Mentoring Learning & Assess
Run by School of Health Sciences
40 Credits or 20 ECTS Credits
Semester 1 & 2
Organiser: Mrs Karen Hughes
Overall aims and purpose
This module seeks to develop mentors by enhancing their knowledge and skill base around learning and assessing to improve learning in practice, and thus patient care. The module will cover some of the challenges relating to mentorship including the importance of recognising and supporting the failing student.
The module respects the cultural, language and diverse requirements of both students, mentors and patients and has been designed using the principles of co-production and has engaged students, patients, mentors, practice education facilitators, and academic staff in its design and delivery. The module is aimed at any registred healthcare professional who is involved in the mentorship, assessment and evaluation of education and students in practise.
Demonstrating effective relationships with other members of the teaching teams in practice and academic settings based on mutual trust and respect through appropriate and sensitive communication. Maintaining appropriate supportive relationships with a range of students, mentors, practice teachers and other professionals, fostering peer support and learning in practice and academic settings for all students based on appropriate curriculum. Supporting students to integrate into new environments and working teams to enhance access to learning Promoting development of enquiring, reflective, critical and innovative approaches to learning achieved through a range of learning and teaching skills, methods, rationale and strategies across a range of settings. Providing support and advice, with ongoing and constructive feedback to students to maximise individual potential within negotiated learning in an inter-professional learning and working environment Facilitating integration of learning from practice and academic settings acting as a practice expert to support development of knowledge and skills for practice. A practice expert is able to adapt flexibly and safely to change and act as a role model for professional responsibility and accountability Setting and maintaining professional boundaries which are sufficiently flexible for inter-professional learning. While concurrently developing, with others, effective assessment, including documentation, strategies to ensure that standards of proficiency for registration, or recordable qualifications at a level beyond initial registration, are met. Providing constructive feedback to students and assist them in identifying future learning needs and actions. Managing failing students so that they may either enhance their performance and capabilities for safe and effective practice, or be able to understand their failure and the implications of this for their future. Being accountable for decisions in relation to fitness for practise for registration or recordable qualifications underpinning such decisions with an evidence-base derived from appropriate and effective monitoring of performance. Determining and using criteria for evaluating the effectiveness of learning environments, particularly related to NMC requirements, acting on findings, with others, to enhance quality. Considering how the criteria may be audited for quality improvement. Fostering and participating in self and peer evaluation to enable students to manage their own learning in practice and academic settings and to enhance personal professional development. Evaluating the effectiveness of assessment strategies in providing evidence to make judgements on fitness for practice. Developing, in partnership with others opportunities for students to identify and access learning experiences that meet their individual needs. Ensuring such opportunities, maintain the integrity of the students professional requirements.
C- to C+
Good understanding of the facts and principles specific to the topics covered in this module. Good understanding of professional accountability issues. This equates to a minimum mark of Grade C- in the Grading Criteria.
Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of professional accountability issues. Students will be required to achieve a minimum of D- grade in the assignment to in order to pass the theory component of the module.
An excellent understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. Very good understanding of professional accountability issues. This equates to a minimum mark of Grade A- in the Grading Criteria.
Very good understanding of the facts and principles specific to the topics covered in this module. Good understanding of professional accountability issues. This equates to a minimum mark of Grade B- in the Grading Criteria.
- Reflect and evaluate the wider multidisciplinary context of learning practice that takes account of dynamic health to include existing knowledge, educational policies and evidence based practice. (Domain 6 & 7 NMC (2008) UKPSF A4, A 5, K3, K6, V3 & V4)
Critically evaluate the range of assessment strategies used in practice learning and demonstrate competency and accountability in the assessor role.
Appraise leadership skills for teaching within practice and academic settings. (Domain 8 NMC (2008) UKPSF A1 & V4)
- Evaluate the mentor/mentee relationship in an inter-professional context and reflect upon the potential this has to develop optimum learning. (Domain 1 NMC (2008). UKPSF A2, A4, V1, V 2 & V4)
Recognise select and justify a range of tools and strategies for evaluating learning in practice and academic settings to ensure that the professional requirements have been met. (Domain 4 NMC (2008) UKPSF K5, K6)
Reflect and evaluate on learning within the clinical environment and illustrate how this provides appropriate professional and inter-professional learning opportunities (Domain 5 NMC (2008) UKPSF A2, A4 & V4)
- Develop and analyse strategies that facilitate learning and assessment for a range of students learning and language needs, including those working toward a recordable qualification with reference to how you have encouraged self-management of learning opportunities and provided support to maximise individual potential (Domain 2 & 3 NMC (2008) UKPSF A1, A3, K1, K2, K3, K4, K6 & V1)
|Individual presentation relating to T&L||40|
Teaching and Learning Strategy
seminar work to discuss and present in groups
Directed reading and e-tivities
|Practical classes and workshops||
micro teach and giving and recieving feedback
How to write a lesson plan and how to write learning outcomes
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
Students undertaking this module will develop a range of subject specific skills which entails interdisciplinary and multidisciplinary approaches. A health studies student develops the skills necessary for the assimilation and greater understanding of the complex and diverse nature of healthcare education and its accompanying issues, as well as more general skills, which are widely transferable and reflect the current benchmark statements for health studies (2016).
Bradshaw, M,J.Hultquist B, L. (2016) Innovative Teaching Strategies in Nursing and Related Health Professions. 7th ed.
Davis A. Tschudin, V. (2003) Essentials of Teaching and Learning in Nursing Ethics: Perspectives and Methods. Churchill & Livingston.
Kember, D.(2003) Reflective teaching and learning in the health professions. Blackwell Science Ltd
NMC (2008) Standards to support learning and assessment in practice. NMC London.
RCN (2015) Mentorship from todays support in practice to tomorrows vision for excellence. London