MENTOR PREPARATION FOR
MIDWIFERY EDUCATION
IN NORTHERN IRELAND
PORTFOLIO OF EVIDENCE
QUEEN’S UNIVERSITY BELFAST
and
BELFAST HEALTH AND SOCIAL CARE TRUST
NORTHERN HEALTH AND SOCIAL CARE TRUST
SOUTHERN HEALTH AND SOCIAL CARE TRUST
SOUTH EASTERN HEALTH AND SOCIAL CARE TRUST
WESTERN HEALTH AND SOCIAL CARE TRUST
NAME
CLINICAL AREA
TRUST
COMMENCEMENT DATE
COMPLETION DATE
DESIGNATED PRACTICE SUPERVISOR
October 2009
TABLE OF CONTENTS
TABLE OF CONTENTS
Section 1: Introduction
1.1 Competencies and Outcomes for a Mentor
1.2 Learning contract
Section 2:
Domains and Evidence
Domain 1: Establishing effective working relationships
Domain 2: Facilitation of learning
Domain 3: Assessment and accountability
Domain 4: Evaluation of learning
Domain 5: Creating an environment for learning
Domain 6: Context of Practice
Domain 7: Evidence-based practice
Domain 8: Leadership
Domain 9: Sign off mentor
2.1
Section 3:
Activities and Time Log
Verification of Competencies
3.1
Biographical Details for Insertion onto Local Register of Mentors
3.2
Certificate of Completion
2
SECTION 1: INTRODUCTION
This portfolio has been designed to help you integrate theory and practice and to provide
an organised and systematic way of recording how all your practical and learning activities
demonstrate that you meet the Nursing and Midwifery Council (NMC) competencies for the
mentor programme as described in the NMC Standards to support learning and
assessment in practice, section 2.1.2 (NMC, 2007).
You should consider your portfolio as a tool that will enable you to
 Record reflective accounts of your learning
 Provide an account of activities that you have undertaken during the programme
 Maintain a diary of your progress to include self evaluation and formative feedback
from your designated practice supervisor
 Enable you to record a activity log to demonstrate that you have met the five days
of practice learning and competence in assessing students on at least three
occasions at progression points for pre-registration midwifery programmes
The portfolio is designed to enable you to provide evidence to your designated practice
supervisor that you have met the required NMC competences and outcomes for a mentor
and the requirements for a sign-off mentor as required for mentor midwives. These are
presented as a series of domains, the first 8 identifying the domains for a mentor, the 9 th
identifying a domain for sign-off criteria. These are inter-related domains and are not
mutually exclusive. It is expected that you will integrate the requirements across all
domains as an iterative process. The portfolio evidence should be used during
discussions with your designated practice supervisor to inform your progress and facilitate
final assessment of your competence. It is essential that you maintain your portfolio on an
ongoing basis during the mentor preparation programme.
You are required to undertake the following
 Teach, supervise and assess at least two students for at least four continuous
weeks for each student
 Be directly observed by your designated practice supervisor whilst teaching,
supervising and assessing students
 Undertake a range of activities with the students and related learning activities
 Demonstrate competence in assessing students on at least three occasions at
progression points for pre-registration midwifery programmes
The documentation in the portfolio includes suggested activities that will help you in
meeting the required competencies. It should be noted that these are only intended to
facilitate your learning and the majority of activities will be undertaken whilst teaching,
supervising and assessing your allocated students. In addition the suggested activities do
not reflect the totality of your learning experiences.
You are required to meet with your designated practice supervisor at the beginning of the
programme, and mid way to discuss your development needs and progress. Your portfolio
of evidence will inform this process.
You are required to meet with your designated practice supervisor at programme
completion for summative assessment of your progress. This will be informed by your
portfolio of evidence and your designated practice supervisor’s observation of competence
3
in practice to determine if you have achieved the required competencies. Your designated
practice supervisor is required to complete the assessment of competencies form and sign
the certificate of completion. If you have successfully completed the programme a copy of
the certificate of completion will be forwarded to your line manager or professional lead for
entry of your name to the local register of mentors and practice teachers. This will be
accompanied by required biographical data for inclusion on the local register.
4
1.1 Competencies and Outcomes for a Mentor
Establishing effective working relationships
- Develop effective working relationships based on mutual trust and respect.
- Demonstrate an understanding of factors that influence how students integrate into practice
settings.
- Provide ongoing and constructive support to facilitate transition from one learning environment to
another.
Facilitation of learning
- Use knowledge of the student’s stage of learning to select appropriate learning opportunities to
meet their individual needs.
- Facilitate selection of appropriate learning strategies to integrate learning from practice and
academic experiences.
- Support students in critically reflecting upon their learning experiences in order to enhance future
learning.
Assessment and accountability
- Foster professional growth, personal development and accountability through support of students
in practice.
- Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to
the total assessment process as part of the teaching team
- Provide constructive feedback to students and assist them in identifying future learning needs
and actions. Manage failing students so that they may either enhance their performance and
capabilities for safe and effective practice or be able to understand their failure and the implications
of this for their future.
- Be accountable for confirming that students have met, or not met, the NMC competencies in
practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of
proficiency in practice and are capable of safe and effective practice.
Evaluation of learning
- Contribute to evaluation of student learning and assessment experiences – proposing aspects for
change as a result of such evaluation.
- Participate in self and peer evaluation to facilitate personal development, and contribute to the
development of others.
Creating an environment for learning
- Support students to identify both learning needs and experiences that are appropriate to their
level of learning.
- Use a range of learning experiences, involving patients, clients, carers and the professional team,
to meet defined learning needs.
- Identify aspects of the learning environment which could be enhanced – negotiating with others to
make appropriate changes.
- Act as a resource to facilitate personal and professional development of others.
5
Context of practice
- Contribute to the development of an environment in which effective practice is fostered,
implemented, evaluated and disseminated.
- Set and maintain professional boundaries that are sufficiently flexible for providing
interprofessional care.
- Initiate and respond to practice developments to ensure safe and effective care is achieved and
an effective learning environment is maintained.
Evidence-based practice
- Identify and apply research and evidence-based practice to their area of practice.
- Contribute to strategies to increase or review the evidence-base used to support practice.
- Support students in applying an evidence base to their own practice.
Leadership
- Plan a series of learning experiences that will meet students defined learning needs.
- Be an advocate for students to support them accessing learning opportunities that meet their
individual needs – involving a range of other professionals, patients, clients and carers.
- Prioritise work to accommodate support of students within their practice roles.
- Provide feedback about the effectiveness of learning and assessment in practice.
In addition, course participants must meet sign-off mentor criteria and demonstrate that they have:

Clinical currency and capability in the field of practice in which the student is being assessed.

A working knowledge of current programme requirements, practice assessment strategies and
relevant changes in education and practice for the student they are assessing.

An understanding of the NMC registration requirements and the contribution they make to
meeting these requirements.

An in-depth understanding of their accountability to the NMC for the decision they make to
pass or fail a student when assessing proficiency requirements at the end of a programme.
and
Been supervised on at least three occasions assessing students at progression points in the preregistration midwifery programme
6
Content
Type of Learning
NMC Standards to Support Learning and Assessment in Practice
Pre-reading and
portfolio for reference
NMC Standards for Pre-Registration Education
All relevant NMC Standards and Circulars
(Course participant to register for NMC circulars and access documentation)
(designated practice supervisor identified)
Role of mentor – accountability and responsibility and protection of the public
Face-to-Face (1 day)
Structure of mentorship programme, methods of learning, introduction to Self
Directed Learning
(HEI led)
Clarification of NMC Standards and the NI context
Introduction to teaching, learning and assessment in practice
Retrieve curriculum documentation for clinical area
Commence portfolio - learning contracts
Assessment of learning needs, the learning environment,
Self Directed
Learning/Practicebased
Planning for learning
Self Directed
Learning/Practicebased
Teaching students under supervision
Self Directed
Learning/Practicebased
Supervising students in practice and giving feedback
Self Directed
Learning/Practicebased
Principles of assessment
Self Directed Learning
Introduction to assessment strategies and schedules for NI courses
Face-to-Face (½ day)
(HEI led)
Case studies on assessment – Failure to Fail
Clinical Assessment in practice
Self Directed
Learning/Practicebased
Being a mentor in practice
Practice-based
Being a mentor in practice
Practice-based
Being a mentor in practice - Assessment of mentoring skills
Practice-based
Finalising portfolios
Reflection, evaluation, review of accountability and responsibility
7
Face-to-Face (½
day)(Trust led)
1.2 Facilitation Contract
Roles and Responsibility
The trainee mentor and the designated practice supervisor will establish a learning contract
which will ensure successful completion of this NMC approved mentor preparation
programme.
Trainee Mentor:
The trainee mentor has to take responsibility for their learning, specifically:
1. Completion of self directed materials and associated activities
2. Attendance and contribution to face-to-face sessions
3. Completion of portfolio with submission of evidence for achievement of learning
outcomes
4. Maintain the Time-Log of activities performed
5. Arranging, in consultation with the designated practice supervisor, appropriate
experience with pre-registration student/s.
6. Arrange times to discuss progress with their designated practice supervisor.
Designated Practice Supervisor
1. Plan a learning schedule, which will provide the opportunity for the trainee mentor to
meet their learning objectives and gain competency in mentoring.
2. Facilitate learning by encouraging critical thinking and reflection.
3. Provide dedicated time and opportunities for the trainee mentor to observe how the
mentor/sign-off mentor fulfils their role with pre-registration students.
4. Facilitate trainee mentors in undertaking supervised practice with pre-registration
students and provide appropriate feed-back.
5. Facilitate the integration of theory with practice in the clinical area.
6. Be able to make judgments about competence / proficiency of NMC students on the
same part of the register and in the same field of practice, and be accountable for
such decisions.
7. Assess and verify that, by the end of the course, the trainee mentor has completed
the required 10 days of study and has met the outcomes.
8. Complete and forward a copy of the Certificate of Completion to nominated
individual within the HSC Trust for entry on the Local Register of Mentors.
8
Manager
The manager’s responsibilities include:
1. Selection of appropriate people to undertake the course
2. Selection of appropriate people to act as designated practice supervisors
3. Ensuring that appropriate resources are made available for the trainee mentor and
designated practice supervisor to fulfil their roles, including provision of protected
time for learning.
9
Trainee Mentor Name (Print)________________________________________
Designated Supervisor Name (Print)_________________________________
What support are you
going to need to complete
the programme?
How will this support be
achieved?
Comments
Signed by Trainee Mentor ____________________________ Date:_____________
Signed by Practice Supervisor ________________________ Date _____________
This contract should be completed during the initial meeting and reviewed at the designated practice
supervisor’s meeting (Section 2.1)
10
SECTION 2 DOMAINS AND EVIDENCE
Domain1: Establishing effective working relationships
NMC Outcome
1.1 Developing effective working
relationships based on mutual trust and
respect
Evidence to be documented in portfolio
Discuss with your supervisor factors which
you consider to be important in promoting
good working relationships and record in
your portfolio a reflection on your experience
of supporting students in practice; provide
examples of factors that you consider to be
important in promoting good working
relationships. This should be supported by
evidence from your Practice Supervisor
( 100 words)
1.2 Demonstrate an understanding of
factors that influence how students
integrate into practice settings
Review your existing orientation/induction
information for students for your
ward/department and reflect upon its
effectiveness with your student (100 words)
1.3 Provide ongoing and constructive
support to facilitate transition from one
learning environment to another
List the experiences that are available in your
unit for a student
(Include in Portfolio)
Suggested Resources
www.practicebasedlearning.org
>Learning Materials
>Mentoring
Pages 6, 11-15
Toolkit Unit 2
Section
Roles and Responsibilities
Toolkit Unit 2
Section
-Skills for Supporting Learning in the Workplace
www.practicebasedlearning.org
>Learning Materials
>Mentoring
11
Evidence of Achievement for Domain 1
1.1 Developing effective working relationships based on mutual trust
and respect
1.2 Demonstrate an understanding of factors that influence how
students integrate into practice settings
1.3 Provide ongoing and constructive support to facilitate transition
from one learning environment to another
12
Domain 2: Facilitation of learning
NMC Outcome
2.1 Use knowledge of the student’s
stage of learning to select appropriate
learning opportunities to meet their
individual needs
Evidence to be documented in portfolio
Construct a schedule which outlines your
student’s four weekly programme during
their time in your clinical area and include it
in your portfolio
Construct a facilitation contract for yourself
with your DPS and a learning contract for
your student on placement based on the
experiences available in your clinical area.
Demonstrate how you will meet at least
two of the students learning outcomes.
Following completion of your student’s
placement evaluate how effective the
contract was in meeting their learning
outcomes and the learning achieved
(100 words)
2.2 Facilitate selection of appropriate
learning strategies to integrate learning from
practice and academic experiences.
ACTIVITY:
The following activity asks you to consider
how you learn and how this may apply to
your teaching
Reflect on your own learning style
What are the strengths and weaknesses of
your learning style?
How does your learning style impact on
how you teach students?
Can you think of aspects of your teaching
that you would want to develop?
How could you further develop these
aspects?
Include in portfolio evidence of having
completed this activity. (100 words)
2.3 Support students in critically
reflecting upon their learning
experiences in order to enhance
future learning.
ACTIVITY:
Reflection is central to professional
practice. This activity asks you to reflect
13
NMC Outcome
Evidence to be documented in portfolio
upon how you do this
1 How do you currently encourage students
to reflect on their practice?
And
2 Think about how your students learn.
How could you introduce reflection to
students in a way that will motivate them to
become more reflective? ( 100 words )
Suggested Resources
www.practicebasedlearning.org
>Learning Materials
>Mentoring
Pages 7 – 10
Student portfolios, record of achievement and learning outcomes
www.practicebasedlearning.org
>Learning Materials
>Mentoring
Pages 18 – 22
Toolkit Unit 1 Learning and Teaching in the Workplace
- Theories of Learning
- Learning Styles
Assessing individual Learning Styles
www.practicebasedlearning.org
>Learning Materials
>Mentoring
Pages 38 – 43
Read toolkit unit 3.Reflection on and in the workplace
14
Evidence of Achievement for Domain 2
2.1 Use knowledge of the student’s stage of learning to select
appropriate learning opportunities to meet their individual needs.
2.2 Facilitate selection of appropriate learning strategies to
integrate learning from practice and academic experiences.
2.3 Support students in critically reflecting upon their learning
experiences in order to enhance future learning.
15
Domain 3: Assessment and accountability
NMC Outcome
3.1 Foster professional growth, personal
development and accountability through
support of students in practice.
Evidence to be documented in portfolio
Write a description for your role as a mentor
including key responsibilities and tasks.
Including a discussion with your student of
their expectations of you as a mentor. (100
words )
3.2 Demonstrate a breadth of understanding
of assessment strategies and the ability to
contribute to the total assessment process
as part of the teaching team.
Select 2 of the course learning outcomes for
a student in your clinical area and devise a
plan showing how you think these could be
assessed.
Provide a rationale for your choice of
assessment method (100 words )
3.3 Provide constructive feedback to
students and assist them in identifying
future learning needs and actions. Manage
failing students so that they may either
enhance their performance and capabilities
for safe and effective practice or be able to
understand their failure and the implications
of this for their future.
3.4 Be accountable for confirming that
students have met, or not met, the NMC
standards of proficiency in practice for
registration - and at a level beyond initial
registration – and are capable of safe and
effective practice.
Summarise the ways in which you would
support a student who is struggling in your
area.
(100 words)
Select one NMC Competency or Standard
of Proficiency for a student in your area and
specify the criteria you would use to confirm
achievement or non achievement
Suggested Resources
Toolkit unit 2: Supporting Learning in the Workplace
Role and responsibilities
Toolkit Unit 4: Assessment in the Workplace
-giving feedback.
-Helping a failing student:
-Skills for effective Assessment
- Student problems
www.practicebasedlearning.org/resources/materials/docs/Failing
“Helping a failing student”
16
Evidence of Achievement for Domain 3
3.1 Foster professional growth, personal development and
accountability through support of students in practice.
3.2 Demonstrate a breadth of understanding of assessment strategies
and the ability to contribute to the total assessment process as part of
the teaching team.
3.3 Provide constructive feedback to students and assist them in
identifying future learning needs and actions. Manage failing students
so that they may either enhance their performance and capabilities for
safe and effective practice or be able to understand their failure and the
implications of this for their future.
3.4 Be accountable for confirming that students have met, or not met,
the NMC standards of proficiency in practice for registration - and at a
level beyond initial registration – and are capable of safe and effective
practice.
17
Domain 4: Evaluation of learning
NMC Outcome
4.1 Contribute to evaluation of student
learning and assessment experiences,
proposing aspects for change as a result of
such evaluation
Evidence to be documented in portfolio
Complete a SWOT analysis on the learning
environment in your workplace
4.2 Participate in self and peer evaluation
to facilitate personal development of others.
In discussion with your supervisor evaluate
your performance in undertaking one
student assessment by reflecting on your
strengths and areas that require further
developments. Record a summary of
this.(200 words ) Self reflection (100) / Peer
reflection(100)
Identify the action you could take to improve
the learning environment in your workplace.
(100 words)
Suggested Resources
Toolkit Unit 4: Assessment in the Workplace
Evaluating an Assessment
Toolkit Unit 3: Reflection on and in the workplace
18
Evidence of Achievement for Domain 4
4.1 Contribute to evaluation of student learning and assessment
experiences, proposing aspects for change as a result of such
evaluation
4.2 Participate in self and peer evaluation to facilitate personal
development of others
19
Domain 5: Creating an environment for learning
NMC Outcome
5.1 Support students to identify
both learning needs and
experiences that are
appropriate to their level of
training
Evidence to be documented in portfolio
In conjunction with a student ,review their learning
contract and reflect on how their learning outcomes
and expectations of the placement have been met (100
words)
5.2 Use a range of learning
Directly observe the teaching of a pre-registration
experiences, involving patients, student and reflect upon this learning activity
clients, carers and the
(100 words)
professional team, to meet
defined learning needs.
5.3 Identify aspects of the
learning environment which
could be enhanced –
negotiating with others to make
appropriate changes.
Using the SWOT analysis of the learning environment.
Select one of these that you have identified and discuss
with your supervising mentor how this could be utilised to
enhance students’ learning. Outline the main parts of this
discussion in your portfolio. (100 words )
5.4 Act as a resource to
facilitate personal and
professional development of
others
Review the learning contract already compiled. Select a
learning opportunity. Prepare and deliver a teaching
session (include in your portfolio). The DPS will observe
the teaching session and give feedback. Reflect on the
effectiveness of this teaching session (100 words) and
record feedback in your portfolio
Suggested Resources
Toolkit Unit 2: Supporting Learning in the Workplace
Learning environments
Toolkit Unit 6: Diversity in the workplace
Strategies for supporting all students
20
Evidence of Achievement for Domain 5
5.1 Support students to identify both learning needs and experiences
that are appropriate to their level of training
5.2 Use a range of learning experiences, involving patients, clients,
carers and the professional team, to meet defined learning needs.
5.3 Identify aspects of the learning environment which could be
enhanced – negotiating with others to make appropriate changes.
5.4 Act as a resource to facilitate personal and professional
development of others
21
Domain 6: Context of Practice
NMC Outcome
6.1 Contribute to the development of an
environment in which effective practice is
fostered, implemented, evaluated and
disseminated.
Evidence to be documented in portfolio
Review the educational audit for your
clinical area and reflect on the need and
value of the audit.
(100 Words )
6.2 Set and maintain professional
boundaries that are sufficiently flexible for
providing interprofessional care.
Identify an activity to assist the student in
being able to recognise the roles and
responsibilities of an individual or group in
the workplace and their importance to the
patients experience.
Evaluate and reflect upon the effectiveness
of the activity and make recommendations
for its development
(200 words )
6.3 Initiate and respond to practice
developments to ensure safe and effective
care is achieved and an effective learning
environment is maintained.
Access a recent report and consider how
the recommendations for practice, identify
the source of the report and consider how
these recommendations are being
implemented into current practice
Provide evidence to demonstrate how
practice in your area has responded to the
identified recommendation.
( 100 words )
Suggested Resources
HEI & DHSSPSNI Educational Audit tool.
http://www.rqia.org.uk
22
Evidence of Achievement for Domain 6
6.1 Contribute to the development of an environment in which effective
practice is fostered, implemented, evaluated and disseminated.
6.2 Set and maintain professional boundaries that are sufficiently
flexible for providing interprofessional care.
6.3 Initiate and respond to practice developments to ensure safe and
effective care is achieved and an effective learning environment is
maintained.
23
Domain 7: Evidence-based practice
NMC Outcome
7.1 Identify and apply research and
evidence-based practice to their area of
practice
Evidence to be documented in portfolio
Make a list of 3 aspects of your clinical work
where you can immediately relate to an
available evidence base.
Contribute to strategies to increase or
review the evidence-base used to support
practice.
Review with a student definitions of the
following key terms




Support students in applying an evidence
base to their own practice
Evidence based practice
Clinical effectiveness and audit
Research and Development
Practice Development
Include a copy of this learning activity in
your portfolio.
24
Evidence of Achievement for Domain 7
7.1 Identify and apply research and evidence-based practice to their area
of practice Contribute to strategies to increase or review the evidencebase used to support practice. Support students in applying an
evidence base to their own practice
25
Domain 8: Leadership
NMC Outcome
8.1 Plan a series of learning experiences
that will meet students defined learning
needs.
Evidence to be documented in portfolio
Evidence already captured in portfolio.
(Cross reference to the appropriate
domains).
8.2 Be an advocate for students to support
them accessing learning opportunities that
meet their individual needs – involving a
range of other professionals, patients,
clients and carers.
Discuss with your supervisor and student
your thoughts on how individuals and
groups work effectively.
8.3 Prioritise work to accommodate support
of students within their practice roles.
In conjunction with your supervisor, reflect
on the responsibilities of your role as a
practitioner and a mentor. Identify areas of
possible conflict or difficulty.
Outline a plan to overcome any difficulties
identified.
(200 words )
8.4 Provide feedback about the
effectiveness of learning and assessment in
practice.
Discuss the effectiveness of the student’s
learning and assessment in practice with
your supervisor and if possible link lecturer.
(100 words )
(Domain 6.2)
Include a copy of an anonymised student
assessment documentation in your portfolio.
Suggested Resources
Tool – Kit Unit 5 :Working with others in the workplace
www.nmc-uk.org/aframedisplay.aspx?documentID=1129
26
Evidence of Achievement for Domain 8
8.1 Plan a series of learning experiences that will meet students’ defined
learning needs.
8.2 Be an advocate for students to support them accessing learning
opportunities that meet their individual needs – involving a range of
other professionals, patients, clients and carers.
8.3 Prioritise work to accommodate support of students within their
practice roles.
8.4 Provide feedback about the effectiveness of learning and
assessment in practice.
27
Domain 9: Sign-off Mentor
Sign-off Criteria
Learning Resources / Activities
Evidence to be documented in
portfolio
(All activities will require reflection on
experience of supporting students in
practice.)
Demonstrate
competence in
assessing students
on at least three
occasions at
progression points for
pre-registration
midwifery
programmes
Arrange for 3 observed experiences by
designated practice supervisor
Demonstrates a
working knowledge of
current preregistration midwifery
programme
requirements and
practice assessment
strategies
Reflect on programme requirements and
discuss this with your designated practice
supervisor. Identify areas of possible conflict or
difficulty.
Demonstrates an
understanding of the
NMC registration
requirements and the
contribution they
make to meeting
these requirements
Reflect on the role of a sign-off mentor in
recommending a student for registration with
NMC.
Write up a reflective practice
account.
Demonstrates an indepth understanding
of their accountability
to the NMC for the
decision they make to
pass or fail a student
when assess
proficiency
requirements at the
end of the midwifery
programme
Undertake a minimum of one assessment of
competence in a final placement
Write a summary of the
assessment experience
Discuss accountability issues with your
designated practice supervisor
Write a reflective account of signoff mentor accountability
Include a summary of the
outcomes of each observation
Write up a reflective practice
account.
Discuss the effectiveness of learning and
assessment in practice with your supervisor and
if possible link lecturer.
28
EVIDENCE OF ACHIEVEMENT OF DOMAIN 9
29
Section 2: 1 Activities and Time Log
Record of Meetings Between Trainee Mentor and Designated Practice
Supervisor
Date of
Meeting
Brief Summary of Meeting
Meeting 1
Meeting 2
Meeting 3
30
Face to Face: PROTECTED TIME - EQUALS 15HRS
Date
Time spent
(hrs)
Activity
Self-Directed Learning: PROTECTED TIME - EQUALS 15HRS
Date
Time spent
(hrs)
Activity
Self-Directed Learning: UNPROTECTED TIME - EQUALS 7.5HRS
Date
Time spent
(hrs)
Activity
31
Work-Based Practice: PROTECTED TIME - EQUALS 7.5HRS
Date
Time spent
(hrs)
Activity
Work-Based Practice: UNPROTECTED TIME - EQUALS 30HRS
Date
Time spent
(hrs)
Activity
I confirm that this is an accurate record of the time
taken to undertake these activities.
Trainee Mentor Signature:__________________________________________________
Designated Practice Supervisor Signature:____________________________________
Date:_____________________
32
Section 3: Verification of Competencies
ASSESSMENT OF COMPETENCE AS MENTOR
Competence and outcomes for a mentor
Achieved
Establishing effective working relationships
_ Develop effective working relationships based on mutual trust and respect.
_ Demonstrate an understanding of factors that influence how students
integrate into practice settings.
_ Provide ongoing and constructive support to facilitate transition from one
learning environment to another.
Facilitation of learning
_ Use knowledge of the student’s stage of learning to select appropriate
learning opportunities to meet their individual needs.
_ Facilitate selection of appropriate learning strategies to integrate learning
from practice and academic experiences.
_ Support students in critically reflecting upon their learning experiences in
order to enhance future learning.
Assessment and accountability
_ Foster professional growth, personal development and accountability through
support of students in practice.
_ Demonstrate a breadth of understanding of assessment strategies and the
ability to contribute to the total assessment process as part of the teaching
team
_ Provide constructive feedback to students and assist them in identifying future
learning needs and actions. Manage failing students so that they may either
enhance their performance and capabilities for safe and effective practice or be
able to understand their failure and the implications of this for their future.
_ Be accountable for confirming that students have met, or not met, the NMC
competencies in practice. As a sign-off mentor confirm that students have met,
or not met, the NMC standards of proficiency in practice and are capable of
safe and effective practice.
Evaluation of learning
_ Contribute to evaluation of student learning and assessment experiences –
proposing aspects for change as a result of such evaluation.
_ Participate in self and peer evaluation to facilitate personal development, and
contribute to the development of others.
Creating an environment for learning
Support students to identify both learning needs and experiences that are
appropriate to their level of learning.
Use a range of learning experiences, involving patients, clients, carers and the
professional team, to meet defined learning needs.
Identify aspects of the learning environment which could be enhanced –
negotiating with others to make appropriate changes.
Act as a resource to facilitate personal and professional development of others.
33
Not
Achieved
ASSESSMENT OF COMPETENCE AS MENTOR (continued)
Competence and outcomes for a mentor
Achieved
Not
Achieved
Context of practice
Contribute to the development of an environment in which effective practice is
fostered, implemented, evaluated and disseminated.
Set and maintain professional boundaries that are sufficiently flexible for
providing inter-professional care.
Initiate and respond to practice developments to ensure safe and effective care
is achieved and an effective learning environment is maintained.
Evidence-based practice
Identify and apply research and evidence-based practice to their area of
practice.
Contribute to strategies to increase or review the evidence-base used to
support practice.
Support students in applying an evidence base to their own practice.
Leadership
Plan a series of learning experiences that will meet students defined learning
needs.
Be an advocate for students to support them accessing learning opportunities
that meet their individual needs – involving a range of other professionals,
patients, clients and carers.
Prioritise work to accommodate support of students within their practice roles.
Provide feedback about the effectiveness of learning and assessment in
practice.
Sign-off criteria
Demonstrate competence in assessing students on at least three occasions at
progression points for pre-registration midwifery programmes
Demonstrates a working knowledge of current pre-registration midwifery
programme requirements and practice assessment strategies
Demonstrates an understanding of the NMC registration requirements and the
contribution they make to meeting these requirements
Demonstrates an in-depth understanding of their accountability to the NMC for
the decision they make to pass or fail a student when assess proficiency
requirements at the end of the midwifery programme
Name of Course Participant: ………………………………..….Signature:……………………………………….
Name of Designated Practice Supervisor:: …………………………………Signature:…………………………
Date: ………………………….
34
3.1
Biographical Details for Insertion onto Local Register of Mentors for
Midwife Mentors
Guidance
Name
Staff Number
Trust
This is site specific e.g.
Mater Hospital, Dunluce
Health Centre.
Location
Directorate /
Division
Ward / Team
Type of
Placement
NMC Registration
Pin No.
Expiry Date
Part(s) of the NMC
Register
Date completed
Mentor Programme
and met sign-off
mentor criteria
Type of placement e.g.
Medical, surgical, older
adult, community
SubPart
NMC
Recordable
Qualification
Recommended
for entry to local
register by
Active Parts of the Register
only
Example
Part - Nursing, Sub part –
Mental Health
Please enter date of
programme completed
and designated
practice supervisor
who completed
assessment
I give permission for this information to be held on an electronic database for retrieval by authorised
personnel for the purposes of meeting NMC requirements for placement learning and assessment
Signed
Date
35