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

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)
Guidelines/expectations of module – inform students of attendance requirements
Large Group activity to set ground rules and expectations for the 3 study days summarised onto Flip chart
Advise students of the password to access the protected part of the website.

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
Advise of the content of the 3 days face to face study days
Day 1 (Today) will consider: D1.1 definition of mentor role
governing standards and policies
programme overview
D1.2 theories and styles of learning
preparing for learners
action plans/learning contracts
D1.3 characteristics of good mentorship
teaching approaches/skills
D1.4 learning environments
Day 2: planning for learning
assessment
equality ,diversity , disability
Day 3: failing students

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
Domains 2 3 6 7
Give brief overview and history to the production of the standards.
- Kathleen Duffy’s research paper “Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice” (2003) recommendations were fed directly into the following consultation
NMC Consultation process during the review of the ‘standards for the preparation of teachers of nursing, midwifery and specialist community public health nursing in 2004
-NMC Consultation of ‘fitness to practice at the point of registration’ in 2005
This resulted in the publication of the ‘Standards to support learning and assessment in practice’ in August 2006 ,effective from Sept 2007.
Note that the standards are written for mentors practice teachers and teachers. Identify the 4 Stages
Stage 1 reflects the requirements of The NMC code of professional conduct: standards for conduct,
performance and ethics (NMC 2004). All registrants must meet the requirements defined in clause 6,
in particular clause 6.4, which states:
‘You have a duty to facilitate students of nursing and midwifery and others to develop their competence.’
Stage 2 identifies the standard for mentors. Registrants can become a mentor when they have
successfully achieved all of the outcomes of this stage. This qualification is recorded on the local
register held by placement providers.
Stage 3 identifies the standard for a practice teacher for nursing or specialist community public
health nursing, registrants can become a practice teacher when they have successfully achieved of
all of the outcomes of this stage. This qualification is recorded on the local register held by
placement providers.
Stage 4 identifies the standard for a teacher of nurses, midwives or specialist community public
health nurses. Registrants can become a teacher when they have successfully achieved all of the
outcomes of this stage. This qualification may be recorded on the register on application to the
NMC and payment of the relevant fee.

5. NMC Domains Domains to be achieved according to the standard:
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)
Information giving of the 8 domains to the standards – as noted above.
This programme aims to facilitate the achievement of the standards at stage 2, the mentor.
Provide handout of Stage 2 Mentor outcomes from the developmental framework (annex 1 of NMC standards)

6. Role of Mentor 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)
Discussion with students to identify their understanding of mentor role.
What are they expected to do – support? Teach? Assess?
Origins – “The term mentor is derived from the Classics, as identified in Homer’s Odyssey where Mentor, the trusted son of Alimus, was appointed by Ulysses to be tutor-adviser to his son,” …….” It was common in ancient Greece……. It was expected that the youths would learn from and emulate the value of their assigned mentor.” (Morton-Cooper, Palmer, 2000)
Adapted for education and nursing purposes during the 1980s
Some definitions from nursing literature
“an experienced professional friend, charged with the teaching, guidance and assessment of a learner in practice.” (Price 2004)
“the role of the nurse……… who facilitates learning and supervises and assesses students in the practice setting.” (ENB 2001)
“…..privilege and responsibility of helping students translate theory into practice,” (RCN 2005)
“Mentors should be facilitators of learning, effectively enabling the development of individuals by focusing on the experience of learning through the delivery of person centred care.” (NES 2007)
Relate to expectation from the NMC as noted in above quote from THE CODE and the publication of the NMC ‘Standards to support learning and assessment in practice’ – move to next slide with illustration of the standards framework

7. Requirements of the Standard
ه NMC Standards to Support learning and assessment in practice; NMC standards for mentors, practice teachers and teachers ( )
“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.”
And the 5 main principles
A who make judgements about whether a student has achieved the required standards of
proficiency for safe and effective practice must be on the same part or sub-part of the register
as that which the student is intending to enter
B must have developed their own knowledge, skills and competency beyond that of registration
through CPD – either formal or experiential learning – as appropriate to their support role
C hold professional qualifications at an appropriate level to support and assess the students they
mentor/teach, i.e. professional qualifications equal to, or at a higher level than, the students
they are supporting and assessing
D have been prepared for their role to support and assess learning and met NMC defined
outcomes. Also, that such outcomes have been achieved in practice and, where relevant, in
academic settings, including abilities to support interprofessional learning
E intending to record their teaching qualification must have completed an NMC approved
teacher preparation programme or have been assessed by the NMC, through its accreditation
of prior learning route, as having met the equivalent of this
Quoted above is the definition of a mentor from the standards

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
Refer back to slide 3 Role of the mentor and expectations from NMC. What personal characteristics promote the mentoring role?
Individual activity – list 3 attributes of a good mentor.
Give out role model pictures : ask individuals to pick a picture and attribute what characteristics make that person a good mentor e.g. knowledgeable , friendly, humorous. Split into groups each group should compile (on flip chart) their ideal mentor using the previously identified role models and their attributes to assist the process.
Summarise findings and give out handout. Refer to uni website, practice based learning and RCN toolkit

9. Learning Theories & Styles
There are 3 main theories –
Behaviourism
Cognitivism
Humanism
Styles:
Activists, reflectors, theorists, experimenters (Honey & Momford 1994)
Visual, auditory, kinesthetic
Advise students that they may access further reading regarding styles and theories on the website.

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.
Students should be advised by completing this activity and referencing it they may use this in their portfolio of evidence. Discuss how they can map this to the mentor outcomes and domains.

11. Preparing for students/learners
What you would like to know about learner?
Previous experience
Skills already achieved
Theoretical knowledge
What are your responsibilities?
How can this information be accessed. Refer to the university of Stirling website, use of handbooks for other learner programmes, SMILE file in some areas. Allocation of mentor at what stage? - Student visit to clinical area prior to commencement of placement to meet with mentor.
Learning Opportunities from various clinical areas are available. Handout the learning opportunities form for each clinical area.

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

13. Preparing for students/learners in The Learning Environment: Swot Analysis
Using a tool to evaluate your environment
Strengths
Weaknesses
Opportunities
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
Examplar SWOT to be done with students in class and advise to complete for own clinical area as a self directed activity,

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
Advise of the content of the 3 days face to face study days
Day 1 (Today) will consider: D1.1 definition of mentor role
governing standards and policies
programme overview
D1.2 theories and styles of learning
preparing for learners
action plans/learning contracts
D1.3 characteristics of good mentorship
teaching approaches/skills
D1.4 learning environments
Day 2: planning for learning
assessment
equality ,diversity , disability
Day 3: failing students

16. Portfolio of evidence Documentation required;
Learning contract / Action Plan
Record of Interim and Final Reviews
Record of Completion of Module Component Forms
Log of Practice Hours- containing a minimum of 37 and a half hours on specific practice mentor activity
Mapping of Portfolio of Evidence against Domains/ Outcomes
Verification of Achievement of Mentor Outcomes
Go over documentation required for achievement of mentor preparation programme.
Ensure student s know how to access this information from University of Stirling’s website.

17. The Accredited Version of the Module
Also requires
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
An assignment cover sheet should completed for submission with the expanded portfolio
This slide may be ignored if no candidates are undertaking the accredited route.

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
The student mentor must provide a portfolio of evidence at
level 9.
Identify how mentors are required to assess learner achievement against SCQF levels.
E.g. level 7 - year 1, describe
level 8 - year 2, discuss
level 9 - year 3, evaluate
Demonstrates mentors’ expectations from a pre-registration student at various stages in the 3 year pre-registration programme.
The student mentor must produce a portfolio of evidence a SCQF level 9, this will evaluate their own learning on the mentoring role.
Students may find the handout/resources below useful for assessing students and for their own development: -
Level 7, 8 & 9 descriptors from “An Introduction to the SCQF 2nd Edition”
Bloom’s educational taxonomy cognitive (knowledge-related) domain of the steps of Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.