Welcome to the Nursing and Midwifery Mentor Handbook. This will be a useful resource to those taking the role of Mentor and/or Sign-off Mentor.
Nothing in this handbook should be taken as altering or over-ruling any current or future statement of policy made by the NMC. While given in good faith, the information relating to NMC positions or expectations contained in this handbook is for your guidance only and is amended by official publications of our regulatory body and changes to statute.
The contribution that Mentors make is very important to nursing and midwifery education. Students regularly evaluate the quality of the relationship with their Mentor as the most important factor determining their learning and the quality of the course. Practitioners have high credibility with students and from them, students learn not only facts and skills, but also attitudes, values and beliefs. The memory of practitioners who were significant role models is enduring. This is the chance to really influence the new practitioner.
UCS anticipates that the role of Mentor will be fulfilling and enjoyable as Mentors provide that part of the pre-registration which students find to be not just a challenge but the route to the realisation of a cherished ambition.
This handbook is written in support of the continued programme of Mentor development being undertaken by UCS. The aims of this programme are:
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To enable practitioners to explore communication issues and to recognise the need for supportive relationships with students (Including the need to ensure that those relationships are based on anti-discriminatory and anti-racist practices).
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To enable practitioners to make informed choices of appropriate teaching strategies according to their area of practice.
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To enable Mentors to analyse and manage the assessment process in practice and make effective use of approved assessment procedures.
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To facilitate reflective practice - with the ultimate goal of enabling the student to be evaluative of and discerning in their own practice.
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To enable the practitioner to analyse and adapt the learning environment, and opportunities for learning to the benefit of the student.
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To facilitate contributions to the creation of an environment in which change is effectively initiated, managed and supported.
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To enable practitioners to develop the ability to intelligently utilise research findings in their practice, and to develop an understanding of quality assurance and quality audit processes.
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To establish a forum through which practitioners can contribute to the development of the course.
Mentors have a pivotal role in supporting students in practice. Practice takes place in environments where the care of an individual client, their family or significant other(s), whether that be within the community or an institution, is under the control of, or significant to the role of, a registered practitioner.
Practice may also include "experience gained through alternative approaches, for example, a student working over a period of time with a patient or client and the family, involving a range of settings." (ENB/DoH, 2001a)The Mentor may act as a supervisor for such situations. (ENB/DoH, 2001a)The Mentor may act as a supervisor for such situations.
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