Preparation for Mentorship

The Preparation for Mentorship Module

 

Pre Requisites for entry to the module:

Applicants 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)
  • have current registration with a relevant Professional Regulatory Body (NMC, HPC)
  • have completed twelve months full time (or equivalent part-time) experience following initial registration with the appropriate professional body (NMC, HPC)

Exclusions:  Practitioners who have already studied this module at intermediate level are excluded from studying the same module at honours level

Module Leader: Rachel Heathershaw

Deputy: Nickey Rooke

  • 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, 2002; 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, 2000, Olsson & Gullberg, 1991).

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.

AIMS OF THE PROGRAMME:

  • To enable practitioners to make an informed choice of appropriate teaching and learning strategies;
  • To enable practitioners to critically analyse and manage the assessment process in the clinical setting;
  • To enable practitioners to make a knowledgeable contribution to the roles of supervisor, mentor and preceptor in the clinical area.

LEARNING OUTCOMES:

On completion of the course the practitioner will have:

  • Critically discussed the role of the mentor in terms of knowledge, skills and attitudes that maximise facilitation of learning;
  • Analysed the context of the specific learning environment and proceed to implement strategies that enhance the learner experience;
  • Evaluated the means by which individual learning needs of a learner can be appraised and subsequently provide adequate and appropriate supervision, support and guidance;
  • Evaluated the theoretical and operational aspects of the assessment process to effectively implement approved assessment procedures;
  • Analysed the optimum methods for communication, between those who can support, guide and facilitate learning in clinical practice.

TEACHING AND LEARNING STRATEGIES

Any strategy employed by the teaching team is intended to encourage independent and self-directed study, whilst acknowledging individual skills and existing attainment. The emphasis is upon encouraging students to understand their own and others experience of practice through investigation, reflection and analysis.

RECOMMENDED READING

The following books have come to the attention of the teaching team as being exceptionally good – either because they are presented in easy to read formats, or because they explain a specific aspect particularly well. 

Cottrell S (2005): Critical Thinking Skills: developing effective analysis and argument. Palgrave Macmillian. Hampshire.

Stuart C (2006): Assessment, Supervision and Support in Clinical Practice (2nd Ed). Churchill Livingstone. London.

Spouse J (2003): Professional Learning in Nursing. Blackwell Publishing. London.

Downie CM & Basford P(2003): Mentoring in Practice: A Reader. University of Greenwich. London

Welsh I & Swann C (2002): Partners in Learning: a guide to support and assessment in nurse education. Radcliffe Medical Press. Oxon.

Quinn F (2000): The Principles and Practice of Nurse Education (4th Ed). Nelson Thorne. Cheltenham.

USEFUL JOURNALS AND WEBSITES

  • Nurse Education Today
  • Journal of Clinical Nursing
  • Journal of Advanced Nursing
  • British Medical Journal
  • British Journal of Nursing
  • AORN Journal
  • The Journal of Continuing Education in Nursing
  • Journal of Nurse Education
  • British Journal of Midwifery