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Mentor Preparation Programme - Midwifery Portfolio - HEA00138X

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

Professional requirements

One year registration with the Nursing & Midwifery Council (NMC) as a midwife.

Module will run

Occurrence Teaching cycle
A Autumn Term 2018-19
B Spring Term 2018-19
C Summer Term 2018-19

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 Sign-off Mentor and facilitate an effective learning process across a range of healthcare settings in midwifery.
  • 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 midwives to become competent Sign-off 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. 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).
  2. Apply the principles of underpinning professional practice to the facilitation of learning and assessment of competence (AA/EOL/EWR/L).
  3. Discuss the development of working relationships and effective communication in the support of practice based learning (EWR/FOL/CEL/COP).
  4. 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).
  5. 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).
  6. Identify the characteristics of an optimum learning environment and how this can be achieved and monitored in practice (EOL/CEL/COP).
  7. Monitor the formal and informal methods of providing feedback on a learner's progress and experience (FOL/EOL/AA/COP/L).
  8. 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).
  9. 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:

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

Module content

This module will prepare you to meet the NMC (2008) standards to support learning and assessment in practice, enabling you to fulfil the midwife mentor role.

Five days contact time as study days, with supervised completion of portfolio in the practice setting.


Task Length % of module mark
Departmental - attendance requirement
Satisfactory Attendance
N/A 33
N/A 33
Sign-off Mentor Requirements
N/A 34

Special assessment rules



Task Length % of module mark
Departmental - attendance requirement
Satisfactory Attendance
N/A 33
N/A 33
Sign-off Mentor Requirements
N/A 34

Module feedback

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

Indicative reading

  • Bailey-McHale, J. & Hart, D. (2013). Mastering mentorship : a practical guide for mentors of nursing, health and social care students. London, Sage.
  • 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 ed). Woburn: Butterworth-Heinemann.
  • Nursing & Midwifery Council (2008) Standards to Support Learning and Assessment in Practice NMC, London
  • Scott, I. & Spouse, J. (2013). Practice based learning in nursing, health and social care: mentorship, facilitation and supervision. Chichester, Wiley-Blackwell.
  • Shaw, ME & Fulton, J. (2015). Mentorship in healthcare. Keswick : M&K Update Ltd : [distributor] Gardners
  • Stuart, C (2007) Assessment, supervision and support in clinical practice; a guide for nurses, midwives and other health professionals. Edinburgh: Churchill Livingstone
  • Tilley S Watson R (2004) Accountability in nursing and midwifery Oxford Blackwell Publishing.
  • Welsh, I .& Swann, C. (2002) Partners in Learning: a guide to support and assessment in nurse education. Bristol: Radcliffe Medical Press.
  • Wigens, L. & Heathershaw, R. (2013). Mentorship and clinical supervision skills in health care. Andover, Cengage Learning

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.

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