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)
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:
Facilitate a student's learning by identifying their learning needs, negotiating how learning will be achieved and demonstrating knowledge of the principles of assessment (FOL/AA/COP).
Apply the principles of underpinning professional practice to the facilitation of learning and assessment of competence (AA/EOL/EWR/L).
Discuss the development of working relationships and effective communication in the support of practice based learning (EWR/FOL/CEL/COP).
Recognise professional accountability when making decisions related to the student's fitness for practice, progression and entry to the professional register (sign-off mentor) (AA/EOL/L).
Demonstrate an awareness of the values and attitudes that affect learning opportunities and strategies that might be useful to support students (EWR/FOL/CEL/COP/L).
Identify the characteristics of an optimum learning environment and how this can be achieved and monitored in practice (EOL/CEL/COP).
Monitor the formal and informal methods of providing feedback on a learner's progress and experience (FOL/EOL/AA/COP/L).
Use knowledge, skills and professional experience to contribute actively to identifying and meeting the learning needs of the students with which they engage (FOL/EBP/EOL/COP/L).
Facilitate effective learning and the development of skills taking into account students' differing learning needs and levels of competence (EWR/COP/EBP/CEL).
Transferable skills will be included within the module outcomes and met by students through individual reflection, group discussion, literature searching and seminar work.
% of module mark
Departmental - attendance requirement Attendance
Special assessment rules
% of module mark
Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.
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.
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.