DEPARTMENT OF
Nursing and Midwifery
Mentorship Module
Day one
WELCOME
Outline of the Day
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Introductions
Ground Rules and Expectations
Organisation of Module
NMC Standards
Definition of Mentor
Teaching and Learning
Website-(Supervisor Mentors)
Portfolio of Evidence-(Supervisor Mentors)
Organisation of the Module
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3 days face to face
2 days protected time with work based
activities
5 days unprotected time with work based
activities
Accredited or non-accredited routes
Accredited route = 11 credits – level 9
NMC Standards to support learning &
assessment in practice. (2008)
1
2
5
3
6
4
7
8
Stage 1: Registrant
Stage 2: Mentor
Stage 3: Practice Teacher
Stage 4: Teacher
NMC Domains
Domains to be achieved according to the standard:
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Establishing effective working partnerships
Facilitation of learning
Assessment and accountability
Evaluation of learning
Creating an environment for learning
Context of practice
Evidence based practice
Leadership
(NMC, 2008)
Role of Mentor
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Work with others to protect and promote the health
and wellbeing of those in your care, their families
and carers, and the wider community.
Share information with your colleagues
You must facilitate students and others to
develop their competence.
 You must be willing to share your skills
and experience for the benefit of your
colleagues.
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(NMC The Code 2008, p 5)
Requirements of the Standard
‫ه‬
NMC Standards to Support learning and
assessment in practice; NMC standards for
mentors, practice teachers and teachers
(2008.19)
“An NMC Mentor is a registrant who, following
successful completion of an NMC approved
mentor preparation programme- or comparable
preparation that has been accredited by an AEI as
meeting the NMC Mentor requirements-has
achieved the knowledge, skills and competence
required to meet the defined outcomes.”
Learning and Teaching
Characteristics of a mentor
Role and characteristics of a mentor
In groups discuss these and identify
the above.
Feedback – identify strengths and
areas requiring further development
Learning and Teaching
Student/ Learner Characteristics
Overview of Learning Theories:
Pedagogy- behaviourism
cognitivism
constructivism
Andragogy-humanism
Student/ Learner Characteristics
Overview of Learning Theories:
 Divide into small groups
 Review literature on learning
theories:
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Feedback on the broad aims of a
theory and state the relevance to
your practice
Learning Styles
Review different ways that students learn:
Activists
Reflectors
Theorist
Pragmatists
( Honey and Mumford 1994 )
Deep and Surface Learners (Entwhistle N
1997)
Levels of Learners
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Identify the different types of learners you
encounter in your placement area
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Pre-registration nursing students - Years 1, 2 & 3
NHS HNC Healthcare students/HNC Healthcare
students
Midwifery Students - Pre & Post-registration
SVQ students
Flying Start practitioners
Multi professional students
Colleagues – professional development
Discussion of different expectations at different
levels
Discuss different types of learners- eg previous
experience
Preparing for students/learners
What you would like to know?
Previous experience
Skills already achieved
Theoretical knowledge
http://www.nm.stir.ac.uk/mentors/ind
ex.php
Preparing for students/learners
Jean a module 2 student is coming to
your placement area in 6 weeks
time.
Discuss in small groups what
information you would like to have
for this student coming.
What preparation is required for the
arrival of the student and what you
would discuss on her first day.
Planning
Consider length of time student is
allocated
Check off-duty if any A/L how do you
ensure continuity for the student
Review learning opportunities
available
What would you expect the student to
do at which point of their allocation
The Learning Environment
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Learning Opportunities from various
clinical areas are available.
In small groups choose 2 domains
and document learning
opportunities appropriate to your
clinical area
The Learning Environment
Inclusive
‫ ه‬Supportive
‫ ه‬Planned
‫ ه‬Students objectives to fit into
designated area
Swot Analysis
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Within the evaluation of your
placement include consideration of
Interprofessional and Professional
issues
Strengths, Weaknesses Opportunities,
Threats (SWOT) analysis
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Evaluating your learning environment
Consider your work environment
considering the following
practical experience
practice resources
learning support
Approach to education
Further guidance is available Price B 2004
Mentoring learners in practice; Evaluating
your learning environment Nursing
Standard, Oct. 13 Vol.19 No.5
Orientation
Have you considered an educational day for
students on their first day of placement?
Induction- what areas do you cover?
University induction process.
Some areas will have their own generic
induction for any new learner
Confidentiality
Health and Safety
Local polices and procedures
Uniform code
Interviewing students - initial meetings
Preparation- do you have accommodation, privacy,
allocated time
Materials- student documentation, action plan and
learning opportunities for students at the
appropriate level for their training
Communication and developing mentor/student
relationship
Refer to Practice Based Learning – pg 7-10
http://www.practicebasedlearning.org/resou
rces/materials/docs/Brookes%20Final.pdf
Learning Contract
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Placement Development Plan
(university student learning
contract- discuss link to LO’s/SOP’s)
What are the facilitation skills
required by the mentor to assist the
student to achieve this
Review facilitation section – Making
Practice Based Learning Work Pg
18-22
Organisation of the Module
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3 days face to face
2 days protected time with work based
activities
5 days unprotected time with work based
activities
Accredited or non-accredited routes
Accredited route = 11 credits – level 9
Portfolio of evidence
Documentation required;
o Learning contract / Action Plan
o Record of Interim and Final Reviews
o Record of Completion of Module Component
Forms
o Log of Practice Hours- containing a minimum of
37 and a half hours on specific practice mentor
activity
o Mapping of Portfolio of Evidence against Domains/
Outcomes
o Verification of Achievement of Mentor Outcomes
The Accredited Version of the Module
Also requires
o From the “ Record of Completion “
forms, 2 specific components will be
chosen for expansion with 1250
word essays. The 2 components will
vary for each module
o An assignment cover sheet should
completed for submission with the
expanded portfolio
NMC Standards to support learning &
assessment in practice. (2008)
1
2
5
3
6
4
7
8
Stage 1: Registrant
Stage 2: Mentor
Stage 3: Practice Teacher
Stage 4: Teacher
NMC Domains
Domains to be achieved according to the standard:
o
o
o
o
o
o
o
o
Establishing effective working partnerships
Facilitation of learning
Assessment and accountability
Evaluation of learning
Creating an environment for learning
Context of practice
Evidence based practice
Leadership
(NMC, 2008)
Mapping to Standard
This Mentorship Module maps to:
- NMC Mentor Outcomes
- NES Framework Learning
outcomes
- NES Framework Unit Learning
Outcomes
- Knowledge and Skills Framework
Core Dimensions
Achieving the Appropriate Academic
level
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Mentor module is developed at
Academic Level 9
Explain SCQF levels
Define and give examples of
learning at level 9