
  • are on the duty rota for Health and Safety reasons
  • are actively engaged in hands on delivery of care as appropriate
  • have a named sign-off mentor with whom they work for a minimum of 40% of the time
  • participate in the 24-hour cycle of care.

Please note, all midwifery mentors must be sign-off mentors.

At the same time, we do acknowledge that students have responsibilities. These are clearly stated in their portfolio of learning.

Your role in student assessment

The assessment process must contain the following stages:

  • preliminary practice review
  • formulation of learning contracts
  • interim review
  • individual skills and midwifery outcomes
  • formative and summative observed practice assessments
  • final review which includes the fine grading assessment
  • eliciting service user views
  • Views of Service Users
  • Student Pledge

Supporting the failing student

Occasionally, students do not meet the required standard and it is necessary to fail them. In this event, it is important that students know why they have not met the pass criteria and that they have been given an opportunity to improve at the formative stage.

It is therefore essential to:

  • Have robust and transparent processes in place
  • Investigate why your student may be having difficulties
  • Compile comprehensive documentation as evidence
  • Use support networks (See Supporting Mentors and Students in Practice.)
  • Pick up problems early
  • Use Specific, Measurable, Achievable, Realistic, Timely, (SMART) objectives
  • Set clear review dates
  • Contact the midwifery link lecturer for the area
  • Make clear action plans

See below document for examples of completed action plans:

Action Plans supporting the underachieving student (PDF Download)

 

Where there are concerns about a student, the Lapses in Professionalism (LiP) policy should be followed.  Please download the following documents for further information: