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Mentor Preparation Programme - Nursing - HEA00071H

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  • Department: Health Sciences
  • Module co-ordinator: Ms. Trudi Neenan
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2019-20
    • See module specification for other years: 2018-19

Module will run

Occurrence Teaching cycle
A1 Autumn Term 2019-20
A2 Autumn Term 2019-20
A3 Autumn Term 2019-20
B1 Spring Term 2019-20
B2 Spring Term 2019-20
C1 Summer Term 2019-20
C2 Summer Term 2019-20
C3 Summer Term 2019-20

Module aims

The main aims of the programme are to:

  • Equip the students with an appropriate level of knowledge and understanding in order to fulfil the role of mentor and facilitate an effective learning process across a range of healthcare settings in nursing.
  • Ensure each successful student has fulfilled the requirements at stage 2 of the Nursing and Midwifery Council Standards to Support Learning and Assessment in Practice (2008) before being admitted to the mentor register or assessing students' competence in practice settings.
  • Enable suitably qualified nurses to become competent mentors ensuring safe and effective clinical practice, in the interest of public protection.

Module learning outcomes

The learning outcomes are mapped against stage 2 of the developmental framework for Standards to Support Learning & Assessment in Practice (2008).

These standards group around eight domains:

  • Effective Working Relationships (EWR)
  • Facilitation of Learning (FOL)
  • Assessment and Accountability (AA)
  • Evaluation of Learning (EOL)
  • Creating an Environment for Learning (CEL)
  • Context of Practice (COP)
  • Evidence Based Practice (EBP)
  • Leadership (L)

The connection between learning outcome and the eight domains is made explicitly through the abbreviations used.

On successful completion of the module and the relevant reading the student will be able to:

  1. Explore the perspective of learners and debate strategies for mentoring practice (All domains).
  2. Discuss the development of effective working relationships and their influence on a productive learning environment (EWR/FOL/CEL/COP/L).
  3. Identify learning needs of learners and explore the meeting of these needs through facilitation (FOL/CEL/EBP/L).
  4. Evaluate own personal and professional development needs (AA/EOL/EBP).
  5. Create evidence for appropriate teaching, learning and assessment situations in practice (FOL/AA/COP).
  6. Analyse the context and complexity of mentorship from a range of perspectives such as quality assurance, fitness for practice and assessment as a legal and educational process (All domains).

Transferable skills:

  • Transferable skills will be included within the module outcomes and met by students through individual reflection, group discussion, literature searching and seminar work.


Task Length % of module mark
Departmental - attendance requirement
N/A 0
Essay - 2000 words
N/A 100
N/A 0

Special assessment rules



Task Length % of module mark
Essay - 2000 words
N/A 100
N/A 0

Module feedback

Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

  • Caulfield, H. (2005). Accountability. Oxford: Blackwell.
  • Gimeenz, J. (2007). Writing for nursing and midwifery students. Basingstoke, Hampshire: Palgrave Macmillan.
  • Grossman, S.C. (2007). Mentoring in nursing: a dynamic and collaborative process. US: Springer Publishing.
  • Knowles, M.S. (2004). The adult learner: the definitive classic in adult education and human resource development. 6th edn. Woburn: Butterworth-Heinemann.
  • Nursing & Midwifery Council (2008). Standards to support learning and assessment in practice. London: NMC.
  • Stuart, C. (2007). Assessment, supervision and support in clinical practice: a guide for nurses, midwives and other health professionals. Edinburgh: Churchill Livingstone.
  • Tilley, S. and Watson, R. (2004). Accountability in nursing and midwifery. Oxford: Blackwell Publishing.
  • Welsh, I. and Swann, C. (2002). Partners in learning: a guide to support and assessment in nurse education. Bristol: Radcliffe Medical Press.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

Course changes for new students