GUIDE
DRAFT VERSION 1 NOVEMBER 2009 PAGE 1

BIOGRAPHICAL DETAILS OF REGISTRANTS SEEKING ACCREDITATION OF PRIOR LEARNING FOR NMC
APPROVED MENTOR PROGRAMMES PROVIDED IN NORTHERN IRELAND - FORM A
Transcript form Tool
Other Professional
Qualifications and date successfully completed that you wish to be considered for
Accreditation or Prior
Learning
Please list documents provided for review during the Accreditation process
Please describe experience that you consider will demonstrate that you already meet NMC standards
Suggested Content/Evidence Transcript from Tool
Any qualification that included modules in relation to mentorship, teaching, perceptorship, practice development.
E.G BsC Honours – Mentorship Module
NVQ assessor, Specialist Practice –
Teaching & Learning Module.
Attach evidence of the above
Please list any other qualifications you have which you wish to be considered as part of
The Accreditation process.
Experience of mentoring students, inducting new staff, NVQ assessors, OU programme Tutor, Link Lecturer, or formal teaching.
Copies of attendance at workshops or mentor update
Please provide documents related to the programmes you have successfully completed to include: programme structure, learning outcomes, assessment; and certificate of successful
Completion.
Please provide a brief overview of experience together with dates that you consider show that you already meet some or all of the

DOMAIN 1: Establishing effective working relationships
CRITERIA SUGGESTED EXAMPLES OF EVIDENCE
1.1
1.2
1.3
Demonstrate an understanding of factors that influence how students integrate into practice settings
Provide ongoing and constructive support to facilitate transition environment to another from one learning
Have effective professional and interprofessional working relationships to support learning for entry to the register
 How have you have orientated, welcomed, inducted students into practice in the past.
 Evidence should demonstrate an understanding of a range of factors.
 How you have prepared for students arriving
 How you have planned learning activities and problem solved
 How have you assessed prior learning of the student and used this to guide your choice of learning activities - ORA.
 Record anonymously how you have dealt with under or non-achieving students/action plans/learning contracts
 Reference to the number and level of students you have previously mentored.
 How & when have you have communicated with partners in learning e.g Link lecturers –provide examples.
 How you have ensured that the student has an appropriate blend of learning based upon a 24/7 service. mutli-disciplinary & muti-agency working.
SUGGESTED ACTION PLANNING IF
CRITERIA NOT MET
Suggestions to help you facilitate action planning;
 Reflect upon its effectiveness (is it good / bad
- how would mentor improve this?)
 Refer to RCN toolkit checklist - (Can be an informal induction )
Suggestions to help you facilitate action planning;
 Reflect upon strengths of ORA, how best to use it in future.
 Reflect upon how you identify early any concerns regarding students so as to be as supportive as possible.

DOMAIN 2: Facilitation of learning
CRITERIA
2.1
2.2
2.3
Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet individual needs
SUGGESTED EXAMPLES OF EVIDENCE
 Describe how you have developed learning contracts and a placement schedule for your students, taking into account both the student’s level and the experiences were available
Facilitate the 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
Describe the learning strategies that you have used to help students integrate theory into practice.
Anonymous student action plans that you have been involved with
Anonymous, minutes of meetings indicating your involvement
Supporting statements from students or peers
Describe how you have developed learning plans/contracts
How you have arranged with MDT/partners in the students learning
Copies of student evaluations
 How have you encouraged students to reflect on their practice? E.g questioning, reflective diaries
 What model of reflection do you encourage students to use? (Gibbs / Driscoll / Johns /
Taylors)
SUGGESTED ACTION PLANNING IF
CRITERIA NOT MET
Suggestions to help you facilitate action planning;

Mentor to reflect on prior students & their learning outcomes / how achieved
(cross reference to domain 1)

Through creating a list of learning opportunities available in practice area reflect on how you can use this to enhance the students learning.
Suggestions to help you facilitate action planning;
Learning Styles Questionnaire (Honey &
Mumford)
Reflect on own / students learning style
How does this impact on students learning?
Suggestions to help you facilitate action planning;
See Toolkit Unit One Page 11-15)

DOMAIN 3: Assessment and accountability
CRITERIA SUGGESTED EXAMPLES OF EVIDENCE
3.1
3.2
3.3
3.4
Foster professional growth, personal development and accountability through support of students in practice
 Describe your role and responsibilities of mentoring students.
 How have you directed and supported the students to develop professionally and personally. E.G supervision direct/indirect, attitude& behaviour.
 Describe the methods that you have used to assess students in practice. E.G observation, question, supervision direct/indirect.
Demonstrate a breadth of understanding of assessment strategies and 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.
 How and when have you given constructive feedback to students. E.g. Midway, Final,
‘Feedback sandwich’
 Describe how have you supported an under performing or failing student. -
OTHER
Anonymous student action plans that you have been involved in
 Anonymous records of assessment
 E-mails/letters to members of the multidisciplinary team
 Evidence of networking with other mentors
 Anonymous peer reviewed feedback
 Anonymous mid-term & final point comments
 Describe how you as a mentor have ensured that the competencies to practice were met. E.G action plan for creating more opportunities to practice a skill etc. Ensure students standards of record keeping meet NMC standards.
SUGGESTED ACTION PLANNING IF
CRITERIA NOT MET
Suggestions to help you facilitate action planning;
See Toolkit: Unit Four, page 95.
Suggestions to help you facilitate action planning;
Suggestions to help you facilitate action planning;
(Refer to toolkit Unit One - Page 24)

DOMAIN 4: Evaluation of learning
CRITERIA
4.1
4.2
Contribute to the evaluation of student learning and assessment experiences, proposing aspects for change resulting from such evaluation
SUGGEESTED EXAMPLES OF EVIDENCE
 How have you identified the Strengths, weakness, threats and opportunities to student learning in your practice area.
 How have you ensured that the threats or weakness have been addressed.
 OTHER
 Anonymous copies of records indicating that evaluation of learning has taken place
 Participated in the formation of an action plan with a student
 Contribute to evidence provided for the educational audit
Participate in self and peer evaluation to facilitate personal development and contribute to the development of others
 How do you reflect on your role as a mentor E.G appraisal /supervision.
SUGGESTED ACTION
PLANNING IF CRITERIA NOT
MET
 SWOT analysis of Learning
Environment
 STRENGTH – What is good
 WEAKNESS – Can be changed / within sphere of influence
 OPPORTUNITY – discovery of new opportunities / places to go or to see new things / previously missed
 THREAT – Strategic / External influences out of their control -
(Link this into the Educational
Audit)
 SWOT of Self

DOMAIN 5: Creating a learning environment
CRITERIA
5.1
5.2
5.3
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
SUGGESTED EXAMPLES OF EVIDENCE
SUGGESTED ACTION PLANNING IF
CRITERIA NOT MET
 Describe how you have developed learning contracts and a placement schedule for your students, taking into account both the student’s level and the experiences that were available
 How have you used the ORA to direct the students learning experiences.
 Describe and explain the rationale of a range of activities that you have used to support student learning. E.G If student attends another area (i.e.:
MDT/specialist nurse) make sure student gives feedback on what they have learned
 Cross reference 4.1 (SWOT of environment)
 Discuss how you have contributed to evidence provided for the educational audit- Emails/letters
See Toolkit: Unit Three & Unit Five
5.4 Act as a resource to facilitate personal and professional development of others
 Describe how you have used your mentorship skills to help other members of staff / encourage others to reflect
 Copies of attendance at workshops or study days
 Supporting statements/ testimonials from others
See Toolkit: : Unit One

DOMAIN 6: Context of practice
Criteria
6.1
6.2
6.3
SUGGESTED EXAMPLES OF EVIDENCE
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
 Describe how you have ensured that clinical practice in the placement area is effective and safe. E.G policies procedures, guidelines etc.
 Describe how you work in a MDT / Interprofesional team and how you translate this into student learning to ensure patient safety.
SUGGESTED ACTION PLANNING IF
CRITERIA NOT MET
Toolkit pg 133
 How have you as a mentor enhanced the learning culture in your work area? (i.e. Clinical supervision, reflection, practice development, productive ward, mission statements, good communication & feedback, good working relationships)
 E.G Practice developments such as PEWS,
Infection Control, Standards , Audit.
 Contribute to the review of an element of practice and disseminate findings

DOMAIN 7: Evidence-based practice
Criteria
7.1
7.2
7.3
Identify 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
SUGGESTED EXAMPLES OF EVIDENCE
 Describe what research and evidence that you have used in your practice. E.G CREST, NICE
 Update the areas information board
 Attend journal clubs
 How have you contributed to the review of evidence based practice
 Examples of evidence based practice introduced and shared with colleagues . E.G SBAR tool for phone calls (Situation, Background, Assessment,
Recommendation)
 Statements from others indicating your contribution to sharing evidence based practice
 Contribute to the review of policy/procedure/protocols
 How have you supported students to apply the evidence to practice E.G PEWS,
 Discussion with Link lecturer re students theoretical learning to their practice (i.e.: link students exam, essays, to practical learning)
SUGGESTED ACTION PLANNING IF
CRITERIA NOT MET
 What is the difference between research and evidence based practice
Research- generating new knowledge, yet to be proved
Evidence - research based, from
Clinical Trials or audits and proven to work

DOMAIN 8: Leadership
Criteria
8.1
8.2
8.3
8.4
SUGGESTED EXAMPLES OF EVIDENCE
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
 Cross Reference - Domain 1 & 2.1 & 5.1
 Copies of sections of student Ongoing Record of
Achievement (ORA).
 Copies of students contract of learning plan
 Copies of learning opportunities for students provided
 Anonymous student documentation demonstrating how evaluation took place
 Evidence of acting as an advocate for the student in difficult circumstances
 Student evaluations
 Peer review
 Evaluate the mentor experience
 Describe when you have acted as an advocate on behalf of your student (s) E.G arranged for a student to meet with Specialist nurse to enhance their learning.
 Testimonial from learners illustrating advocacy role
Provide feedback about the effectiveness of learning and assessment in practice
SUGGESTED ACTION PLANNING IF
CRITERIA NOT MET
 Discuss how you have ensured that you plan and allocate sufficient time and/or co-mentor to support student learning and assessment. E.G Off-Duty.
 Describe how you provide feedback to the student, link lecturer, manager etc on the effectiveness of learning and assessment in practice.
 How do you keep resource files up to date – E.G testimony of others
 Student evaluations
 Peer review
 Evaluate the mentor experience
 40% direct / indirect rule – mentors responsibility to teach student about prioritising work, mentor to consider how they articulate and communicate with students to eliminate reporting of undervalue or manage supernumery challenge.

The APEL Tool can be used to inform the discussion between a manager and a member of staff at the annual appraisal. The evidence required to APEL to the NMC Standards to Support Learning & Assessment in Practice-
2008; can also be used as evidence at PDR.

The Education Facilitator must ensure that the following are completed and submitted
(if appropriate);
DOCUMENTS YES
1.
Biographical Details Form – Form A
2.
APEL Tool - Form B
3.
Self-verification by registrant – FORM C
4.
Confirmation by Practice Education Facilitator of 100% Accreditation for Prior
(Experiential) Learning – FORM D
5.
Action Plan agreed between registrant and University staff to meeting outstanding NMC domains and criteria – FORM E
6.
Biographical Details for Entry on Local Register of Mentors and Practice
Teachers – FORM F
7.
Ensure student mentor’s name is held on Broadsheet & that the APEL
Document, with supporting evidence is submitted to Mentor Programme
Review Group.
NO