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Mentorship Module Day one WELCOME SCHOOL OF Nursing, Midwifery and Health.

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Presentation on theme: "Mentorship Module Day one WELCOME SCHOOL OF Nursing, Midwifery and Health."— Presentation transcript:

1 Mentorship Module Day one WELCOME SCHOOL OF Nursing, Midwifery and Health

2 Outline of the Day  Introductions  Ground Rules and Expectations  Organisation of Module  NMC Standards  Definition of Mentor  Teaching and Learning  Website-(Supervisor Mentors)  Portfolio of Evidence-(Supervisor Mentors)

3 Organisation of the Module  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

4 NMC Standards to support learning & assessment in practice. (2008) Five principles A B C D E 1 5 4 8 Stage 2: Mentor Stage 1: Registrant Stage 3: Practice Teacher Stage 4: Teacher 23 67

5 NMC Domains Domains to be achieved according to the standard: o Establishing effective working partnerships o Facilitation of learning o Assessment and accountability o Evaluation of learning o Creating an environment for learning o Context of practice o Evidence based practice o Leadership (NMC, 2008)

6 Role of Mentor o 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. (NMC The Code 2008, p 5)

7 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.”

8 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

9 Learning Theories & Styles  Theories: There are 3 main theories –  Behaviourism  Cognitivism  Humanism  Styles: Activists, reflectors, theorists, experimenters (Honey & Momford 1994) Visual, auditory, kinesthetic

10 Learning Theories & Styles  Self directed study:  Think of a skill/subject you wish a student to learn and note how you would teach this.  What are the associated learning styles/theories that you have utilised.  How do you know your learner has understood your teaching and how would you adapt it if they don’t?  Consider the different types/levels of learners you may encounter.

11 Preparing for students/learners What you would like to know about learner? Previous experience Skills already achieved Theoretical knowledge http://www.nm.stir.ac.uk/mentors/in dex.php What are your responsibilities?

12 Preparing for students/learners in The Learning Environment What makes a good learning environment? Is it……. o Supportive o Inclusive o Planned o Students objectives to fit into designated area

13 Preparing for students/learners in The Learning Environment: Swot Analysis o Using a tool to evaluate your environment o Strengths o Weaknesses o Opportunities o Threats  Price B 2004 Mentoring learners in practice; Evaluating your learning environment Nursing Standard, Oct. 13 Vol.19 No.5  Congdon G, et al Managing the Placement Learning Environment Making practice based learning work (Accessed

14 The Placement Experience  Induction & Orientation  Learner documentation  Contract for learning  Establishing the mentor student relationship

15 Organisation of the Module  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

16 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

17 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

18 Achieving the Appropriate Academic level  Mentor module is developed at Academic Level 9  Explain SCQF levels  Define and give examples of learning at level 9


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