MENTORSHIP
6KNIN328
Level: 6
Credits: 15
Module leader: Irene Zeller
Tel: 020 7848 3487
Email: Irene.zeller@kcl.ac.uk
Module deputy: Sheila Turner
Tel: 020 7848 3217
Email: Sheila.turner@kcl.ac.uk
Academic support:
Audrey Yandle
Audrey.yandle@kcl.ac.uk
Mary Tanay
mary.tanay@kcl.ac.uk
Annie Holme
annie.holme@kcl.ac.uk
Lorraine Robinson
Lorraine.robinson@kcl.ac.uk
Ann-Marie Mestecky
Ann-marie.mestecky@kcl.ac.uk
This handbook must be read in conjunction with module information provided on KEATS, the King’s ELearning And Teaching Service. You will be given access to KEATS on enrolment. Important information
relating to assessment and related regulations can be found in the Postgraduate/Undergraduate Programme
Handbook, available on KEATS and via the Student Services Centre.
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This handbook can also be provided in alternative formats (such as large print) upon request to
asc@kcl.ac.uk.
Contents
Module overview ................................................................................................................ 3
Module aim .................................................................................................................... 3
Learning outcomes ......................................................................................................... 3
Teaching arrangements.................................................................................................. 3
Timetable ....................................................................................................................... 4
Submitting coursework/exam information ......................................................................... 6
Assessment criteria ........................................................................................................ 6
Formative assessment .................................................................................................... 6
Summative assessment .................................................................................................. 6
Submission date for course work: ................................................................................... 7
Results and re-submissions for course work ................................................................... 8
Re-submission date: ....................................................................................................... 8
Resubmitted work available for download/collection: .................................................... 8
Learning resources ............................................................................................................. 9
Session 1 Learning outcomes & indicative reading ......................................................... 9
Session 2 Learning outcomes & indicative reading ......................................................... 9
Session 3 Learning outcomes & indicative reading ......................................................... 12
Module evaluation .............................................................................................................. 13
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Module overview
Module aim
1. To enable the participant to be an effective Mentor to pre and post-registration students within a
practice setting.
2. To enable the participant to meet the requirements for mentors outlined in the NMC (2008)
Standards to Support Learning and Assessment in Practice (available at www.nmc-uk.org)
Learning outcomes
By then end of the mentorship preparation programme the participant will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Establish and maintain an effective relationship with learners in the practice setting
Review factors that constrain and facilitate student integration into new practice settings
Appraise factors required to create and maintain an effective learning environment
Identify or create appropriate clinical learning opportunities and utilize learning resources
effectively to meet individual learning needs
Demonstrate the skills and strategies needed to facilitate learning in practice
Demonstrate knowledge, understanding and application of the principles of assessment in practice
Identify and appraise the factors that can impact on the effectiveness of assessment
Demonstrate the ability to assess practice in relation to safety, effectiveness and quality of care
provision
Discuss the value and purpose of constructive feedback for the facilitation of learning
Identify and discuss the importance of working collaboratively with clinical and educational
colleagues in order to effectively manage the challenging or failing student in practice
Demonstrate the use of reflection and evaluation for personal and professional development in the
mentoring role
Teaching arrangements
The module has 3 college-based days (09.30-16.30) complimented by self-directed e-learning and time in
practice in order to achieve the practice-based components and module assignment.
A minimum of 80% attendance, including mandatory attendance on the first day is required to meet
module and NMC requirements.
The module adopts a blended learning philosophy and builds upon your experience as a registered
practitioner supporting students in practice. Sessions will incorporate a variety of approaches such as
theoretical presentations, discussion groups, interactive group work and formative exercises. Examples
from your experience of working with learners in the clinical context will be used to integrate theoretical
knowledge and practice.
You are asked to complete a series of online e-learning units to utilize and build on your knowledge.
Guidance on what material to prepare before each seminar is available at the end of the individual elearning units. The seminars are student driven with academic staff facilitating discussion which will
incorporate examples from your working with learners in the clinical context to integrate theory and
practice. You will use the Mentorship Module workbook to guide your focus on the issues relating to
mentorship in practice.
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You will be guided through the College and KEATS e-learning site on the first day of the module by the
module leader. You will also receive information about the module itself and the assessment process. It is
very important that you maintain constant engagement with the module e-learning material throughout
the module to ensure that you become familiar with the literature supporting mentoring and to enable you
to enhance your practice as a mentor. The e-learning material is synopsized and will require support from
further reading of the relevant literature. This will enable discussions on all relevant topics during the
seminars and this familiarity with theory and practice will allow you to explore the assignment with
knowledge and confidence. Each session will have preparatory reading and consolidation exercises to
complete. These are essential components of the module and time will need to be taken to complete this
work between contact days.
Apart from the first session, the module delivery will be in smaller groups with other students from different
branches and specialties of health care. Many sessions will incorporate small group activities to provide
opportunities to develop new skills, to discuss practice issues and apply new learning to your differing
clinical situations.
Timetable
2015-16 Mentorship Timetable
Day 1
09.30
Registration and Introduction :

NMC Standards, module outline and assessment requirements
06/05/16
14.00 The mentor-mentee relationship:

Factors influencing the establishment and maintenance of an effective working relationship
E-learning/
Consolidation of day 1
Directed

Complete E-learning unit Introduction to mentorship (Unit 1).
study

Complete E-learning unit Establishing an effective mentoring relationship (Unit 2)
In preparation for day 2

Read recommended article on learning theories

Complete VARK questionnaire to establish your own learning style

Complete E-learning unit Clinical learning environment (Unit 3)

Ensure you have identified a supervisor and that your manager and supervisor know the
practice-based requirements of the module
Day 2
09.30
The clinical learning environment:

Factors influencing the creation and maintenance of an effective environment for learning
03/06/16
11.00 Facilitation of learning:

Skills and strategies for the facilitation of learning in the practice setting

Evidence-based practice and how this fits with facilitation
14.00 Assessment :

purpose, methods and stages of the assessment process

providing feedback for learners

utilizing learning contracts
E-learning/
Consolidation of day 2

Complete E-learning unit Facilitation of learning (Unit 4)
Directed

Complete E-learning unit Assessment and feedback (Unit 5)
study
In preparation for day 3

Complete two (2) NMC outcomes (domains) and submit to your group facilitator for formative
feedback

Complete your PBA and bring to Day 3.
Day 3
01/07/16
09.30
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Accountability:
making a valid assessment
judging level of achievement
effective management and support of the failing student – the role and responsibilities of the
mentor (and sign-off mentor).
14.00 Evaluation of learning:

self and peer review of mentor outcomes

utilizing student feedback (how to gain student evaluation of their learning)
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
maintaining your mentor status
Discussion of summative guidelines for submission of portfolio and formative feedback on domains and
PBA.
E-learning/
Directed
study
Consolidation of day 3

Complete E-learning unit Evaluation of learning etc. (Unit 6)
Summative assessment

Ensure all elements of your portfolio are complete and signed by your supervisor

Utilize tutorial support offered by your group facilitator a minimum of 2 working weeks prior
to the summative submission date
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Submitting coursework/exam information
For this module you are assessed by completing a portfolio made up of 8 x 150 words (NMC
outcomes/domains), a Practice Based Assessment (PBA) and a 1500 word essay.
Assessment criteria
The summative assessment for mentorship is based on the NMC mentor outcomes. You will compile a
portfolio of evidence to demonstrate achievement of these outcomes. The portfolio is based on
completion of the workbook which you will have access to on KEATS from the first day of the module.
The portfolio will demonstrate understanding of the role and responsibilities of a mentor and application of
the core skills of mentorship in the practice setting. Your portfolio will be supported by relevant literature
and research and include critical discussion on your practice and your development as a mentor.
Mentoring is a practice-based role that requires understanding of the diverse and complex influences on
learning and development in a practice setting. The responsibilities of the mentor are wide-ranging; from
the formation of an effective working relationship with the learner through to evaluation of the learning
experience. The role includes facilitation of the learning process, supervision and assessment of the learner
in practice. The portfolio therefore provides an opportunity for you to consider the various domains of this
role in relation to your practice setting.
Formative assessment
During the module there are various opportunities for formative feedback that aim to help you progress
towards successful completion of your portfolio.

Directed study activities (e-learning) will contribute to classroom work and will be essential
preparation for the summative portfolio.

You may email two of your records of achievement to your group facilitator before day 3 for
formative feedback on presentation and content

Bring the written account of your PBA to the final session (day 3) and there will be discussion
and feedback provided

You can contact your group facilitator individually for support with the essay.
Summative assessment
The portfolio has 4 key elements with only 3 of these being submitted as the summative assessment as
outlined below:
1. A record of achievement of the mentor outcomes will be completed (8 x 150 words). This will
include a summary of your learning and a critical review of your practice as a trainee-mentor for
each of the eight domains (NMC 2008) and will be verified by your supervisor.
2. A record of one observed practice-based assessment (PBA). You will conduct one assessment
episode with a learner, which must be observed by your supervisor, in your clinical setting and
submit a written account of the PBA. This assessment episode will be observed and verified by your
supervisor.
3. A written essay (1500 words)
“Discuss the strategies a mentor can implement to support an underperforming learner”.
 Explore how the mentor determines that a learner is ‘underperforming’.
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Appraise the potential difficulties associated with mentoring the underperforming learner.
Evaluate the timing and content of feedback that the underperforming learner should be given.
Who should the mentor involve when identifying objectives and planning interventions?
Discuss how the objectives identified for the learner must be documented.
Critically discuss the approaches the mentor might employ to facilitate student learning so that
the learner develops the requisite competence.
Critically discuss what would signify that the learner has successfully achieved what is required.
You must address accountability in relation to decision-making about learner achievement.
1500 word limit.
Work must be within the word limit. The word limit specified in module handbooks is the
maximum number of words permissible and any excess will not be read or marked. The work that
comes within the word limit will be assessed according to the guidelines. Therefore, if important
parts of the assignment fall outside the word limit you are likely to fail the assignment. Appendices
must be used appropriately and essential information placed within the text. Appendices,
reference lists, tables and figures are not included in the word count.
Relevant literature should be used throughout to support your work.
Detailed guidelines and documentation for each section of the portfolio are in the module portfolio on the
mentorship module e-learning site (KEATS).
All 3 summative elements must be submitted for assessment
Course work submission/exam instructions are provided on the KEATS module page.
It is essential that you use your candidate number on all assignments/examinations. Your candidate
number, which will begin with W for the academic year 2015/16, will be available via Student Records on the
King’s Intranet approximately one month after you enrol.
If you are unable to submit your work by the deadline please refer to the information in your programme
handbook on “mitigating circumstances”.
Submission date for course work:
Tuesday 19 July 2016
Work available for collection:
Tuesday 16 August 2016
Late submissions will be accepted for 24 hours following the submission date. All work submitted late will
be marked as normal but will be capped at the pass mark for the module. If your assignment is hard copy
please ensure you date stamp it and submit it to the submission room G15 JCMB. If your assignment is
submitted electronically through TurnItIn, information about how to submit late will be provided on KEATS
module sites under assessment information.
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The external examiner for this module is Amanda Smith. Students are not to make direct contact with
external examiners, in particular regarding their individual performance in assessments
Results and re-submissions for course work
Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission.
According to the method of submission as detailed on your KEATS site, if your work was submitted online
you will be able to download marked coursework from KEATS; alternatively, if you completed a hard-copy
submission you can collect your coursework and feedback from the Student Services Centre.
To collect a hard copy assignment, you must provide your candidate number. Alternatively, you may send a
stamped addressed envelope to the Student Services Centre ensuring that this is large enough to
accommodate your assignments and that you have applied sufficient postage. Hard copy assignments will
be retained for four weeks; if you have not collected your assignment by then, it will be destroyed.
Feedback will include the award of a numerical grade which remains provisional until ratified by the
examination boards. The dates for the examination boards are available on KEATS. Ratified marks can be
viewed via Student Records on the King’s Intranet, the Monday following the relevant examination board.
The marking criteria by which your work is judged are provided in full in your programme handbook. Please
also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a query
about how to refer to a specific piece of work please ask your module leader, your group leader or a
member of library staff for guidance.
The feedback you receive on your assignment will guide you towards how to do better next time or how to
maintain your existing high standard!
If you do not understand your mark or the feedback you receive please contact the first marker identified on
the feedback sheet or alternatively the module leader.
If you are unsuccessful, it is recommended that you contact the module leader before submitting your
second attempt. This will enable the module leader to provide you with an appropriate level of support as
you prepare to re-submit your work. Module leaders may indicate A.N Other for support
Re-submission date:
Tuesday 18 October 2016
Resubmitted work available for download/collection:
Tuesday 15 November 2016
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Learning resources
Session 1 Learning outcomes & indicative reading
For each session a number of articles or chapters have been identified as recommended initial reading.
Additional resources for key topics are provided on pages 8-10 of this handbook. Where possible a direct
link has been provided to key articles on the electronic reading list on the KEATS site.
Introduction (e-learning unit 1)
On completion of this session the student will be able to:
 Demonstrate an understanding of the module, its aims and requirements
 Briefly describe the role of the mentor and the NMC Standards
 Outline the responsibilities of a mentor and sign-off mentor
Myall M, Levett-Jones T, Lathlean J (2008) Mentorship in contemporary practice: the experiences of nursing
students and practice mentors. Journal of Clinical Nursing 17: 1834-1842
NMC (2008) Standards to support learning and assessment in practice: NMC standards for mentors,
practice teachers and teachers, 2nd Edition July 2008. London NMC [A copy of these standards can be
accessed at www.nmc-uk.org – direct link from the home page to ‘publications’, then ‘standards’]
O’Driscoll M, Allan H, Smith P (2010) Still looking for leadership – who is responsible for student nurses’
learning in practice? Nurse Education Today 30:212-217
RCN (2007) Guidance for mentors of nursing students and midwives. 2nd Edition. An RCN Toolkit. London.
Royal College of Nursing. September 2007.
The mentoring relationship (e-learning unit 2)
On the completion of this session the student will be able to:
 Analyze the qualities of an effective mentor-mentee relationship
 Critically discuss factors influencing the establishment of a mentoring relationship
 Describe how a mentor facilitates learner integration into a new practice setting
Beskine D (2009) Mentoring students: establishing effective working relationships. Nursing Standard. 23
(30) 35-40
Hodges B (2009) Factors that can influence mentorship relationships. Paediatric Nursing. 21 (6) 32-35
Wilkes Z (2006) The student-mentor relationship: a review of the literature. Nursing Standard 20 (37) 42-47
Session 2 Learning outcomes & indicative reading
Creating an Effective Clinical Learning Environment (e-learning unit 3)
On completion of this session the student will be able to:



Define what is meant by the clinical learning environment and relate this to relevant literature
Discuss the relevant features of the clinical learning environment that contribute to learning
Promote strategies for effective learning within your practice setting
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
Critically evaluate the impact of factors such as facilitation, evidence based practice and staff
motivation, which influence the clinical environment as an arena for learning
Armstrong N (2010) Clinical mentors influence on student midwives clinical practice. British Journal of
Midwifery. 18 (2) 114-123
Levett-Jones T, Lathlean J, Higgins I, McMillan M (2009) Staff-student relationships and their impact on
nursing student’s belongingness and learning. Journal of Advanced Nursing 65(2):316-324
Midgley K (2006) Pre-registration student nurses perception of the hospital learning environment during
clinical placements. Nurse Education Today. 26. 338-34
Facilitating learning in practice (e-learning unit 4)
On completion of this session the student will be able to:
 Describe different learning styles and the impact these may have on learning in clinical practice
 Critically discuss factors that may impact on learning in an individual
 Demonstrate effective use of a learning contract using SMART goals in the practice setting
 Reflect on how these skills might be used in practice
 Identify a range of strategies that are useful in facilitation of learning (for example role modeling,
teaching and reflection on practice) and think about the value of each for different practice
scenarios
Bahn D (2001) Social learning theory: its application in the context of nursing education, Nurse Education
Today 21 (2) 110-117.
Donaldson J H & Carter D (2005) The value of role modelling: perceptions of undergraduate and diploma
nursing (adult) students, Nurse Education in Practice 5 (6) 353-359.
Eaton E, Henderson A, Winch S (2007) Enhancing nurses capacity to facilitate learning in nursing students:
effective dissemination and uptake of best practice. International Journal of Nursing Practice. 13. 316-320
Hand H (2006) Promoting effective teaching and learning in the clinical setting. Nursing Standard 20 (39) 5563
Heron J (2001) Helping the Client, London, Sage Chapter 11: Basic interventions.
Hilton P A & Pollard C L (2005) Enhancing the effectiveness of the teaching & learning of core clinical skills,
Nurse Education in Practice 5(5) 289-295.
Johnston C and Mohide E (2008) Addressing diversity in clinical nursing education: support for preceptors.
Nurse Education in Practice. 9. 340-347
Murray C J & Main A (2005) Role modeling as a teaching method for student mentors, Nursing Times,
101(26) 30-33
Philips N, Duke M (2001) The Questioning Skills of Clinical Teachers and Preceptors: a comparative study.
Journal of Advanced Nursing 33 (4) 523-529.
Price B (2005) Challenging learners to think critically. Nursing Standard 19 (44) Mentoring Learners in
Practice Number 11
Waddell D, Stephens S (2000) Use of learning contracts in a RN-to-BSN leadership course, Journal of
Continuing Education in Nursing, 31(4) 164-179
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www.vark-learn.com for learning styles questionnaire
Assessment (e-learning unit 5)
On completion of this session the student will be able to:
 Demonstrate an understanding of the theoretical underpinnings of assessment
 Discuss the purpose and rationale for assessment
 Demonstrate a critical understanding of different types of assessment and why assessment is
undertaken in practice
 Critically analyse essential criteria for valid and reliable assessments
 Critically reflect on stages of the assessment process and how these are achieved in practice
 Demonstrate an understanding of the principles of constructive feedback and its use in assessment
Bray L, Nettleton P (2007) Assessor or mentor? Role confusion in professional education. Nurse Education
Today 27(8): 848-855
Burns I, Paterson IM (2005) Clinical practice and placement support: supporting learning in practice. Nurse
Education in Practice. 5. 3-9
Duffy K (2003) Failing Students: a qualitative study of factors that influence the decisions regarding
assessment of student competence to practice. Caledonian Nursing and Midwifery Research Centre.
Glasgow, Caledonian University. Also published by the NMC:
Duffy K (2004) Failing to Fail, London NMC
Duffy K (2004) Mentors need more support to fail incompetent students (comment). British Journal of
Nursing. 13 (10) 582
Hampshire C, Willgoss TG, Wibberley C (2012) ‘The placement was probably the tipping point’ – The
narratives of recently discontinued students. Nurse Education in Practice 12(4): 182-186
Moseley L, Davies M (2008) What do mentors find difficult? Jopurnal of Clinical Nursing 17: 1627-1634
Neary M (2000) Supporting students’ learning and professional development through the process of
continuous assessment and mentorship, Nurse Education Today 20 (6) 463-474
NMC (2008) Standards to Support learning and Assessment in Practice. Section 2.1 Standards for mentors
and sign-off mentors p16-19www.nmc-uk.org
O’Connor T, Fealy G, Kelly M, McGuinness A, Timmins F (2009) An evaluation of a collaborative approach to
the assessment of competence among nursing students of three universities in Ireland. Nurse Education
Today. 29. 493-499
Stuart (2007) Chapter 7: feedback
Tee S and Jowett R (2009) Achieving fitness to practice: contributing to public and patient protection in
nurse education. Nurse Education Today 29 (4) 439-447
Wallace B (2003) Practical issues of student assessment. Nursing Standard 17(31) 33-36.
Webb C and Shakespeare P (2008) Judgements about mentoring relationships in nurse education. Nurse
Education Today. 28. 563-571
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Session 3 Learning outcomes & indicative reading
Accountability: effective management and support of the failing student. (E-learning unit 5)
On completion of this session the student will be able to:
 Discuss professional accountability and responsibility in relation to the NMC standards for mentors
and sign-off mentors
 Discuss issues of accountability and specific responsibilities as a mentor and sign-off mentor in
relation to the ‘failing’ or under-performing learner
 Demonstrate understanding of factors influencing effective decision making in relation to
assessment of learners
 Identify strategies for ensuring equality and diversity issues are addressed within the mentoring
relationship
Burns I, Paterson IM (2005) Clinical practice and placement support: supporting learning in practice. Nurse
Education in Practice. 5. 3-9
Duffy K (2004) Mentors need more support to fail incompetent students (comment). British Journal of
Nursing. 13 (10) 582
NMC (2008) Standards to Support learning and Assessment in Practice. Section 2.1 Standards for mentors
and sign-off mentors p16-19 www.nmc-uk.org
Pulsford D, Boit K and Owen S (2002) Are mentors ready to make a difference? A survey of mentors
attitudes towards nurse education. Nurse Education Today. 22. 439-446.
Tee S and Jowett R (2009) Achieving fitness to practice: contributing to public and patient protection in
nurse education. Nurse Education Today 29 (4) 439-447
Evaluation of learning (e-learning unit 6)
On completion of this session the student will be able to:
 Consider how they are able to evaluate the effectiveness of their mentoring work with learners
 Discuss how student and peer feedback can be used to enhance their practice as a mentor
 Critically discuss professional accountability and responsibility in relation to the NMC standards for
mentors and sign-off mentors
 Demonstrate an understanding of the role of the sign off mentor
 Discuss the strategies for ensuring equality and diversity issues are addressed within the mentoring
relationship
Andrews M, Chiltern F (2000) Student and mentor perceptions of mentoring effectiveness, Nurse Education
Today 20 (7) 555-562.
Kilcullen N (2007) The impact of mentorship on clinical learning. Nursing Forum 42 (2): 95-104
Watson S (2000) The support that mentors receive in the clinical setting. Nurse Education Today. 20. 585592
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Formative session
On completion of this session the student will have had an opportunity to:
 Critically review their practice-based assessment
 Review progress on completion of the portfolio
 Discuss summative assessment guidelines and submission process.
Module evaluation
At the end of the module you are requested to complete the short online evaluation which will be available
on your module KEATS site. Student evaluations are very important to us and are required by Health
Education England and the regional London Local Education and Training Boards.
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