Mentorship: CCA Student Competency Assessment
| Student: Print your full name, school and campus, and the start and end date of your course. | |
| Student Name: | |
| School: | Campus: |
| Course Start Date: | Course End Date: |
| Mentor(s): Mentor print name, sign initials, identify placement site, and start date. | |
| 1. Mentor Name: | Initials: |
| Site: | Date: |
| 2. Mentor Name: | Initials: |
| Site: | Date: |
| 3. Mentor Name: | Initials: |
| Site: | Date: |
| 4. Mentor Name: | Initials: |
| Site: | Date: |
| 5. Mentor Name: | Initials: |
| Site: | Date: |
| 6. Mentor Name: | Initials: |
| Site: | Date: |
Note: Site is the physical location of the placement not the organization the site operates under for example: Valley Regional Hospital not the Nova Scotia Health Authority.
Placement Purpose
Mentorship placements are comprised of three distinct placements which can be completed in the sequence collaboratively established by the education provider and the placement site. The first two scheduled placements allow the student to refine their skills while developing behaviours and competencies to practice safely in different settings. The final placement allows the student to demonstrate the behaviours and competencies at or above entry-level.
Although the mentorship schedule is not mandated to occur in a specific sequence, there are specific progress and evaluation expectations for the first, second and third/final placement in the sequence. The Mentor Directions section provides summarized assessment expectations for each placement within the mentorship sequence.
Evaluation
The integration of students’ knowledge and skills progresses from basic to more complex; from skills, to behaviours, to competence. Students require continuous feedback involving the instructor, placement site, and mentor to evaluate and document their progress towards entry-level competent.
While students have had the benefit of education in the classroom and laboratory settings, they have had little experience with clients. Placements allow students to develop judgment and critical thinking skills through the integration of theory and practice. Placements document the students’ performance in relation to where they are in the program and the expectations for that placement (Mentor: PS&G: Expectations & Guidelines for Student Proficiency –page 5). For each mentorship placement in the sequence, the mentor will initial all behaviours the student demonstrates that meet expectations. The mentor also completes the Placement Feedback: Student Form weekly.
The Placement Feedback: Student Form documents the student’s performance; it is completed by mentor/placement site during the mentorship. This form allows the education provider to track successes as well as performance issues while allowing the student the opportunity to continue to progress; it also assists in the overall evaluation of a student’s performance during placement.