Overview
The role of ‘Mentor’ is very complex with definitions and understanding of the role varying across health care disciplines. Certainly, within many professions, the mentor’s responsibilities relate to teaching, facilitating learning and assessing learner competence within the clinical setting.
Mentorship is seen as an essential component in the development of clinical competence of learners within the practice environment (NMC, 2008; DoH, 2000; BMA, 2004). By working alongside clinical staff, learners have an opportunity to learn from experts in a safe and supportive environment (Andrews & Wallis, 1999). Observational learning is a central component of health care education today. Through role modelling and interaction with professional groups students have an opportunity to learn the culture and behaviour of their chosen profession (Quinn & Hughes, 2007, Olsson & Gullberg, 1991).
This module is available as either a 20 credit level 6 module or as a non credit rated level 6 module.
The non credit rated module is not transferable to any CPD degree programmes. Students wishing to undertake the non credit route must normally be able to evidence successful completion of a Degree programme. Operating Department Practitioners can only study a level 6 credited module as per CODP (2009) mentor standards and are therefore excluded from studying the non credit route.
Content and Modules
Level 6 (Undergraduate)
Pre-requisites: Must have access to learners within a practice environment (learners must be those on a programme leading to; or possessing a qualification recognised by the NMC or HPC).
Applicants must have current registration with a relevant Professional Regulatory Body (NMC, HPC).
Must have completed twelve months full time (or equivalent part-time) experience following initial registration with the appropriate professional body (NMC, HPC).
Excluded Combinations: Practitioners who have already studied this module at level 5 are excluded from studying the same module at level 6. The same module cannot be studied again at a different academic level.
The Preparation for Mentorship module aims to enhance and develop qualified practitioners’ knowledge and skills to enable them to competently support a wide range of learners from all health care professions whilst facilitating skills development in practice. The ethos of interprofessional learning is fundamental to this module. Practitioners from different health care professions not only have the opportunity to learn together but also are encouraged to share and explore mentorship issues from an interprofessional perspective.
The content of this module is therefore focused on providing Allied Health Professionals (AHPs), nurses and midwives with the necessary underpinning knowledge and possible mentorship strategies to enable them to competently fulfill their mentor role within the practice setting.
The mentorship module is a fundamental element of the Continuing Professional Development provision with the Faculty of Health, Well-being and Science.
Allied Health Professional (AHP) Mentors
Recent Health Professional Council (HPC) standards require AHP mentors to undertake ‘appropriate practice placement educator training’. The Standards for Education and Training (2009) sets out the standards all AHP mentor, placement providers and educational institutions are expected to maintain whilst supporting students clinical development in practice.
Nursing and Midwifery Mentors
The Nursing and Midwifery Council (NMC) requires all nurse and midwife mentors to have completed a recognized mentor preparation course (NMC 2008). Nurses and midwives who take on the role of mentor must have current registration with the NMC. They will have completed at least twelve months full-time experience (or equivalent part-time). The NMC Standards for supporting learning and assessment in practice (NMC, 2008) set out clear and detailed standards and expectations required of modern nurse and midwife mentors.
Aims
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To enable practitioners to make an informed choice of appropriate teaching and learning strategies.
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To enable practitioners to critically analyse and manage the assessment process in the clinical setting.
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To enable practitioners to make a knowledgeable contribution to the roles of supervisor, mentor and preceptor in the clinical area.
Learning Outcomes
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Critically discuss the role of the mentor in terms of knowledge, skills and attitudes that maximise facilitation of learning.
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Analysed the context of the specific learning environment and proceed to implement strategies that enhance the learner experience.
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Evaluated the means by which individual learning needs of a learner can be appraised and subsequently provide adequate and appropriate supervision, support and guidance.
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Evaluated the theoretical and operational aspects of the assessment process to effectively implement approved assessment procedures.
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Analysed the optimum methods for communication, between those who can support, guide and facilitate learning in clinical practice.
Summative Assessment (20 credit module)
Portfolio (50% weighting)
Completion of a structured portfolio containing activities linked to the module content.
Assignment (50% weighting)
Using a given scenario critical analyse how you as a mentor, can support the management of a learner who is not achieving the required level of competence in practice, Word limit: 2500 words.
Students must pass all elements of the summative assessment to achieve an overall pass (minimum 40%).
Both the portfolio and essay will be marked using specific assessment and Honours marking criteria, with a percentage grade being awarded.
Summative Assessment (Non credit module)
Completion of a structured practice-based workbook containing 6 activities mapped to professional body mentorship standards.
Students must be awarded a pass all activities within the structured practice-based workbook in order to be awarded a pass grade.
Further Information
Dates for attendance
(Please select one set of dates, i.e. Semester 1, Stream 1):
Ipswich
Semester 1, Stream 1 Semester 1, Stream 2
04/09/13 12/09/13
18/09/13 26/09/13
02/10/13 10/10/13
16/10/13 24/10/13
06/11/13 14/11/13
20/11/13 28/11/13
Semester 2, Stream 1 Semester 2, Stream 2
15/01/14 23/01/14
29/01/14 06/02/14
12/02/14 27/02/14
05/03/14 13/03/14
19/03/14 27/03/14
02/04/14 24/04/14
West Suffolk Hospital (Education Centre)
Semester 1, Stream 1 Semester 1, Stream 2
04/09/13 11/09/13
18/09/13 25/09/13
02/10/13 09/10/13
16/10/13 23/10/13
06/11/13 13/11/13
20/11/13 27/11/13
Semester 2, Stream 1 Semester 2, Stream 2
15/01/14 22/01/14
29/01/14 05/02/14
12/02/14 26/02/14
05/03/14 12/03/14
19/03/14 26/03/14
02/04/14 23/04/14
Great Yarmouth College
Semester 1, Stream 1
03/09/13
17/09/13
01/10/13
15/10/13
05/11/13
19/11/13
Semester 2, Stream 1
14/01/14
28/01/14
11/02/14
04/03/14
18/03/14
01/04/14
ALL SESSIONS COMMENCE AT 09.00
Should you require any further information about this module please contact the Course Leader/Module Leader:
Nicola Rooke (Ipswich students)
T: 01473 338636
E: n.rookeucs.ac.uk|
Rachel Heathershaw (West Suffolk Hospital students)
T: 01473 338436
E: r.heathershaw2ucs.ac.uk|
Paul Driscoll (Great Yarmouth College students)
T: 01473 338635
E: p.driscollucs.ac.uk|