National Approach to Mentor Preparation for Nurses and ...€¦ · component to achieving...
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National Approach to Mentor Preparation for Nurses and Midwives Core Curriculum Framework (Second Edition)
• identification and selection of mentors• supervising mentor role • continuing professional development of mentors
Incorporating Guidance for:
© NHS Education for Scotland 2013. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.
ISBN: 978-0-85791-034-9
ContentsPreface 4
1 Introduction 7
1.1 Background and context 9
1.2 Review of the 2007 core curriculum framework 11
1.3 The NMC mentor role 12
1.4 Underpinning framework philosophy 13
1.5 Educational resources to support mentorship 14
2 Guidance for the Identification and selection of mentors 19
2.1 Regulatory requirements for nursing and midwifery mentors 21
2.2 Organisational processes for the identification of nursing 23
and midwifery mentors
2.3 Selection of nurses and midwives to undertake mentor 25
preparation through appraisal and development review processes
3 Core Curriculum Framework 27
3.1 The purpose of the core curriculum framework 28
3.2 Overall aim 29
3.3 Guiding principle 29
3.4 Specific requirements 29
3.5 Flexible elements 30
3.6 Structure 31
3.7 Teaching and learning approaches 31
3.8 Support and guidance for student mentors during 32
mentor preparation programmes
4 Core Curriculum Outline Content 35
4.1 Unit 1: Learning 37
4.2 Unit 2: Professional relationships and accountability 43
4.3 Unit 3: Assessment 47
National Approach to Mentor Preparation for Nurses and Midwives 1
5 Supervising Mentors 53
5.1 NMC regulatory requirements 55
5.2 Supervising mentor desirable qualities 55
5.3 Supervising mentor role parameters 56
5.4 Examples of the supervising mentor role in different contexts 57
6 National Guidelines for Student Mentor Portfolio 59 Development
6.1 Portfolio of evidence 61
6.2 NHS Education for Scotland ePortfolio 61
6.3 Portfolio structure 62
7 Scenario resources 67
7.1 Guidance for the use of scenario resources 69
7.2 Scenarios for Unit1: Learning 70
7.3 Scenarios for Unit 2: Professional relationships and accountability 76
7.4 Scenarios for Unit 3: Assessment 82
8 Guidance for the Continuing Professional Development 87 of Mentors
8.1 The NMC requirements for mentor continuing professional 89
development
8.2 Guidance for integrating annual updating and triennial review into local
appraisal processes 92
9 Embedding and Sustaining the NMC Mentor Standards 93
9.1 Stakeholder responsibilities 95
NHS Education for Scotland2
10 Appendices 99
Appendix 1 – Rapid Scoping of Mentorship Literature (Brief Summary) 100
Appendix 2 – Review process stakeholder engagement and 103
consultation map
Appendix 3 - Evidencing simultaneous achievement of the Scottish 104
Qualification Authority PDA Workplace Assessment Using Direct and Indirect
Methods (L&D9DI) and the NMC Mentor Outcomes
Appendix 4 - Mapping of NMC mentor domains and outcomes 106
against the core curriculum framework unit learning outcomes,
frameworks used as part of appraisal and personal development
processes, SQA unit L&D9DI and the Generic Guiding Principles.
Appendix 5 – NMC Mentor role and the Scottish Social Services 115
Council Continuous Learning Framework
Appendix 6 - Sign-off Mentor role and the Scottish Social Services 118
Council Continuous Learning Framework
Appendix 7 - Supervising Mentor role and the Scottish Social Services 121
Council Continuous Learning Framework
Appendix 8 – Examples of supervision of sign-off status templates 124
from the mentor preparation section of Nursing and Midwifery
Career-long ePortfolio.
Appendix 9 - Glossary of Terms 126
Appendix 10 – National Approach to Mentor Preparation Review 129
Short-life Working and Advisory Group membership and other contributors
National Approach to Mentor Preparation for Nurses and Midwives 3
1 Preface
Since publication of the National Approach to Mentor Preparation for Nurses and Midwives in 2007, significant progress has been made in the collaborative endeavours between our universities and service providers to ensure high quality mentor preparation for nurses and midwives in Scotland.
Preparing this second edition of the core curriculum framework has provided the opportunity to reinforce the critical role of the mentor in supporting, supervising and assessing student nurses and midwives and ensuring that safe, effective and person centred care is the central priority and at the heart of everything we do. The role of the mentor in demonstrating compassion, dignity and professionalism as they deliver high quality, evidence based care to patients and families is the most powerful influence on a student’s learning.
NHS Education for Scotland4
Mentorship and educational support for nurses and midwives will be a key component to achieving Scotland’s 20:20 workforce vision, where individuals and teams are empowered to perform to the best of their abilities, and where values based, compassionate care informs all we do.
The need for robust education, training and continuous professional development of the mentor is well recognised within the NMC Standards to support learning and assessment in practice (NMC 2006, 2008) and is reflected throughout this second edition. The key skills required to teach, assess and facilitate learning as well as the decision making skills required to critically appraise, to support and challenge and to assess competence require sound educational preparation. Robust mentor preparation prepares nurses and midwives to confidently assess competence and to exercise accountability for signing off students as fit for practice at the point of registration.
Mentors are the gatekeepers for entry to the profession and we must not underestimate the responsibility and the privilege associated with the role. We must continue to support and develop mentors through education and development opportunities which are firmly focussed on providing the best possible learning experience for students and are centred on professional values, care and compassion for patients, families and service users.
The NMC Standards are embedded within the core curriculum framework and will be demonstrated through a robust evidence based portfolio. In addition, having a national approach to mentor preparation in Scotland has facilitated a Scotland wide consistency to programme development which allows for recognition and transferability when nurses and midwives move from one part of the country to another. The collaborative approach between education and service providers has focussed on improving quality and continuous enhancement of education and support for mentors while reducing duplication of effort across university providers.
I would like to use this opportunity to reinforce the commitment of NHS Education for Scotland to supporting, developing and enhancing the quality of the learning environment for nurses, midwives and all health care staff within NHSScotland. This includes continuing to provide and strengthen the Practice Education network of support for mentors, currently through Practice Education Facilitators (PEFs)and Care Home Education Facilitators (CHEFs) and in the future an integrated Practice Education Infrastructure. The network of support for mentors will reflect the range of contexts and sectors where they practice, recognising the significant and often complex role mentors have in influencing the quality of care, compassion and professional practice of tomorrow’s practitioners.
Dr Colette FergusonDirector of Nursing, Midwifery and Allied Health ProfessionsNHS Education for Scotland
National Approach to Mentor Preparation for Nurses and Midwives 5
NHS Education for Scotland6
1 Introduction1
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1 IntroductionThe National Approach to Mentor Preparation: Core Curriculum Framework for Nurses and Midwives1 was developed by NHS Education for Scotland (NES) in 2007, in partnership with stakeholders in response to the Nursing and Midwifery Council (NMC) Standards to support learning and assessment in practice (NMC 20062) requirement for the preparation of nursing and midwifery mentors.
1
1 NHS Education for Scotland (2007) National Approach to Mentor Preparation for Nurses and Midwives: Core Curriculum Framework. Edinburgh. NHS Education for Scotland
2 Nursing and Midwifery Council (2006) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
NHS Education for Scotland8
In 2012 a project team and short life working and advisory group were convened to review and update the National Approach to reflect the variety of drivers which have emerged in the last five years. The focus of this second edition remains on a national core curriculum framework for the preparation of mentors in Scotland. The National Approach however, now includes guidance for the identification and selection of nursing and midwifery mentors; a common understanding of the supervising mentor role; and guidance for the continuing professional development of mentors. Although this framework applies specifically to nurses and midwives, it is anticipated to be of value to other professions and disciplines across the range of health and social care organisations in Scotland who support and assess students3 in practice. Student mentors4, qualified mentors, managers, those involved in the delivery of mentor preparation programmes and in the provision of support for mentors may find this a useful reference document.
1.1 Background and contextThe National Approach (NES 2007) was designed to facilitate consistency and transferability of mentor preparation by providing robust preparation of mentors in all contexts and informed the development of local programmes of mentor preparation during 2007 and 2008. In 2009 a baseline scoping exercise5 was commissioned by NHS Education for Scotland to evaluate the implementation phase of the core curriculum for the preparation of mentors in Scotland. Findings from the scoping exercise
revealed that the key principles of the core curriculum were adopted by the six Approved Educational Institutions (AEI) and their service partners who are commissioned to provide pre-registration programmes, and who deliver mentor preparation in Scotland. Respondents from the scoping exercise reported the main advantage of this development was national consistency of mentor preparation programmes and transferability of mentorship within Scotland. The scoping highlighted an increased awareness of the pivotal role of the mentor and the importance of mentor accountability within nursing and midwifery professions. Recommendations based on the outcomes of the scoping are outlined in Table 1 with the activities undertaken since 2009 to implement these across Scotland.
3 Pre-registration nursing and midwifery students or students on NMC approved programmes
4 Nurses and midwives undertaking NMC approved mentor preparation programmes
5 Donaldson J, Irvine L, McArthur G, Millar L and Moffat A (2009) Scoping Report of the Implementation of the National Approach to Mentor Preparation: Core Curriculum Framework. Edinburgh. NHS Education for Scotland
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Table 1 Recommendations from the 2009 baseline scoping of the implementation of the National Approach to Mentor Preparation and subsequent progress.
Scoping recommendations Progress facilitated by NES in partnership with stakeholders
Sharing good practice on learning, teaching and assessment approaches to mentorship preparation (e.g. conference, online repository)
¡ Publication of The development of a National Approach to Practice Assessment Documentation for the Pre-registration Nursing Programmes in Scotland6, see section 1.5 for further information.
¡ Establishment in 2009 of the Scottish National Implementation Group (now known as the Scottish Collaborative for the Enhancement of Pre-registration Nursing Programmes) with representation from all AEIs in Scotland to support implementation of the NMC Standards for Pre-registration Nurse Education 2010.
¡ Hosting the annual Recruitment and Retention Delivery Group conference.
Sharing good practice on learning, teaching and assessment approaches to mentors’ annual updating and triennial review
¡ Publication of annual NHS Education for Scotland nursing and midwifery mentor bulletin.
¡ Templates and resources contained within the mentor continuing professional development section of the Nursing and Midwifery Career-long ePortfolio (see section 1.5 for more information).
Consider and develop a national template for portfolio structure, available electronically or hard-copy
¡ ePortfolio for student mentors developed and piloted in 2009, and extended in 2010 to enable mentors to record and store evidence of their annual updating and triennial review.
Set a date for framework review in light of experience from implementation of mentorship programmes and any further evaluation study findings
¡ Review of National Approach to Mentor Preparation commenced summer 2012.
Since the first edition of the National Approach there have been a number of regulatory, legislative and policy changes which have significant implications for mentorship. These highlighted the need to review the core curriculum framework to support contemporary mentor preparation within the changing landscape of health and social care integration policy direction. These drivers include the Standards to support learning and assessment in practice7; Standards for pre-
6 NHS Education for Scotland (2011) The development of a National Approach to Practice Assessment Documentation for the Pre-registration Nursing Programmes in Scotland. Edinburgh. NHS Education for Scotland
7 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
NHS Education for Scotland10
registration midwifery education8; NMC circular sign-off mentor criteria9; Standards for pre-registration nurse education10; the Equality Act 201011; the Healthcare Quality Strategy for NHSScotland12; and Integration of Adult Health and Social Care in Scotland13. In addition, the NES pre-registration performance management survey14 collated results and findings from national evaluations of practice education and practice learning15 identified themes such as emerging models of practice learning experiences, aligning portfolio evidence requirements and methods of programme delivery including student involvement. All of these areas have been considered as part of this review.
1.2 Review of the 2007 core curriculum frameworkAs part of the review, a scoping of existing mentor preparation programmes against the core curriculum framework, a rapid appraisal of mentorship literature and stakeholder engagement and consultation were undertaken.
1.2.1 Scoping of existing mentor preparation programmesAll AEIs which provide pre-registration nursing or midwifery programmes in Scotland responded to a survey requesting details of their mentor preparation programmes. The key findings from the scoping exercise are as follows:
¡ the importance of continuing to provide a nationally agreed structure which supports the original aim of transferability of programmes and provides clear guidance regarding the mentorship curriculum
¡ the role of supervising mentor requires a national focus in relation to definition, identification, preparation and support
¡ stronger emphasis is required around professionalism and accountability of the mentor, especially in relation to fitness to practice
¡ the template of responsibilities should be reviewed to stress the importance of collaboration between service providers and AEIs
¡ shifting healthcare practices and priorities and the impact on mentorship practice should be reflected throughout the framework
¡ a greater emphasis should be placed on the mentor continuing professional development requirements for retention on the mentor register
8 Nursing and Midwifery Council (2009) Standards for pre-registration midwifery education. London. Nursing and Midwifery Council
9 Nursing and Midwifery Council (2010) Sign –off mentor criteria: Circular 05/2010. London. Nursing and Midwifery Council
10 Nursing and Midwifery Council (2010) Standards for Pre-registration nurse education. London. Nursing and Midwifery Council
11 Stationary Office (2010) The Equality Act. London. The Stationary office.
12 Scottish Government (2010) The Healthcare Quality Strategy for NHSScotland. Edinburgh. Scottish Government
13 Scottish Government (2012) Integration of Adult Health and Social Care. Consultation on Proposals. Edinburgh. Scottish Government
14 Available at http://www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-and-midwifery/managers-and-educators/pre-registration-education/performance-management-survey.aspx
15 Available at http://www.knowledge.scot.nhs.uk/rsr/practice-learning.aspx
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1.2.2 Rapid appraisal of the literature An initial search of the literature from 2008-2012 to inform the core curriculum content and consider appropriate delivery methods was undertaken to search for evidence based studies and to inform early discussions by the project team. The Knowledge Network Platform16 was used in this initial stage to source resources. A further literature search and a call via the short life advisory and working group for any known grey literature was also undertaken. The key messages uncovered from the rapid scoping exercise (see Appendix 1), informed the revision of the indicative content, and provided supporting evidence for the core curriculum.
1.2.3 Stakeholder engagement and consultationStakeholder engagement was facilitated through the establishment of a short life working advisory group. In addition extensive consultation continued throughout the review with existing groups across Scotland including AEI mentor programme providers and their service partners, practice education networks and national organisations; such as Scottish Qualifications Authority (SQA), Scottish Social Services Council (SSSC) and professional bodies. The contribution of these groups (see Appendix 2) was pivotal to the review process.
The outcomes from these activities have contributed to the development of this revised document.
1.3 The NMC mentor role The NMC (NMC 2008:19)17 defines the mentor as “a registrant who, following successful completion of an NMC approved mentor preparation programme - or comparable preparation that has been accredited by an AEI as meeting the NMC mentor requirements - has achieved the knowledge, skills and competence required to meet the defined outcomes”. Within Scotland, the mentor is recognised as having an integral and accountable role in the development of student nurses and midwives, with a key responsibility for role modelling professional behaviours18 and promoting a culture of safe, effective and person-centred care.
The mentor is a key member of the wider practice team and helps to protect the public through working with all students and learners19. Their role is to ensure that students are fit for practice through planning and supporting practice learning experiences, demonstrating robust assessment processes and informed decision-making of the progression of students within the programme and onto the professional register.
16 www.knowledge.scot.nhs.uk
17 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
18 Scottish Government Health Directorate (2012) Professionalism in nursing, midwifery and the allied health professions in Scotland: a report to the Coordinating Council for the NMAHP Contribution to the Healthcare Quality Strategy for NHSScotland. Edinburgh. Scottish Government.
19 An individual undertaking a programme of study which requires mentorship including pre-registration nursing and midwifery students.
NHS Education for Scotland12
Mentors are required to be facilitators of learning, effectively enabling the development of individuals by focusing on the experience of learning and making explicit the steps involved in the learning process and guiding students towards achievement. The elements involved in this process include communication, collaboration, guidance, participation, problem solving, supporting decision making and support and challenge. All of these elements encompass the notion of a collaborative process between an experienced practitioner and a learner focusing on patient care20.
1.4 Underpinning framework philosophyThe core curriculum framework will continue to guide the consistent and national approach to preparing mentors to support and assess learning in practice. Through achievement of the learning outcomes the mentor will be empowered to become a credible, effective, valued, and practical supporter of learning and assessment in clinical practice. The underpinning philosophy of the framework therefore recognises the value of learning in practice, supported by all stakeholders and based on the following core principles:
¡ mentors should continually seek to engage in best practice within the context of their practice
¡ each learning experience and the context in which learning occurs is of paramount importance
¡ learning should be embedded in the principles of equality and diversity; valuing and capitalising on the individual diversity of mentors and learners and the richness of their knowledge and experience
¡ effective facilitation of learning based on professional judgement, grounded in and informed by, the integration of theory and practice underpinned by evidence and research
¡ learning is a continuous and life-long process for both learners and mentors
The second edition of the National Approach is designed to meet the NMC mentor outcomes and allow for the realities of learning in practice to be reflected in the local delivery of mentor programmes. Flexibility built into the framework also allows for innovative approaches to learning and assessment of student mentors which are appropriate to the cultural context within which mentors are practising.
Examples of mentor preparation and mentorship from across Scotland are provided in the following sections.
20 Ferguson, AMC (2000) The student experience of Preceptorship: Learning through Guided Participation. Unpublished PhD Thesis. The University of Edinburgh
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1.5 Educational resources to support mentorship Since the first edition of the National Approach, a number of NES educational resources have been developed with partners to support practice learning and mentorship and are referred to throughout this document:
2008
National Guidance for Practice Teacher Preparation in Scotland21
Scotland-wide guidance for AEI’s and practice learning providers involved in the preparation of Practice Teachers built on the development of the National Approach to Mentor Preparation. The content was designed to guide programme developers and service colleagues to implement the requirements of the NMC Standards to support learning and assessment in practice (2006). Stakeholders involved in the development process felt that guiding
principles, rather than a core curriculum, would be more appropriate to meet the preparation needs of practice teachers who are required to work in a wide range of settings. Specific national requirements for preparation based on the NMC requirements were incorporated within the guidance.
Generic Guiding Principles for those supporting learning in the workplace22
The development of the first edition of the core curriculum stimulated discussion around the lack of guidance for some NHS staff groups who supported learning in the workplace. Overarching concepts common to all professions/groups were identified to provide the basis of a generic guidance document and six generic guiding principles for those supporting learning in the workplace were developed. It was anticipated that these would provide a basis for a more systematic and consistent
approach to the support of learning in the workplace and encourage shared learning within the multidisciplinary/multiprofessional context. These principles are consistent with the reviewed mentor preparation core curriculum framework.
21 NHS Education for Scotland (2008) National Guidance for Practice Teacher Preparation in Scotland: A Principles Based Approach. Edinburgh. NHS Education for Scotland.
22 NHS Education for Scotland (2008) Generic Guiding Principles for those supporting learning in the workplace. Edinburgh. NHS Education for Scotland.
Generic Guiding Principles
for those supporting learning in the workplace
NHS Education for Scotland14
Quality Standards for Practice Placements23
The Quality Standards for Practice Placements (QSPP) were developed to enable students and those individuals and organisations who support them understand their responsibilities and expectations in relation to practice placement learning. The standards were reviewed in 2008 and updated to reflect the multi-professional context, continued importance of practice placements within
pre and post-registration programmes and the revised Quality Assurance Agency precepts for workplace learning24. A QSPP audit tool25 was developed and launched in 2010 in response to feedback from mentors and practice education facilitators (PEFs) on the need for a national template to audit, evidence and action plan against the QSPP indicators.
2009
NHS Education for Scotland ePortfolio26 The initial national approach to mentor preparation contained guidance for a portfolio of evidence to demonstrate achievement of the NMC mentor standards. Development work was subsequently undertaken with the NES ePortfolio team, education providers and NHS Boards to develop a student mentor ePortfolio. Following a successful pilot further development was undertaken to extend the ePortfolio to qualified mentors to evidence NMC requirements for annual updating and triennial review.
23 NHS Education for Scotland (2008) Quality Standards for Practice Placements. Edinburgh. NHS Education for Scotland
24 Quality Assurance Agency (2007) The Quality Assurance Agency’s Precepts for Work-based and Practice Learning. London. Quality Assurance Agency
25 NHS Education for Scotland (2010) Quality Standards for Practice Placements Audit Tool. Edinburgh. NHS Education for Scotland
26 Information on the Nursing and Midwifery Career-long ePortfolio is available at: http://www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-and-midwifery/careers-and-recruitment/nursing-midwifery-career-long-eportfolio.aspx
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2010Nursing and Midwifery mentor domains and outcomes and the NHS Knowledge and Skills Framework (KSF)27
The mentor role as defined by the NMC is one way that nurses and midwives can provide evidence in support of the NHS Knowledge and Skills Framework28 (KSF) core dimensions. This document provides an indicative KSF outline for the mentor role and clarifies
the relationship between the NMC mentor outcomes and the KSF core dimensions to enable mentors to integrate their evidence of mentor preparation, annual updating and triennial review with KSF processes.
2011Glossary of Titles associated with Practice Education support roles used for Nursing and Midwifery in the NHS29
NHS Education for Scotland carried out a national scoping exercise and literature review to identify existing support roles across the nursing and midwifery profession. Three support role functions were identified; personal support; professional support and regulatory/statutory support. The support requirements of
student mentors are outlined in this revised framework and are included in Figure 3 on page 31.
Guidance for those obtaining SQA L&D9DI qualification30
As a result of partnership working between the Scottish Qualification Authority (SQA) and NHS Education for Scotland, there is an opportunity for student mentors to simultaneously evidence achievement of L&D9DI (Assess Workplace Competence using Direct and Indirect Methods) and the NMC Mentor qualification. Qualified mentors may also utilise evidence
gained from mentoring activities to meet L&D9DI requirements. Guidance for mentors on this process is included in Appendix 3.
27 NHS Education for Scotland (2010) Nursing and Midwifery Council mentor domains and outcomes and the NHS Knowledge and Skills Framework. Edinburgh. NHS Education for Scotland
28 Department of Health (2004) The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process. London. Department of Health
29 NHS Education for Scotland (2011) Glossary of Titles associated with Practice Education support roles used for Nursing and Midwifery in the NHS 2nd ed. Edinburgh. NHS Education for Scotland
30 NHS Education for Scotland and The Scottish Qualifications Authority ( 2011) Evidencing the requirements of the Nursing and Midwifery Council Mentors Outcomes and the Scottish Qualification Authority Unit L & D9DI: Assess Workplace Competence using Direct and Indirect Methods (replaces A1 Unit) Edinburgh. NHS Education for Scotland
NHS Education for Scotland16
Developing a National Approach to Practice Assessment Documentation for the Pre-registration Nursing Programmes in Scotland31
A national development team through a process of appreciative inquiry reviewed the methods used when documenting assessment of practice in pre-registration nursing programmes in Scotland. This development may assist AEIs and their service partners in using resources and providing a more
positive assessment experience for students and mentors. The work provides:
¡ a set of underlying principles that support development of a national common approach to practice assessment documentation
¡ core components of national practice assessment documentation
¡ guidance for service user and carer involvement in practice assessment
¡ guidance for grading of practice
¡ guidance for supporting students with disabilities through assessment of professional practice
2012Post Registration Career Development Framework32
This tool supports and informs the professional career development of nurses, midwives and allied health professionals from Level 5 to 9 of the Career Framework for Health33. The framework is structured around four pillars of practice: Clinical Practice; Facilitation of Learning; Leadership and Evidence, Research and Development. The NMC outcomes for a mentor have been mapped against the pillars of practice (Appendix 4) and can be used to inform the development needs of practitioners, managers and educationalists. The facilitation of learning pillar at level 5 of the post registration career development framework provides a foundation for future mentor preparation.
31 NHS Education for Scotland (2011) Developing a National Approach to Practice Assessment Documentation for the Pre-registration Nursing Programmes in Scotland. Edinburgh. NHS Education for Scotland
32 NHS Education for Scotland (2012) Post Registration Career Development Framework. Edinburgh. NHS Education for Scotland. Accessible at: http://www.careerframework.nes.scot.nhs.uk/
33 Skills for Health (2006) Career Framework for Health. London. Skills for Health.
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NHS Education for Scotland18
Guidance for the Identification and Selection of Mentors2
National Approach to Mentor Preparation for Nurses and Midwives 19
34 The Willis Commission.(2012) Quality with Compassion: the future of nursing education: Report of the Willis Commission. London. Royal College of Nursing.
35 GHK (2012) Final report of the evaluation of the national nursing and midwifery student Recruitment and Retention Delivery Group and Short Life Working Groups. Edinburgh. NHS Education for Scotland
36 Robinson S, Cornish J, Driscoll C, Knutton S, Corben V and Stevenson T (2012) Sustaining and managing the delivery of student nurse mentorship: roles, resources, standards and debates. Report for NHS London “Readiness for Work” programme. National Nursing Research Unit, Kings College London.
Guidance for the Identification and Selection of Mentors
In recent years it has been acknowledged that there would be some value in strengthening the process for the identification and selection of mentors34, 35, 36. Any approach adopted will need to align with organisational processes, be responsive to local priorities whilst supporting short, medium and longer-term mentor workforce and practice learning capacity. This guidance has been developed to provide a broad framework for the identification and selection of mentors which can be applied across the range of organisations that support mentor preparation and mentor professional development.
2
NHS Education for Scotland20
2.1 Regulatory requirements for nursing and midwifery mentors The Nursing and Midwifery Council identified the following requirements for mentorship throughout pre-registration nursing and midwifery, specialist practice and preparation and practice of supervisors of midwives programmes that will need to be considered by programme providers37 as part of the processes outlined in sections 2.2 and 2.3 of this document.
2.1.1 Nursing and midwifery mentors“must have developed their own knowledge, skills and competence beyond registration, i.e. been registered for at least a year” (NMC 2008:1938) before undertaking mentor preparation programmes.
¡ Specific requirements for nursing mentors “in principle, mentors and sign-off mentors should be at a level equivalent to, or higher than, the students they are supporting and assessing. However, it is acknowledged that this can be demonstrated in a variety of ways through continuing professional development, including academic and practice learning. It will be for programme providers to determine whether individual mentors and sign-off mentors have developed their knowledge and skills to the appropriate level to be able to support and assess degree nursing students” (NMC 2010:5939).
¡ Specific requirements for midwifery mentors “all midwife mentors must have met the additional criteria to be a sign-off mentor” (NMC 2008:19) and midwives “must be capable of meeting the competencies and essential skills clusters set out in standard 17 of Standards for pre-registration midwifery education (2009) that are within their scope of practice” (NMC 2012:1540).
2.1.2 Requirements for mentors supporting pre-registration nurse education programmes
Table 2 outlines the requirements for mentors of pre-registration nursing programmes across the four fields of practice at each progression point.
37 Programme providers are defined by the NMC as “approved educational institutions and their service partners” NMC (2009) Standards for pre-registration midwifery education, page 11, and “approved education institutions (AEIs) and their partnering practice learning providers” NMC (2010) Standards for pre-registration nurse education explanation of terms available at http://standards.nmc-uk.org/PreRegNursing/statutory/explanation/Pages/explanation-of-terms.aspx accessed 7/01/13
38 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
39 Nursing and Midwifery Council (2010) Advice and supporting information for implementing NMC standards for pre-registration nursing education. London. Nursing and Midwifery Council
40 Nursing and Midwifery Council (2012) Midwives rules and standards. London. Nursing and Midwifery Council
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Table 2 Nurse mentors at progression points (taken from NMC 2011:5741)
A registered nurse mentor, or where decisions are transferable across professions, an appropriately registered professional, who has been suitably prepared.
A student midwife shall achieve these standards (of education and training) for pre-registration midwifery under the supervision of a sign-off mentor, whose role it will be to confirm when the said standards have been met. The sign-off mentor must be a practising midwife
A student midwife shall achieve these standards (of education and training) for pre-registration midwifery under the supervision of a sign-off mentor, whose role it will be to confirm when the said standards have been met. The sign-off mentor must be a practising midwife
Normally a mentor who is a registered nurse from any of the four fields of practice.
A mentor who is a registered nurse from any of the four fields of practice.
A sign-off mentor who is a registered nurse from the same field of practice as that which the student intends to enter.
For entry to the register
Throughout each part of the programme
All outcomes within a progression point
Final sign-off
At the first progression point
At the second progression point
2.1.3 Requirements for mentors supporting pre-registration midwifery education programmes
Table 3 outlines the requirements for mentors of pre-registration midwifery programme at each progression point which is generally at the end of each year.
Table 3 Midwifery mentors at progression points (NMC 2009:20-2142)
41 Nursing and Midwifery Council (2011) Advice and supporting information for implementing NMC standards for pre-registration nursing education. London. Nursing and Midwifery Council
42 Nursing and Midwifery Council (2009) Standards for Pre-registration midwifery education. London. Nursing and Midwifery Council
NHS Education for Scotland22
2.1.4 Requirements for mentors supporting students on specialist practice programmes
Mentors supporting students on NMC approved specialist practice programmes leading to a recordable qualification on the nurses’ part of the register must be supported and assessed by sign-off mentors (or practice teachers where this a requirement by commissioners) (NMC 2008:1243).
2.1.5 Requirements for the preparation and practice of supervisor of midwives programmes
Supervisors of midwives supporting midwives undertaking the supervisor of midwives programmes are also required to be a sign-off mentor (NMC 2008:744).
2.2 Organisational processes for the identification of nursing and midwifery mentorsIt is recognised that workforce planning and practice learning capacity analysis already informs decision-making by programme providers in relation to the number and location of nurses and midwives undertaking mentor preparation programmes. The flowchart outlined in Figure 1 may provide a useful framework for managers in service provider organisations and AEIs and support locally established processes for the identification and selection of nursing and midwifery mentors.
43 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
44 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
National Approach to Mentor Preparation for Nurses and Midwives 23
Figure 1 Organisational processes to support the identification of mentors
NHS example – Practice learning area B have had their
educational audit undertaken by the AEI lecturer, practice
education facilitator (PEF) and team leader and it was
noted that a lack of “time to work with the mentor” and
“receiving ongoing feedback” had been mentioned in
the last couple of student evaluations. After reviewing
the local mentor register, two experienced mentors are
currently not mentoring due to secondment and long
term absence. Another two mentors are also due to retire
in the next three years. The team leader has raised this
with their manager to be included in workforce planning
projections and plans to discuss mentor preparation as
part of KSF development reviews over next 12 months
with relevant staff.
Social care example - Care home A recently
participated in a pilot project which supported
practice learning opportunities for social
work students. The care homes experience
of having a social work student was very
positive. The manager and staff reflected on
the rich opportunities for interprofessional
learning available for both nursing and social
work students. The manager contacted the
care home education facilitator (CHEF) to
discuss the mentor preparation programme
requirements and plans to discuss mentor
preparation with her nursing staff as part of
their performance reviews.
Confirm approx number of nurses and midwives to undertake mentor preparation programme over agreed timescale
Guidance for managers using local processes to
identify the number and location of mentors
Workforce planning processesPractice learning experience
capacity analysis
Existing data
¡ Workforce profile (e.g. age, whole time equivalency)
¡ Mentor register/database
¡ Mentor workforce profile
¡ Sign-off mentor workforce profile
Points to consider
¡ number of mentors/sign-off mentors due to retire
¡ number of mentors/sign-off mentors who are no longer active (long term absence etc)
¡ location of mentors
¡ capacity to meet 10 day notional requirement of programme
¡ short, medium and longer term mentor capacity
Points to consider
¡ has the practice learning experience met/exceeded the number of students audited for?
¡ has there been a significant change in the practice learning environment?
¡ have any issues been raised through student evaluations regarding time pressures/access to supervision/final placement sign-off?
¡ can students be allocated to areas where nurses or midwives are currently undertaking mentor preparation programmes?
Existing data
¡ Student allocations
¡ Educational audit profiles
¡ Student evaluations
NHS Education for Scotland24
2.3 Selection of nurses and midwives to undertake mentor preparation
through appraisal and development review processesFeedback from the review scoping and engagement activities highlighted that mentorship activities were not often considered as part of local appraisals. Educational resources (ePortfolio and KSF mapping to mentor domains) have been developed to align mentors’ continuing professional development with KSF for NHS mentors, however this is not as well established for mentors in other sectors such as care homes. To support the integration of mentorship into appraisal for non-NHS mentors, the Scottish Social Services Council Continuous Learning Framework (CLF45) has been mapped to the NMC mentor outcomes (Appendix 4). CLF profiles have also been developed for the mentor (Appendix 5), sign-off mentor (Appendix 6) and supervising mentor roles (Appendix 7).
Research undertaken by the National Nursing Research Unit for England (Robinson et al 2012:79-8246) identified desirable qualities for mentors. Although this study focused specifically on nursing mentors, the short life working and advisory group felt these qualities were equally applicable for midwifery mentors. These mentor qualities have been adapted to reflect the Scottish context and the midwifery profession and are consistent with the knowledge, skills and attitudes described in the post registration career development framework.
The following desirable mentor qualities may be used to inform appraisal discussions and the selection of future mentors:
¡ Commitment to student nurse and midwifery education – advancement of the profession demonstrated through their willingness to educate the next generation of nurses and midwives
¡ Skills to facilitate learning – being a good communicator, being able to provide feedback about performance, identifying every possible opportunity for learning, providing rationale for their practice, developing the students confidence, empowering students by allowing them to practice and being able to focus on student learning in busy environments
¡ Personal characteristics and behaviours – acting as a role model, awareness of own practice, knowledge of programme and styles of learning, clinical competence, positive attitude towards students
The process described in Figure 2 provides guidance for nurses, midwives and their managers for aligning mentor activities with local appraisal processes across the range of health and social care contexts.
45 Scottish Social Services Council (2008) The Framework for Continuous Learning in Social Services. Dundee. Scottish Social Services Council, Institute for Research and Innovation in Social Services.
46 Robinson S, Cornish J, Driscoll C, Knutton S, Corben V and Stevenson T (2012:) Sustaining and managing the delivery of student nurse mentorship: roles, resources, standards and debates. Report for NHS London “Readiness for Work” programme. National Nursing Research Unit, Kings College London.
National Approach to Mentor Preparation for Nurses and Midwives 25
Figure 2 Selection of nursing and midwifery mentors using local appraisal process
NHS example – Staff midwife (SM) has been
qualified for just over 12months, has recently
completed Flying Start NHS® and after discussion
with the senior charge midwife at foundation
KSF development review, has arranged to meet
to discuss mentor preparation programme
requirements with the area’s supervising mentor
and PEF. After this discussion, SM identifies
undertaking mentor preparation on personal
development plan. Until the programme
commences in 6 months time, SM works more
closely with students and their mentors, providing
supervision and support.
Social care example - Charge nurse (CN) has
worked in a care home for older adults for two
years. During this time CN has continued to
develop knowledge and skills through a learning
plan agreed with the manager each year as part
of performance review. The care home has
embedded the Continuous Learning Framework
into its performance review process. At CN’s
annual review with the manager they both review
the relevance of the personal capability of ‘lifelong
learning’. They acknowledge CN’s commitment to
continuous learning and consider a more active role
for CN in supporting the learning of others and
identify mentor preparation in the learning plan.
Possible outcomes of appraisal
¡ mentor preparation programme identified on PDP
¡ completion of mentor preparation programme application form
¡ supervising mentor identified
Guidance for managers when using local
appraisal processes for the identification and
selection of mentors
Social care staff NHS staff
Incorporate the following areas into
appraisal and personal development
planning discussions:
¡ Flying Start NHS® completion where applicable e.g. care homes
¡ expectations of the NMC mentor role and desirable mentor qualities
¡ links to the CLF for the mentor role
¡ CLF role profile for the mentor role
¡ motivation and commitment to undertake mentor preparation programme
¡ local support available
Incorporate the following areas into
KSF development review and personal
development planning discussions:
¡ Flying Start NHS® completion
¡ expectations of the NMC mentor role and desirable mentor qualities
¡ indicative KSF outline for the mentor role
¡ post registration career development framework - particularly facilitation of learning pillar
¡ motivation and commitment to undertake mentor preparation programme
¡ local support available
NHS Education for Scotland26
Core Curriculum Framework3
National Approach to Mentor Preparation for Nurses and Midwives 27
47 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
Core Curriculum Framework
3.1 The purpose of the core curriculum framework
The framework is designed to facilitate Scotland wide consistency and transferability of approach to mentor preparation. The framework will inform the development of local programmes of mentor preparation and includes key content which is based on best available evidence. Learning outcomes and content are incorporated which meets the requirements of the NMC mentor standard 2.147 and guidance to evidence achievement of the NMC outcomes. Stakeholder information is provided in section 9 which outlines responsibilities for embedding and sustaining the NMC mentor standard.
3
NHS Education for Scotland28
3.2 Overall aim The aim of this framework is to support robust mentor preparation which is consistent and transferable across Scotland. Achievement of the framework learning outcomes meets the NMC competence and outcomes for a mentor (2.1.2) and the criteria for a sign-off mentor (2.1.3). In addition the content can also be used to support and enable the continuing professional requirements for all practitioners for their role in supporting learning. To support this process the NMC mentor outcomes and the unit outcomes within this core curriculum framework have been mapped against the following (detailed in Appendix 4):
¡ NHS Knowledge and Skills Framework
¡ The Continuous Learning Framework
¡ SQA L&D9DI - Assess Workplace Competence using Direct and Indirect Methods
¡ Post Registration Career Development Framework
¡ Generic Guiding Principles for those supporting learning in the workplace
3.3 Guiding principle The guiding principle is a consistent and transferable national approach to mentor preparation. This is achieved through incorporation of specific requirements for all programmes of preparation and identification of elements which can be adapted to reflect the local context and individual needs, whilst meeting the NMC Standards to support learning and assessment in practice (NMC 2008).
3.4 Specific requirementsThe following specific requirements must be incorporated on a national basis:
¡ Notional learner effort of 10 days which includes a minimum of 5 days protected learning time.
¡ From the protected learning time, a minimum of 2 days face to face contact.
¡ Framework Philosophy and Aim.
¡ Framework Unit Learning Outcomes.
¡ Framework Unit Indicative Content.
¡ Programme normally completed within three months.
National Approach to Mentor Preparation for Nurses and Midwives 29
¡ Demonstration of achievement of the NMC mentor outcomes evidenced through a portfolio.
¡ When preparing midwifery mentors, programmes of preparation must incorporate the requirements for first and second supervision of sign-off (NMC Circular 05/201048). The final supervision for sign-off must be with an actual student undertaking an NMC approved programme. Student midwifery mentors must demonstrate achievement of the NMC mentor outcomes and be supervised signing-off on three occasions in order to successfully complete the mentor preparation programme.
¡ Include learning in both academic and practice settings.
¡ Include relevant practice based learning and evidence of mentoring a pre-registration student or a student on an NMC approved programme under the supervision of a qualified mentor (within this document referred to as the supervising mentor) and have the opportunity for reflection.
¡ Allow Accreditation of Prior Experiential Learning (APEL) to be applied up to 100% of programmes and recognise previous preparation of an equivalent nature and standard.
¡ Awareness of ongoing professional development requirements to maintain mentorship status.
3.5 Flexible elementsThe following elements can be adapted to meet local needs:
¡ nature of delivery of face to face contact which may include innovative theory and practice based learning strategies e.g. video conferencing, local learning groups, outreach, peer groups and individual support
¡ process for inclusion of information about the student’s educational programme
¡ sequence, mode of delivery and organisation of mentor preparation programmes
¡ type of learning resources utilised to support delivery of the mentor programme
¡ process for supporting students with disabilities
¡ involvement of nursing and midwifery students and mentors in planning, delivery and evaluation of programmes
¡ process for identifying nurses and midwives to undertake mentor preparation programmes
¡ process for identifying which practitioners assume the role of a supervising mentor
48 Nursing and Midwifery Council (2010) NMC circular 05/2010 Sign –off mentor criteria. London. Nursing and Midwifery Council
NHS Education for Scotland30
Good Practice Example
Workshops within University of the West of Scotland mentorship preparation programme
As part of the University of the West of Scotland (UWS) Preparation for Mentorship Programme, student mentors attend five study days in campus, of which three days consist of the theoretical principles and practices of mentorship. A workshop follows each theoretical session where academic staff, practice education facilitators (PEF), and care home education facilitators (CHEF) work with student mentors to help them make sense of their learning through using scenario based examples. This arrangement allows student mentors to appreciate the importance of linking theory to practice within a safe environment where questions and anxieties about mentorship can be addressed. The academic lecturer may help to clarify the theoretical elements of mentorship and the PEFs and CHEFs are central in exploring how these can be applied in practice whilst supporting and assessing a student in the practice learning environment.
3.6 StructureAlthough the organisation of delivery of the content may vary across mentor preparation programme providers, the core curriculum framework is structured around the three units identified below:
¡ learning
¡ professional accountability and relationships
¡ assessment
Each unit has defined learning outcomes that:
¡ are consistent with the generic outcomes of awards at Scottish Credit and Qualifications Framework (SCQF) level 9
¡ articulate with the NMC mentor competencies and outcomes (NMC 2008)
3.7 Teaching and learning approachesA range of teaching and learning approaches, commensurate with adult learning theory and person centred learning, can be utilised to deliver mentorship programmes. These approaches may include tutorials, seminars, small group work, learning sets, role play, online learning, practice based learning, simulation and reflection on experience and students’ stories. Resources should be determined by the teaching and learning approaches utilised.
National Approach to Mentor Preparation for Nurses and Midwives 31
3.8 Support and guidance for student mentors during mentor preparation programmesStudent mentors and their supervising mentors require a variety of support mechanisms to enable achievement of the NMC mentor outcomes, which may include a combination of personal, professional and regulatory support49. These support functions will be provided by a range of colleagues across programme providers and their specific responsibilities are outlined in section 9. Figures 3 and 4 provide examples of support providers for student mentors and supervising mentors respectively.
49 NHS Education for Scotland (2011) Glossary of Titles associated with Practice Education support roles used for Nursing and Midwifery in the NHS 2nd Edition. Edinburgh. NHS Education for Scotland.
NHS Education for Scotland32
Figure 3 Example of support providers for student mentors
Figure 4 Example of support providers for supervising mentors
student
mentor
supervising
mentor
supervising
mentor
PEFs
and
CHEFs
manager, for example, senior charge
nurse/midwife, care home manager
manager
nursing ormidwifery colleagues
nursing ormidwifery colleagues
sign-off mentor
other mentors including sign-off
AEI for example lecturer and link
lecturer
AEI for example lecturer and link
lecturer
National Approach to Mentor Preparation for Nurses and Midwives 33
NHS Education for Scotland34
Core Curriculum Outline Content4
National Approach to Mentor Preparation for Nurses and Midwives 35
Core Curriculum Outline Content4This section of the document introduces the three units that comprise this core curriculum outlining the rationale, learning outcomes, indicative content and supporting evidence for each.
NHS Education for Scotland36
4.1 Unit 1: Learning4.1.1 RationaleThe aim of this unit is to support the development of a learner centred approach to facilitating learning and creating an effective learning environment.
4.1.2 Learning outcomesLO .1.1 – Apply theories and principles of teaching, learning and assessment to support effective learning in the practice setting
Learning outcome 1.1 - Indicative content
Theories and styles of learning and assessment and their application to practice:
¡ learning styles
¡ adult learning theories
¡ social learning theory
¡ simulated learning
¡ reflective process and reflective models
¡ action learning
¡ experiential learning
¡ practice based learning
¡ interprofessional learning
¡ rolemodelling
¡ clinical skills teaching
¡ self directed learning
¡ co-operative learning styles
Applied mentorship:
¡ the philosophy of mentorship
¡ effective mentor characteristics
¡ the mentor – student relationship
¡ barriers to learning
¡ models of mentorship, such as team, hub and spoke and long-arm mentorship
¡ transferability of mentorship skills to other learning situations
Evaluation of teaching effectiveness:
¡ self
¡ peer
¡ student evaluation
National Approach to Mentor Preparation for Nurses and Midwives 37
Good Practice Example
An example of mentorship from The Robert Gordon University
Health and social care reorganisation creates opportunities and challenges for the mentorship of students and service providers have been creative in responding to these challenges whilst ensuring practice learning capacity. RGU and their NHS partners identified mentors needed additional support to implement the different models of mentorship in practice. Some wards and departments for example, were unable to offer students the full range of learning experiences required to achieve their module learning outcomes and NMC competencies. The patient journey through a service, for example ophthalmology, was used to group practice areas together. This approach provided students with an overall practice learning experience and ensured all areas were utilised for students. Mentor feedback highlighted that guidance was required to clarify mentor responsibility and ensure effective communication between mentors within a “grouping”. This was particularly important to ensure all mentors involved in supporting a student as they progressed through the area contributed towards the assessment and documentation process. One method adopted is the use of a reflective log/diary which the student shares and discusses with their mentor as they progress through the learning experience. The different models of mentorship and individual mentor responsibility and accountability are explored as part of the mentor preparation programme.
NHS Education for Scotland38
LO 1.2 – Utilise best evidence to devise strategies which actively influence the creation of a quality, challenging and supportive learning environment
Learning outcome 1.2 - Indicative content
Learning environment:
¡ characteristics of an environment conducive to learning
¡ SWOT analysis
¡ observational analysis
¡ context and challenges
Managing the learning environment:
Evaluation of the learning environment:
¡ significance of culture and leadership
¡ recognising learning opportunities
¡ utilising available research and evidence base
¡ quality standards for practice placements (QSPP)
¡ practice placement audit/educational audit
¡ acting as a resource and advocate
¡ reasonable adjustments
¡ supporting students to provide feedback on their learning experience
¡ student evaluation
National Approach to Mentor Preparation for Nurses and Midwives 39
Good Practice Example
Using Student & Mentor Stories to Underpin the Delivery of Mentorship Preparation - Glasgow Caledonian University
Glasgow Caledonian University (GCU) delivers the mentor preparation programme five protected learning days by face-to-face contact. Learning day two incorporates group work designed to facilitate exploration of ‘giving and receiving feedback’. Student mentors are encouraged to work in groups and discuss a DVD clip showing three students reflecting on their own experiences of receiving feedback from mentors in the practice learning environment. To augment this group work, student mentors are directed to the virtual learning resource ‘GCU Learn’ where they can view a DVD clip of experienced mentors reflecting on their experiences of giving student feedback. Student mentors are encouraged to reflect on the viewpoints expressed by both students and mentors, to consider the potential impact of this learning on their own practice as a mentor and to evidence this work within their portfolio of evidence.
LO 1.3 - Demonstrate the application of a range of knowledge, skills and appropriate attitudes to organise, manage and evaluate a student’s learning experience
Learning outcome 1.3 - Indicative content
Understanding the student’s educational programme:
¡ locally delivered programmes of education
¡ disseminated models of education supported locally
¡ determination of student’s stage of programme and development needs
¡ managing student’s expectations
¡ identifying appropriate learning outcomes, opportunities and activities
¡ establishing personal relationships/support
¡ giving and receiving effective feedback.
Formulation of learning plans/agreements which will involve:
NHS Education for Scotland40
4.1.3 Supporting evidenceCarlson E, Wann-Hansson C, Pilhammar E (2009) Teaching during clinical practice: Strategies and techniques used by preceptors in nursing education. Nurse Education Today. 29 (5), 522-526.
Chandan M, Watts C (2012) Mentoring and pre-registration nurse education. Available at: www.williscommission.org.uk
Derbyshire JA, AI Machin (2011) Learning to work collaboratively: Nurses’ views of their pre-registration interprofessional education and its impact on practice. Nurse Education in Practice 11 (4), 239-244.
Donaldson JH, Carter D (2005) The value of role modelling: Perceptions of undergraduate and diploma nursing (adult) students. Nurse Education in Practice. 5 (6), 353-359.
Duffy K (2011) Getting off to a good start. Nursing Standard. 26 (9), 64.
Gray MA, Smith LN (2000) The qualities of an effective mentor from the student nurse’s perspective: findings from a longitudinal qualitative study. Journal of Advanced Nursing. 32 (6), 1542-1549
Gray M, Smith LN (1999) The professional socialisation of diploma of higher education in nursing students (Project 2000): a longitudinal qualitative study. Journal of Advanced Nursing. 29 (3), 639-647
Huybrecht S, Loeckx W, Quaeyhaegens Y (2011) Mentoring in nursing education: perceived characteristics of mentors and the consequences of mentorship. Nurse Education Today, 31, 274-278.
Jokelainen M, Turunen H, Tossavainen K, Jamookeeah D, Coco K (2011) A systematic review of mentoring nursing students in clinical placements. Journal of Clinical Nursing. 20 (19/20), 2854-67.
Lave J, Wenger E (1991) Situated learning: legitimate peripheral participation. Cambridge. Cambridge University Press.
Mead D, Hopkins A , Wilson C (2011) Views of nurse mentors about their role, Nursing Management - UK. 18 (6), 18-23.
Meechan RH, Jones H, Valler Jones T (2011). Students’ perspectives on their skills acquisition and confidence. British Journal of Nursing. 20 (7), 445-450.
Ness V, Duffy K, McCallum J, Price L (2010) Supporting and mentoring nursing students in practice. Nursing Standard, 25 (1), 41-6
NHS Education for Scotland (2003) The Development of the Quality Standards for Practice Placements. Final Report. Edinburgh. NHS Education for Scotland.
NHS Education for Scotland (2008) Quality Standards for Practice Placements. Edinburgh. NHS Education for Scotland. Available at www.nes.scot.nhs.uk/media/323817/qspp_leaflet_2008.pdf
National Approach to Mentor Preparation for Nurses and Midwives 41
NHS Education for Scotland (2010) Quality Standards for Practice Placements Audit Tool. Edinburgh. NHS Education for Scotland. Available at www.nes.scot.nhs.uk/media/325397/qspp_audit_tool_interactive_fields.pdf
O’Driscoll MF, Allan HT, Smith PA (2010). Still looking for leadership - who is responsible for student nurses’ learning in practice? Nurse Education Today 30 (3), 212-217.
Pearce C. (2007) Ten Steps to Carrying Out a SWOT Analysis. Nursing Management. 14 (2), 25
Plakht Y, Shiyovich A, Nusbaum L, Raizer H (2012) The association of positive and negative feedback with clinical performance, self evaluation and practice contribution of nursing students. (doi:10.1016/j.nedt.2012.07.017) www.nurseeducationtoday.com/article/S0260-6917(12)00259-6/abstract
Pritchard E, Gidman J (2012) Effective mentoring in the community setting, British Journal of Community Nursing. 17 (3), 119-124.
Royal College of Nursing (2007) Guidance for Mentors of Nursing Students and Midwives, An RCN Toolkit. London. Royal College of Nursing.
Royds K (2010) Using reflective practice to learn from good and bad experiences. Learning Disability Practice. 13 (5), 20-23
Scottish Government Health Directorate (2010) NHS Scotland, A Joint Declaration on NMAHP Leadership from Scotland’s Chief Nursing Officer, Chief Health Professions’ Officer and Nursing, Midwifery and Allied Health Professions Leader. Edinburgh. Scottish Government.
Spouse J (1998) Scaffolding student learning in clinical practice. Nurse Education Today. 18 (4), 259-266
Stevens C, Clark C, Young A, Thomas K, Hassel D (2009) Developing activities to help students achieve learning outcomes in practice placements. Nursing Times, 105 (21), 14–15.
Watson HE, Harris B (1999) Supporting Students in Practice Placements in Scotland. Edinburgh. National Board for Nursing, Midwifery and Health Visiting for Scotland
Walsh D (2010) The Nurse Mentor’s Handbook: supporting students in clinical practice. Berkshire. Open University Press.
Watts C, Gordon J (2012) Pre-registration nurse education: overview of themes from the literature. Available at www.williscommission.org.uk
Wood S (2010) Mental health nursing students’ views of pre-registration nursing. Nursing Standard. 24 (47), 43-48.
NHS Education for Scotland42
4.2 Unit 2: Professional relationships and accountability4.2.1 RationaleThe aim of this learning unit is to enable mentor development in relation to facilitating learning and professional growth, acting as a resource and directly managing learning in practice to ensure public protection.
4.2.2 Learning outcomes
LO 2.1 – Explore issues of accountability and fitness for practice
Learning outcome 2.1 - Indicative content
Professional growth, personal development and accountability:
¡ professionalism
¡ professional standards and codes
¡ implications of the professional standards for practice
¡ balancing support and challenge in mentorship
¡ supporting the student to challenge practice
¡ governance arrangements
¡ delegation of responsibility
¡ requirements for retention on the local mentor register
Accountability for confirming that students have met, or not met, the NMC requirements and are capable of safe and effective practice:
¡ challenges and accountability associated with assessment
¡ record keeping and audit trail
¡ promoting equality and diversity
¡ AEI processes e.g. cause for concern, appeals procedure, sensitive disclosure
Good Practice Example
Supporting nursing and midwifery students with a disability in practice
Feedback from mentors suggested that although there were many sources of information about the Equality Act 2010, there was limited practical guidance available relating to how the mentor can support the student with a disability within practice learning environments.
continued >
National Approach to Mentor Preparation for Nurses and Midwives 43
LO 2.2 – Critically appraise how professional relationships inform and underpin effective mentoring
Learning outcome 2.2 - Indicative content
Effective working relationships:
¡ effective interpersonal relationships
¡ critical reflection of self
¡ examination of professional boundaries
¡ rolemodelling
¡ self/peer evaluation
¡ advocacy
¡ challenging students
Factors which influence integration of students into practice settings:
Support to facilitate transition from one learning environment to another:
¡ cultural differences and context of practice
¡ socialisation into existing teams
¡ pastoral care and support
¡ induction into each practice learning environment
¡ sources of support for learning and assessment in practice
¡ use and value of ongoing achievement record to identify learning needs
¡ leadership
¡ managing competing demands
¡ recognising equality and acknowledging diversity
¡ foster a sense of belongingness
¡ confidence and competence
¡ student responsibility to raise concerns regarding the quality of the learning environment or when they believe the safety of service users is at risk
Supporting nursing and midwifery students with a disability in practice (cont.)
Edinburgh Napier University, the University of Edinburgh and Queen Margaret University with partner NHS Boards developed a guide for mentors with the following aims:
¡ provide key information relating to students with disability in the practice setting, to include scenarios and examples of reasonable adjustments and FAQs
¡ identify key contacts within the NHS and the Universities who can support the mentor
¡ provide guidance for the mentor in relation to supporting a student with a disability and implementing reasonable adjustments in practice
The guide is now incorporated in the mentor preparation programme and made available to mentors through annual updating activities.
NHS Education for Scotland44
4.2.3 Supporting evidence Bellafontaine N (2009) Exploring whether student nurses report poor practice they have witnessed on placements. Nursing Times 105 (35), 28–31.
Bradbury-Jones C, Sambrook S, Irvine F (2011) Empowerment and being valued: A phenomenological study of nursing students’ experiences of clinical practice. Nurse Education Today 31 (4), 368-372.
Brown J, Robb Y, Duffy K, Lowndes A (2009) Enhancing learning in care settings: the profile of learning achievements in care environments (PLACE) project. Quality in Ageing. 10 (3), 24-33.
Child J, Langford E (2011) Exploring the learning experiences of nursing students with dyslexia Nursing Standard 25 (40), 39-46.
Dale C, Aiken F (2007) A Review of the Literature into Dyslexia in Nursing Practice Final Report. London. Royal College of Nursing. Available at www.rcn.org.uk/__data/assets/word_doc/0004/29578/dyslexia_in_nursing_practice_jan07.doc
Goode M (2012) The role of the mentor: a critical analysis. Journal of Community Nursing. 26 (3), 33-35
Hammond J, Hercules F (2000) Understanding Dyslexia: An introduction for dyslexic students. SHEFC. Edinburgh.
Kane A, Gooding C (2009) Reasonable Adjustments in Nursing and Midwifery, a Literature Review. London. Nursing and Midwifery Council. Available at www.nmc-uk.org/Documents/ResearchPapers/Reasonable%20adjustments%20literature%20review.pdf
Levett-Jones T, Lathlean J (2008) Belongingness: a prerequisite for nursing students’ clinical learning. Nurse Education in Practice 8 (2), 103-111
Lofmark A, Hanseho G, Nilsson M, Tornkirisit T (2012) Learning Opportunities in primary health care. Nursing Standard. 23 (13), 35-43
Morris D, Turnbull P (2007) The disclosure of dyslexia in clinical practice: experiences of student nurses in the United Kingdom. Nurse Education Today 27, 35-42
Nursing and Midwifery Council (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. London. Nursing and Midwifery Council.
Nursing and Midwifery Council (2009) Standards for Pre-registration Midwifery Education. London. Nursing and Midwifery Council.
Nursing and Midwifery Council (2010) Raising and Escalating concerns: Guidance for nurses and midwives. London. Nursing and Midwifery Council.
National Approach to Mentor Preparation for Nurses and Midwives 45
Nursing and Midwifery Council (2010) Standards for Pre-registration Nursing Education. London. Nursing and Midwifery Council.
Nursing and Midwifery Council (2011) Guidance on Professional Conduct for Nursing and Midwifery Students. London. Nursing and Midwifery Council.
Nursing and Midwifery Council (2012) Midwives rules and standards. London. Nursing and Midwifery Council.
Ridley C (2011). The experiences of nursing students with dyslexia. Nursing Standard 25 (24): 35-42.
Stainer L, Ware P (2006) Guidelines to support nursing learners with Dyslexia in Practice Association of Dyslexia Specialists in Higher Education. Available at www.workingstrategies4u.co.uk/docs/adshe_guidelines.pdf
Tee SR, K Owens K, Plowright S, Ramnath R, Rourke S, James C, Bayliss J (2010). Being reasonable: supporting disabled nursing students in practice. Nurse Education in Practice 10 (4), 216-221.
The Scottish Government (2012) Professionalism in Nursing, Midwifery and the Allied Health Professions in Scotland – a report to the Co-ordinating Council for the NMAHP contribution to the Healthcare Quality Strategy for NHSScotland’ Available at www.scotland.gov.uk/Resource/0039/00396525.pdf
The Stationary Office (2010) Equality Act 2010. London. The Stationary Office.
University of Southampton (2012) Supporting dyslexic students on practice placements. Learning Differences Centre in collaboration with the School of Nursing and Midwifery and the School of Health Professions and Rehabilitation Sciences, University of Southampton. Available at www.nmc-uk.org/Documents/SLAIP%20case%20studies/NMC%20SLAIP%20case%20study%20University%20of%20Southampton.pdf
Walker R, Cooke M, Henderson A and Creedy DK (2011) Characteristics of leadership that influence clinical learning: A narrative review. Nurse Education Today, 31, 743-756.
NHS Education for Scotland46
¡ contemporary evidence in relation to the process of assessment
¡ consider validity and reliability of assessment using a range of methods
¡ local practice assessment documentation and processes
¡ ongoing achievement record
¡ due regard
¡ service user and carer involvement in assessment of students
¡ gate-keeping entry to the professional register
Methods used to monitor progress and judge achievement of knowledge, skills and attitudes:
Concept of continuous assessment:
Recording of evidence:
¡ working with the student
¡ observation of practice
¡ discussion with the student
¡ student portfolio
¡ simulation/OSCEs
¡ student self-assessment/feedback
¡ learning agreement/assessment plan
¡ formative assessment
¡ summative assessment
¡ recognition of fitness to practice
¡ supporting decisions in relation to fitness to practice
¡ feedback from professional colleagues/patients/peers
¡ critical reflection
¡ NMC pre-registration standards and competencies
¡ significance of effective and ongoing documentation of student performance
4.3 Unit 3: Assessment4.3.1 RationaleThe aim of this learning unit is to enable the student mentor to assess student performance in practice and recognise under performing students and be aware of their accountability with regards to their decision to pass, refer or fail a student.
4.3.2 Learning outcomes
LO 3.1 - Apply the principles and stages of the assessment process to the effective assessment of students in practice
Learning outcome 3.1 - Indicative content
The assessment process and its purpose:
National Approach to Mentor Preparation for Nurses and Midwives 47
LO 3.2 - Provide constructive feedback to facilitate the enhancement of student performance
Learning outcome 3.2 - Indicative content
Principles of feedback including, assessing practice performance and eliciting competence:
¡ debriefing and feedback provision in competence-based assessment
¡ criteria referenced assessment
¡ effective and ineffective feedback
¡ characteristics of effective feedback
¡ grading of practice
¡ reactions to feedback
Feedback in the assessment process:
Barriers to effective feedback:
¡ guidance and support in relation to competence and confidence building
¡ behaviour change in professional development
¡ evidence-based modes and methods of assessment feedback
¡ role conflicts
¡ interpersonal skills – negative attitudes/experiences that influence provision and reception of feedback, ambiguous role modelling
¡ structured reflection, self and peer assessment
¡ verbal and written feedback
¡ timeliness of meaningful assessment feedback
¡ having difficult conversations
¡ environmental barriers
¡ time
¡ strategies for dealing with barriers to feedback
NHS Education for Scotland48
LO 3.3 - Manage the assessment process in challenging situations
Learning outcome 3.3 - Indicative content
Support mechanisms available for mentors and students during the assessment process:
¡ professional codes and regulations
¡ local guidance
¡ team collaboration
¡ peer support
¡ AEI and PEF/CHEF support
Confidentiality within the context of assessment:
Mentor responsibilities in making complex judgements:
¡ self-disclosure
¡ data protection
¡ borderline student
¡ weak student
¡ student demonstrating unsafe practice
¡ student with an individual learning need
¡ student ongoing achievement record (OAR)
¡ accurate documentation
¡ access to support mechanisms when dealing with challenging situations
¡ student demonstrating unprofessional behaviour
National Approach to Mentor Preparation for Nurses and Midwives 49
LO 3.4 - Critically examine mentor accountability in relation to assessing students
Learning outcome 3.4 - Indicative content
Professional accountability when making complex assessment decisions:
¡ appropriate assessment process
¡ effective feedback mechanisms
¡ decision making process
¡ collaborative problem solving
¡ requirements for retention on the local mentor register
Sign-off mentor:
¡ role of and criteria for sign-off status
¡ accountability of sign-off mentor
¡ Data Protection Act
¡ protected time
Good Practice Example
Example of achieving sign-off mentor status
NHS Tayside has produced an illustrative flow chart to describe progress towards achieving sign-off mentor status. This flowchart uses symbols to describe the combination of activities as detailed below which can be used to achieve first and second sign–off status, while illustrating that the third supervision of sign-off must be undertaken through the assessment of an actual student undertaking an NMC approved programme.
MPP L A 3
Activity from Mentor
Preparation programme
learnPro Module
Assessment of Year 1, 2 or 3 student nurse/midwife from
any part of the programme
Assessment of signing-off
proficiency with an actual student undertaking an
NMC programme
NHS Education for Scotland50
4.3.3 Supporting evidenceCarr J, Heggarty H, Carr M (2010) Reflect for success: recommendations for mentors managing failing students, British Journal of Community Nursing, 15 (12), 594-596.
Cassidy S (2009) Interpretation of competence in student assessment, Nursing Standard, 23 (18), 39-46.
Clynes M (2008) Providing feedback on clinical performance to student nurses in children’s nursing: challenges facing preceptors. Journal of Children’s and Young People’s Nursing. 2 (1), 29-35.
Clynes MP, Raftery SEC (2008) Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice. 8 (6), 405-411.
Chenery-Morris S (2011) Top ten tips for sign-off mentors assessing midwifery students in practice. Essentially MIDIRS 2 (8), 27-31
Duffy K (2003) Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. Glasgow: Glasgow Caledonian University. Available from: www.nmc-uk.org/Documents/Archived%20Publications/1Research%20papers/Kathleen_Duffy_Failing_Students2003.pdf
Duffy K (2013) Providing constructive feedback to students during mentoring. Nursing Standard. 27 (31), 50-56.
Duffy K, Hardicre J (2007) Supporting failing students in practice. Part 1 Assessment. Nursing Times, 103 (47), 28-28.
Duffy K, Hardicre J (2007) Supporting failing students in practice. Part 2 Management. Nursing Times, 103 (48), 28-29.
Fisher M (2009) How can midwifery sign off mentors be supported in their role? An evidence-based discussion of the challenges facing clinicians, managers and academics. Midirs Midwifery Digest. 19 (3), 319-324
Gray M, Donaldson J (2009) Exploring issues in the use of grading in practice: Literature review. Available at www.nes.scot.nhs.uk/media/572846/final_report_-__exploring_issuesin_the_use_of_grading_in_practice__volume_1_.pdf
Gray M, Donaldson J (2010) Literature review exploring issues of service user and carer involvement in the assessment of students’ practice - Volume 1 Available at www.nes.scot.nhs.uk/media/572852/final_-_volume_1_exploring_service_user___carer_involvement.pdf
National Approach to Mentor Preparation for Nurses and Midwives 51
Gray M, Donaldson J (2010) Literature review exploring issues of service user and carer involvement in the assessment of students’ practice - Volume 2. Available at www.nes.scot.nhs.uk/media/572855/final_report_-__volume_2exploring_issues_of_service_user_and_carer_involvement_in_assessment_.pdf
Heaslip V, Scammell JME (2012) Failing underperforming students: The role of grading in practice assessment. Nurse Education in Practice 12 (2), 95-100
Lauder W, Roxburgh M, Holland K, Topping K, Watson R, Johnson M, Porter M (2008) Nursing and Midwifery in Scotland: being fit for practice. Edinburgh. NHS Education for Scotland.
Middleton R, Duffy K (2009) Mentoring a student immediately prior to registration: a qualitative study. British Journal of Community Nursing. 14 (11), 481-486
NHS Education for Scotland (2011) Developing a National Approach to Practice Assessment Documentation for the Pre-registration Nursing Programmes in Scotland. Edinburgh. NHS Education for Scotland. Available at www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-and-midwifery/resources/publications/developing-a-national-approach-to-practice-assessment-documentation-for-the-pre-registration-nursing-programmes-in-scotland.aspx
Norman IJ, Watson R, Calman L, Redfern S, Murrells T (2000) Evaluation of the validity and reliability of methods to assess the competence to practise of pre-registration nursing and midwifery students in Scotland. London: King’s College, Florence Nightingale School of Nursing and Midwifery
Price B (2012) Key principles in assessing student’s practice based learning. Nursing Standard, 26,(49),49-55.
Stickley T, Stacey G, Pollock K, Smith A, Betinis J (2010) The practice assessment of student nurses by people who use mental health services. Nurse Education Today. 30 (1), 20-25
The Stationary Office (1998) The Data Protection Act 1998. London. The Stationary Office.
Watson R, Stimpson A, Topping A, Porock D (2002) Clinical competence assessment in nursing: a systematic review of the literature. Journal of Advanced Nursing. 39 (5), 421-431
NHS Education for Scotland52
Supervising Mentors5
National Approach to Mentor Preparation for Nurses and Midwives 53
5Supervising mentors play an important role in supporting student mentors undertaking mentor preparation programmes and in verifying achievement of the NMC mentor domains and outcomes to enable entry to the local mentor register. Supervising mentors therefore, have a significant contribution towards nurses and midwives fitness to practice at the point of registration. The term supervising mentor was used in the first edition of the National Approach and is now commonly used throughout Scotland. As part of the scoping exercise and stakeholder engagement it became apparent that guidance was needed to provide some structure for and consistency of the supervising mentor role.
Supervising Mentors
NHS Education for Scotland54
5.1 NMC regulatory requirements
Although the NMC do not specifically use the term “supervising mentor”, the supervision of nurses and midwives undertaking mentor preparation programmes is a requirement of the NMC Standards to support learning and assessment in practice50 as detailed below:
¡ “Mentors who are assessing competence must have met the NMC outcomes defined in stage 2 of this standard, or be supervised by a mentor who has met these outcomes” (NMC 2008:19).
¡ Mentor preparation programmes must include relevant work-based learning, e.g. “experience in mentoring a student under the supervision of a qualified mentor, and have the opportunity to reflect on such an experience” (NMC 2008:29).
¡ “The mentor should have access to a network of support and supervision to enable them to fulfil their mentoring responsibilities, assist them in making complex judgements regarding competence such as failing a student and to support their professional development” (NMC 2008:32).
5.2 Supervising mentor desirable qualities
Research undertaken by the National Nursing Research Unit for England (Robinson et al 2012:106-10851) identified desirable qualities for nursing sign-off mentors. In the absence of research evidence regarding the supervising mentor role, the short life working and advisory group thought these qualities may provide a useful framework for programme providers when considering the most appropriate person to undertake the role of supervising mentor. These qualities have therefore been adapted to reflect the nursing and midwifery professions and the Scottish context.
The supervising mentor desirable qualities include:
¡ Experience – learning how to manage students in practice, being able to deal with complex issues and being able to recognise when students do not have all the required competencies
¡ Knowledge of professional aspects of nursing and midwifery – professional standards including NMC Standards to support learning and assessment in practice, NMC requirements for registration and professionalism policy agenda
¡ Skills – good communication and interpersonal skills, ability to provide constructive feedback, identifying areas that need further development, thinking flexibly about remedial action and managing difficult situations and conversations
¡ Attributes – having an interest in and aptitude for teaching, being reflexive, fair and consistent
50 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council.
51 Robinson S, Cornish J, Driscoll C, Knutton S, Corben V and Stevenson T (2012:) Sustaining and managing the delivery of student nurse mentorship: roles, resources, standards and debates. Report for NHS London “Readiness for Work” programme. National Nursing Research Unit, Kings College London.
National Approach to Mentor Preparation for Nurses and Midwives 55
¡ Confidence to make judgements about competence – being sufficiently self assured to have confidence about decisions around a student mentors evidence and able to articulate and rationalise their reasons
¡ Understanding of governance, accountability and legality of position – understanding the responsibilities, accountability and principles entailed in making judgements about competence
¡ Supporting others – including support for nurses and midwives who want to become mentors, those recently qualified as mentors, and mentors who want to become sign-off mentors
5.3 Supervising mentor role parameters
Based on the above research and NMC requirements, the following guidance has been developed by the short life working and advisory group to provide a common understanding of the supervising mentor role across programme providers in Scotland.
The nursing and midwifery52 supervising mentor will:
¡ have met the NMC mentor domains and outcomes
¡ act as a role model for all mentors and learners within the practice learning environment
¡ undertake the supervising mentor role in accordance with the regulatory and mentor preparation programme provider requirements
¡ develop a learning agreement with the student mentor
¡ provide support and guidance in respect of student mentors undertaking mentor preparation programmes, this will include decisions that student mentors make about pre-registration students or students on NMC approved programmes
¡ meet regularly with the student mentor (for example initial, midway and final meetings) to review progress towards the NMC mentor outcomes, discuss scenarios (as appropriate), plan mentoring opportunities and providing feedback
¡ maintain an understanding of the mentor preparation programme, student mentor evidence and portfolio requirements
¡ ensure that the student mentor includes evidence of mentoring in practice a pre-registration student or student on an NMC approved programme
¡ verify the student mentor’s achievement or non-achievement of the NMC mentor outcomes in accordance with mentor preparation programme quality assurance arrangements
¡ maintain effective communication with mentor preparation programme providers and PEF/CHEF
52 All midwifery supervising mentors will be sign-off mentors
NHS Education for Scotland56
5.4 Examples of the supervising mentor role in different contexts
The following examples are intended to provide an indication of the range of contexts and circumstances in which supervising mentors may be supporting student mentors.
Good Practice Example
Long Arm Supervising Mentorship
A policy has been developed by the University of Dundee, Abertay University, NHS Tayside and NHS Fife to support nurses and midwives become mentors in areas where no supervising mentor is available locally e.g. in care homes, remote and rural areas or areas where mentors may have moved on. Long arm supervising mentorship refers to the process whereby a supervising mentor, who is located at a distance to the practice learning area, takes responsibility for supervising and supporting the student mentor to support and assess students. They also confirm/verify achievement of the NMC mentor outcomes.
The policy defines who can be a supervising mentor and the outlines the minimum requirements for face to face supervision with the student mentor to enable them to meet the mentor standard.
National Approach to Mentor Preparation for Nurses and Midwives 57
Good Practice Example
University of Stirling – Supervising mentor support for care homes
A manager of a care home (with no mentors) had expressed interest in the care home becoming a practice learning experience for pre-registration students and was keen for staff to undertake the mentor preparation programme. Discussions took place between the University of Stirling practice learning coordinator (PLC), care home manager and care home education facilitator (CHEF) regarding NMC and university expectations and requirements.
The care home manager is a registered nurse and was a sign-off mentor in the previous post, however they had not mentored pre-registration students since taking up post within the care home sector. The care home manager is committed to development and staff are supported with professional development.
The care home underwent an educational audit with learning opportunities and essential skills clusters identified. A student was allocated to the care home for their practice learning experience and a staff nurse identified to undertake mentor preparation.
Throughout the student practice learning experience, the care home manager would provide support, guidance and supervision to the student mentor with regard to mentoring the student. This was supplemented with support, supervision and guidance from the PLC and CHEF, who are registered nurses and experienced mentors.
This process required communication and cooperation and the positive outcome for both pre-registration students, student mentors and the care home was due to the combined efforts of all involved. The care home is now a University of Stirling recognised practice learning experience and the care home manager continues to support staff undertake mentor preparation programmes.
NHS Education for Scotland58
National Guidelines for Student Mentor Portfolio Development6
National Approach to Mentor Preparation for Nurses and Midwives 59
National Guidelines for Student Mentor Portfolio Development6Within the portfolio there must be evidence of mentoring a pre-registration nursing or midwifery student or a student on an NMC approved programme. For midwifery student mentors, this must include evidence of achievement of sign-off status.
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6.1 Portfolio of evidence
The evidence in the portfolio will:
¡ be prepared by the student mentor in accordance with mentor preparation programme provider guidelines
¡ reflect the required programme standard
¡ incorporate both academic and practice based activities
¡ include mentoring a pre-registration student or a student on an NMC approved programme under the supervision of an experienced mentor
¡ demonstrate achievement of the NMC mentor outcomes
¡ include verification by a supervising mentor
¡ be quality assured by the programme provider
To support this process:
¡ student mentors should be encouraged to self-assess against the NMC mentor outcomes
¡ student mentors will receive guidance and support from the mentor preparation programme provider in respect of the nature of supporting evidence required
¡ supervising mentors, will receive guidance and support from the mentor preparation programme provider in respect of the process of verifying achievement of the NMC outcomes and, where appropriate sign-off status
¡ mentor preparation programme providers will develop systems to quality assure the verification process
6.2 NHS Education for Scotland ePortfolio
The Nursing and Midwifery Career-long ePortfolio53 has a specific section for student mentors to record, store and map their evidence against the NMC mentor outcomes. Information on the student mentor section of ePortfolio is available from mentor preparation programme providers.
53 Information on the Nursing and Midwifery Career-long ePortfolio is available at: www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-and-midwifery/careers-and-recruitment/nursing-midwifery-career-long-eportfolio.aspx
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6.3 Portfolio structure
The portfolio of evidence will contain the following sections and can be adapted to meet local requirements.
Section 1 – Personal details
Name
NMC PIN
Work address
Telephone/e-mail
Supervising mentor name
Supervising mentor work address
Supervising mentor telephone/e-mail
Date of commencement of Mentor Preparation Programme
Date of verification of achievement of NMC mentor outcomes by supervising mentor
Date of achievement of sign-off status (for midwifery student mentors)
Notification of achievement of sign-off mentor status (using local reporting processes)
Section 2 – Support and supervision
Introduction to the portfolio of evidence
Learning agreement
Record of initial, mid-way and final meeting between supervising mentor and student mentor
Record of protected learning time
Student mentor self-assessment against the NMC mentor outcomes
Supervising mentor verification of the portfolio of evidence
Section 3 - Evidence
This section will include evidence which demonstrates that the student mentor has achieved the NMC mentor outcomes. The evidence included in this section can be generated from a range of sources including:
¡ engagement with the programme learning resources
¡ experiences of working with learners in a range of situations
¡ experience of mentoring a pre-registration nursing or midwifery student or a student on an NMC approved programme
¡ addressing the focused activities and the guide to reflection included in the scenarios utilising examples from the practice environment
¡ reflective accounts
¡ feedback from others, including students, other mentors, supervising mentor and senior charge nurse/midwife/team leader
NHS Education for Scotland62
The following types of evidence are a guide based on the core curriculum framework unit learning outcomes.
Unit 1
Learning
Examples of evidence in support of the unit learning outcomes and associated NMC mentor outcomes may include:
¡ activities undertaken with a learner to include clinical skills teaching
¡ completion of scenario focused activities
¡ SWOT analysis
¡ action plans for example in relation to the learning environment
¡ critical incident reporting and analysis
¡ reflective accounts
¡ peer and student review
¡ education meetings e.g. sessions attended, learning sets etc
¡ development of an induction pack
Unit 2
Professional relationships and accountability
Examples of evidence in support of the unit learning outcomes and associated NMC mentor outcomes may include:
¡ activities undertaken with a learner
¡ evidence of completion of scenario focused activities
¡ risk assessment
¡ action plans
¡ critical incident reporting and analysis
¡ reflective accounts
¡ an in-depth understanding of accountability to the NMC when assessing competency
¡ peer and student feedback
¡ education meetings e.g. sessions attended, learning sets etc.
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Unit 3
Assessment
Examples of evidence in support of the unit learning outcomes and associated NMC mentor outcomes may include:
¡ activities undertaken with a learner
¡ evidence of completion of scenario focused activities
¡ action plans in relation to student competence, professional behaviour and stage of the programme
¡ reflective accounts
¡ critical incident reporting and analysis
¡ peer and student review
¡ observation of practice
¡ assessment feedback
¡ education meetings e.g. sessions attended, learning sets etc.
Section 4 Achieving sign-off mentor status
This section of the portfolio is for recording achievement of sign-off status, which is a requirement for all midwifery student mentors. Nurse student mentors wishing to achieve sign-off status may undertake first and second supervision as part of the mentor preparation programme in accordance with NMC requirements and local arrangements. The first and second supervisions of sign-off status may now be effected using a range of methods and activities which would test the skills required to sign off students safely, including: simulation, role play, objective structured clinical examination (OSCE) and interactive use of electronic resources. The final (third) supervision for signing off competency must be with an actual student undertaking an NMC approved programme.
Example templates for recording the first, second and third supervision of sign-off status are included the mentor preparation section of the Nursing and Midwifery Career-long ePortfolio and are provided in Appendix 8 for information and reference.
NHS Education for Scotland64
Practice Example
Supervision of sign-off status within the Care Homes
When the care home education facilitator (CHEF) was introduced across Scotland in 2010, care homes were not routinely used as the final practice learning experience for pre-registration nursing students as there were no existing sign-off mentors within the care home sector. In 2012, three care homes within an NHS Board area agreed to support their mentors undertake the sign-off mentor preparation session and progress towards sign-off status. As there were no sign-off mentors to support and supervise the mentors within care homes whilst they met sign-off requirements this raised the question of “who would undertake the NMC requirements for supervision?”
After discussion between the care home manager, CHEF and University, local arrangements for the supervision of sign-off was agreed by all parties. The CHEF met the mentors at the sign-off preparation session and supported them to work through the two sign-off scenarios, and undertook their first and second supervision of sign-off. Final practice learning experience students were then allocated to the care homes. The CHEF, with the student’s agreement, was present with the mentor at the student’s initial and interim review and at the final sign-off stage. The CHEF role was to support the mentor and countersign the students’ paperwork following completion by the mentor, in accordance with the NMC requirements.
If there had been any issues at any stage the mentor knew the CHEF was available to contact for support and advice at anytime. As there are now sign-off mentors within these care homes, any mentors wanting to progress towards sign-off status can be supported and supervised locally.
National Approach to Mentor Preparation for Nurses and Midwives 65
NHS Education for Scotland66 NHS Education for Scotland66
Scenario Resources7
National Approach to Mentor Preparation for Nurses and Midwives 67
Scenario Resources7The student mentor should have the opportunity to mentor learners in a range of situations to enable them to evidence achievement of the NMC mentor outcomes.
NHS Education for Scotland68
7.1 Guidance for the use of scenario resources
It is recognised, however, that student mentors may not be exposed to some situations in practice. To facilitate achievement of these, a range of scenarios have therefore been developed to provide structure around which student mentors can generate evidence of achievement of the NMC mentor outcomes for their portfolio. The process of working through the scenario activities and reflection points may provide a focus for discussion with their supervising mentor. The use of scenarios is not intended to replace the requirement to mentor a pre-registration student or a student on an NMC approved programme as part of mentor preparation.
Each scenario relates to a specific core curriculum framework unit learning outcome. These have been mapped against the NMC mentor outcomes and are structured in such a way that they direct the student mentor towards undertaking focused activities. A commentary section is included, to help both student mentor and their supervising mentor determine the scope of the scenario/subject and the key components.
Student mentors are encouraged to write a reflective summary (3-4 paragraphs or 200-300 words) on each scenario to capture the learning needs identified as a result of working through the scenario; their reactions to the scenario; how they have shared these with others and finally what they have learned from this experience.
Although scenarios were included in the first edition of the National Approach, as part of the review they have been updated to reflect contemporary practice. The scenarios are intended to support student mentors fulfil aspects of the NMC mentor outcomes, however they may also be useful to support qualified mentors with the ongoing development of their mentorship skills as part of annual updating and triennial review. These scenarios are available on the student mentor and CPD mentor sections of the Nursing and Midwifery Career long ePortfolio.
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7.2 Scenarios for Unit 1: Learning
Unit 1 LearningRelationship of scenarios to unit learning outcomes and NMC mentor outcomes
Related NMC Mentor Outcomes
¡use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet their individual needs
¡ support students in critically reflecting upon their learning experiences in order to enhance future learning
¡ contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated
¡ provide feedback about the effectiveness of learning and assessment in practice
¡ contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated
¡ contribute to evaluation of student learning and assessment experiences – proposing aspects for change as a result of such evaluation
¡ support students to identify both learning needs and experiences that are appropriate to their level of learning
¡ identify aspects of the learning environment which could be enhanced – negotiating with others to make appropriate changes
¡ initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained
¡ identify and apply research and evidence-based practice to their area of practice
¡ contribute to strategies to increase or review the evidence–base used to support practice
Unit Learning Outcomes
Scenario 1B and 1C
Learning outcome 1.1
Apply theories and principles of teaching, learning and assessment to support effective learning in the practice setting
Scenario 1A, 1B and 1C
Learning outcome 1.2
Utilise best evidence to devise strategies which actively influence the creation of a quality, challenging and supportive learning environment
NHS Education for Scotland70
Related NMC Mentor Outcomes
¡facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences
¡ contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated
¡ support students in applying an evidence base to their own practice
¡ plan a series of learning experiences that will meet students defined learning needs
¡ prioritise work to accommodate support of students within their practice roles
¡ use a range of learning experiences involving patients, clients, carers and the professional team, to meet defined learning needs
¡ identify aspects of the learning environment which could be enhanced – negotiating with others to make appropriate changes
Unit Learning Outcomes
Scenario 1B and 1C
Learning outcome 1.3
Demonstrate the application of a range of knowledge, skills and appropriate attitudes to organise, manage and evaluate student’s learning experience
National Approach to Mentor Preparation for Nurses and Midwives 71
Unit 1 Learning
Scenario 1A
Your area of practice is due for educational audit as part of the audit cycle.
The Approved Education Institution representative and/or the practice
education facilitator/care home education facilitator are going to visit the
area to help you prepare for the audit.
Focused activities:
In preparation for this visit carry out an analysis of the learning environment which may include:
¡ considering if this is a new practice learning environment or changed as a result of service re-configuration
¡ identifying the practice learning experiences available for students
¡ identifying educational resources available
¡ considering what links there are with other practice learning environments to enable the student to follow the patient journey (e.g hub and spoke, third sector, and inter-professional learning opportunities)
¡ consider links to other members of the multi-disciplinary and multi-agency team
¡ establishing the mentoring and learning support available
¡ considering educational approaches available/required (i.e. strategy for inducting students to the practice learning environment)
¡ identifying issues that you would need to discuss with the AEI or PEF/CHEF during the visit
¡ reviewing student feedback and evaluations
Commentary:
¡ review the practice learning experience using the Quality Standards for Practice Placements Audit Tool
¡ you may also find it helpful to conduct a SWOT analysis of the learning environment
¡ review your current induction process for students
¡ consider developing/reviewing your practice learning environment profile since the last audit cycle
¡ issues discussed with PEF/CHEF/AEI representative may include developing knowledge of practice learning environment allocation (e.g. pattern of allocation and level of student and programmes notification processes)
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Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes).
¡ plan your future learning needs based on this scenario
¡ think about and share your reactions on this scenario with other mentors/ colleagues
¡ reflect on and reinforce your learning from this learning experience
¡ consider what future developments you could consider for your area e.g. student induction pack
National Approach to Mentor Preparation for Nurses and Midwives 73
Scenario 1B
You are mentoring a first year student who has the opportunity to perform
a skill relevant to their learning outcomes where theory has not yet been
covered in the University. You would like to support the student in taking
advantage of this learning opportunity.
Focused activities:
¡ as the mentor, consider how you would deliver the underpinning theory to support this skill
¡ identify the steps in preparing to teach the skill
¡ describe the assessment of competence with regard to the skill and the
feedback process you might employ
Commentary:
¡ consider ways in which the underpinning theory may be delivered
¡ discuss factors which might influence the student’s performance
¡ discuss ways in which the student must adapt the skill to a variety of different circumstances .e.g. nature of the environment, assessment of the patient/client
¡ identify the stages of skills teaching
¡ consider what methods can be used to assess performance of this skill
¡ describe the feedback process and arranging further practice
Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes).
¡ plan your future learning needs based on this scenario.
¡ think about and share your reactions on this scenario with other mentors/colleagues.
¡ reflect on and reinforce your learning from this learning experience
¡ produce a teaching plan for a skill that could be undertaken in your practice area
¡ produce and use a template which could be used to assess the student’s
performance
NHS Education for Scotland74
Scenario 1C
You are working with a student who appears uninterested and disengaged
from the team within the practice learning environment. Following further
discussion with the student it becomes apparent that the student is unclear
about what the practice learning environment has to offer in relation to the
learning outcomes for their programme.
Focused activities:
¡ consider the process you could have employed to offset this situation at the outset of the student’s placement (establishing a sense of belonging, collaboratively identifying learning opportunities, plan of learning, collaboratively establishing feedback processes)
¡ identify factors which might be affecting the student’s motivation
¡ describe the actions would you employ to ensure the student maintains progress in achieving the learning outcomes for this placement and beyond
¡ if this behaviour continued, describe your course of action
Commentary:
¡ you should consider the process for assessing a student’s stage of development, their preferred learning style and the way in which a mutually agreed plan of learning could be developed
¡ consider ways of ensuring students feel ownership of the learning plan and accept responsibility for their part in working through this
¡ consider factors (internal and external) which could impact upon individual’s motivation to learn
¡ consider tools, interventions and techniques which can positively influence motivation
¡ consider the importance of initial assessment, interim and regular review
of student’s progress, check your local AEI processes
Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes).
¡ review the educational audit for your area and consider developing a list of skills and opportunities available for students to access
¡ plan your future learning needs based on this scenario
¡ think about and share your reactions on this scenario with other mentors/ colleagues
¡ reflect on and reinforce your learning from this learning experience
¡ reflect on other learning outcomes which could relate to this experience
National Approach to Mentor Preparation for Nurses and Midwives 75
7.3 Scenarios for Unit 2: Professional relationships and accountability
Unit 2 Professional relationships and accountabilityRelationship of scenarios to unit learning outcomes and NMC mentor outcomes
¡foster professional growth, personal development and accountability through support of students in practice
¡ be accountable for confirming that students have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice
¡ have effective professional and interprofessional working relationships to support entry to the professional register
¡ demonstrate an understanding of factors that influence how students integrate into practice settings
¡ provide ongoing and constructive support to facilitate transition from one learning environment to another
¡ participate in self and peer evaluation to facilitate personal development, and contribute to the development of others
¡ act as a resource to facilitate personal and professional development of others
¡ set and maintain professional boundaries that are sufficiently flexible for providing inter-professional care
¡ be an advocate for students to support them accessing learning opportunities that meet their individuals needs – involving a range of other professionals, patients, clients and carers
Scenarios 2A, 2B, 2C and 2D
Learning outcome 2.1
Explore issues of accountability and fitness for practice
Scenarios 2A, 2B, 2C and 2D
Learning outcome 2.2
Critically appraise how professional relationships inform and underpin effective mentoring
Related NMC Mentor OutcomesUnit Learning Outcomes
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Unit 2 Professional relationships and accountability
Scenario 2A
You are mentoring a student and have become increasingly concerned about
their written communication skills, particularly in relation to documenting
episodes of care.
Stage 1 Focused activity:
How would you proceed in identifying the underlying reasons/causes for this?
When you approach the student and discuss these concerns, the student tells you that they have dyslexia and struggle to write up care as quickly as others feel they should and this is why there have been mistakes. Through further discussion, the student discloses that their dyslexia was diagnosed whilst at school and has managed to deal with this difficulty fairly well. The student disclosed their dyslexia to the university and adjustments have been put in place but the student has been reluctant to tell either you or other practice colleagues because of people’s reaction in the past.
The student has felt increasingly under pressure from staff within the practice learning area to write detailed reports quickly which the student finds difficult. The student informs you that it is easier to list each step taken. Using this approach, the student’s documentation is clear and concise indicating what steps have been taken when dealing with patients.
The student is keen to discuss with you how you can work together to improve things, but is worried about how others might react if they knew about dyslexia.
Stage 2 Focused activity:
Describe how you would deal with this issue.
Commentary:
¡ consider this in the context of national and local policies and legislation on disclosure, and factors in the workplace or team which might encourage or discourage disclosure
¡ consider issues in respect to patient safety, the students own accountability and responsibility, code of professional conduct, local and professional guidance around documentation
¡ consider your own assumptions and reactions
¡ identify the support mechanisms available for mentor and student e.g. disability assessment, guidance on reasonable adjustments from their AEI,
occupational health specialists, dyslexia associations etc
National Approach to Mentor Preparation for Nurses and Midwives 77
Scenario 2A (cont.)
Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes).
¡ plan your future learning needs based on this scenario
¡ think about and share your reactions on this scenario with other mentors and colleagues
¡ reflect on and reinforce your learning from this learning experience
¡ consider how your areas could plan for, and support students with a range of disabilities e.g. dyscalculia, dyspraxia, sensory impairment, physical and
mental health difficulties
NHS Education for Scotland78
Scenario 2B
You have a student, on their first practice learning experience. As the
student’s mentor you have concerns about the student’s time keeping and
attendance. There have also been occasions when the student has failed to
notify the practice learning area of absence although the student claims to
have phoned the University. Feedback from colleagues has revealed that the
student is performing to a very high standard and no one has any concerns
about the student’s clinical practice. A colleague comments that as the
student is only in first year your concerns with time keeping and attendance
will probably improve.
Focused activities:
¡ as the mentor in the first practice learning experience, what are your responsibilities in identifying the student’s fitness for practice?
¡ what are the key issues to consider in this scenario?
¡ describe your actions as a mentor in addressing this situation
Commentary:
¡ consider how external factors might influence the student’s behaviour
¡ address expectations of professional behaviour as a student, refer to NMC Guidance on professional conduct for pre-registration students, AEI communication guidance, local policies/reporting and the need to comply with local policies on sickness/absence
¡ reinforce that this is an aspect of behaviour that mentors need to consider at assessment
¡ consider implications for the student if time keeping and attendance does not improve
¡ consider the importance of partnership working with AEI
Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes).
¡ plan your future learning needs based on this scenario
¡ think about and share your reactions on this scenario with other mentors and colleagues
¡ reflect on and reinforce your learning from this learning experience
¡ as a mentor, arrange a discussion with your team and record expectations of professional behaviour expected of students during practice learning
environment which could be included in an induction pack
National Approach to Mentor Preparation for Nurses and Midwives 79
Scenario 2C
On working with your student you challenge the student for not adhering
to hand washing policies. In the course of the discussion the student reveals
to you that they have witnessed a more senior member of staff frequently
going between patients without appropriate hand washing.
Focused activities:
¡ consider how you would review and reinforce evidence based practice with the student in relation to infection prevention and control
¡ describe how you would enable the student to address or challenge poor or unsafe practice in future
¡ describe your actions in promoting an evidence based approach to the rest of your clinical colleagues
¡ consider the role of team working and how this can be enhanced to
ensure best practice is maintained
¡ consider any aspects of the physical environment that may influence
compliance with handwashing policies
Commentary:
¡ you may need to consider accountability and responsibility issues in relation to witnessing or perpetuating unsafe practice
¡ socialisation/conforming to custom and practice
¡ strategies for challenging/questioning unsafe practice in a constructive manner
¡ the role of the mentor as a clinical expert
¡ the role of the mentor in responding to students concerns
¡ reinforce the evidence based approach to any clinical practice
¡ the role of clinical staff and mentors as role models
Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes).
¡ plan your future learning needs based on this scenario
¡ think about and share your reactions on this scenario with other mentors/colleagues
¡ reflect on and reinforce your learning from this learning experience
¡ reflect on other learning outcomes which could relate to this experience
¡ identify how concerns raised by students are escalated within your practice area
NHS Education for Scotland80
Scenario 2D
You are mentoring a third year student in your practice learning
environment. Another student discloses that they have seen a discussion
on a social networking site posted by the student you are mentoring stating
that the student does not feel supported by you, as the mentor.
Focused activities:
¡ what are the key issues to consider for the mentor and students involved
¡ consider reviewing the practice learning environment support protocols for guidance
¡ how would you manage this situation
¡ identify professional boundaries for students and staff in your clinical area
¡ consider advantages and disadvantages of social networking
Commentary:
¡ consider a range of guidance including local, AEI, national and NMC guidelines
¡ discuss appropriate use of social networking with students
¡ establish the support mechanisms that would be available to the mentor where there are concerns about inappropriate use
¡ familiarise yourself with fitness for practice procedures within the AEI
Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes).
¡ plan your future learning needs based on this scenario
¡ think about and share your reactions on this scenario with other mentors/colleagues
¡ reflect on and reinforce your learning from this learning experience
¡ be familiar with local policy on social networking and sign-post students
and mentors to same
National Approach to Mentor Preparation for Nurses and Midwives 81
7.4 Scenarios for Unit 3: Assessment
Unit 3 AssessmentRelationship of scenarios to unit learning outcomes and NMC mentor outcomes
¡demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team
¡ provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so 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
¡ provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so 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
¡ be accountable for confirming that students have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice
Scenario 3A
Learning outcome 3.1
Apply the principle and stages of the assessment process to the effective assessment of students in practice
Scenarios 3A, 3B and 3C
Learning outcome 3.2
Provide constructive feedback to facilitate the enhancement of student performance
Scenario 3A
Learning outcome 3.3
Manage the assessment process in challenging situations
Scenarios 3A, 3B and 3C
Learning outcome 3.4
Critically examine mentor accountability in relation to assessing students
Related NMC Mentor OutcomesUnit Learning Outcomes
NHS Education for Scotland82
Unit 3 Assessment
Scenario 3A
You are a sign-off mentor for a student who is in week four of a 12 week
practice learning experience. The student is a very kind and caring person,
always willing to help, competent in providing general care and is well
liked by the team. You notice, however, that the student has difficulty in
prioritising and co-ordinating the care needs when delegated responsibility
for a group of patients/clients. The student has passed all other practice
learning assessments. The only comment made by previous mentors in
relation to areas for improvement has been “needs to develop confidence in
clinical skills.”
Focused activities:
¡ describe your responsibilities and accountability as a sign-off mentor in respect of this scenario
¡ describe how you would give effective feedback to the student in respect of their performance
¡ consider how the student may respond emotionally to such issues being highlighted for the first time during this practice learning experience
¡ consider how you would work in collaboration with others to identify and address the developmental needs of the student
¡ consider what evidence you might use in reaching this decision – e.g. what are you measuring the student’s performance against?
¡ what needs to be recorded within the student’s documentation?
¡ describe the action taken if you were still concerned about the student’s
level of competency towards the end of this practice learning experience
Commentary:
¡ Consider reviewing initial plan of learning. You need to consider objective evidence to underpin your judgement which may require you to consult with other members of the team. You should consider most appropriate ways of giving effective feedback e.g. describe observed behaviour and impact this has.
¡ Review the practice learning environment support protocol of the AEI – consider who you may be required to communicate within the AEI, are you familiar with the ongoing assessment processes e.g. mid way/final assessments, the assessment criteria and the importance of demonstrating support strategies.
National Approach to Mentor Preparation for Nurses and Midwives 83
Scenario 3A (cont.)
¡ Utilise appropriate documentation to underpin and clearly document the assessment process i.e. ongoing achievement record.
¡ Prioritise and review the amount and type of support and supervision required by the student in addressing their programme outcomes.
¡ Sources of support for student and mentor if a fail decision is necessary.
¡ If the student were to fail the practice learning experience are you familiar with the academic processes that occur thereafter and the mechanisms by
which you receive debriefing and feedback.
Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes)
¡ plan your future learning needs based on this scenario
¡ think about and share your reactions on this scenario with other mentors/ colleagues
¡ reflect on and reinforce your learning from this learning experience
¡ reflect on other learning outcomes which could relate to this experience
NHS Education for Scotland84
Scenario 3B
You are mentoring a second year student who is in week 3 of an 8 week
practice learning experience. Based on your observations and questioning,
you notice that the student’s underpinning knowledge when administering
medications requires development. As part of your support strategy you
give the student a workbook previously developed which you ask to be
completed within a week. You then receive a telephone call from a lecturer
in the University who states that the student feels that you (mentor) have
unrealistic expectations.
Focused activities:
¡ consider how you might feel, and possibly react, to this situation
¡ consider how you identify realistic expectations of a student at this stage of development e.g. review of the ongoing achievement record, specific placement learning outcomes, knowledge of theoretical content, essential skills clusters, progression criteria, discussion with PEF/CHEF and other practice colleagues
¡ consider the boundaries of your role as mentor in relation to this scenario
¡ describe how you support the student in being an equal and active partner
in the learning process
Commentary:
¡ you will need to have local knowledge of the students programme and ways in which you can remain up to date with changes
¡ consider practice resources and their suitability for use by students on placements
¡ what other learning resources could be utilised in this situation
¡ use of effective negotiation and involving the student as an active partner may enable you to develop an understanding of the students workload in respect of the programme
¡ consider the current communication methods with the AEI and how these
might be developed further
Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes).
¡ plan your future learning needs based on this scenario
¡ think about and share your reactions on this scenario with other mentors/colleagues
¡ reflect on and reinforce your learning from this learning experience
¡ reflect on other learning outcomes which could relate to this experience
National Approach to Mentor Preparation for Nurses and Midwives 85
Scenario 3C
You are mentoring a student and about to undertake the midway
assessment. Just prior to this a colleague discloses concerns they have
regarding the student’s performance. It appears that the student has
disclosed some personal health information that your colleague feels is
affecting the student’s performance and may be relevant to your ongoing
assessment of the student.
Focused activities:
¡ consider the communication skills you may require to utilise in this situation with your colleague and with the student
¡ consider the influence this disclosure of information may have on the assessment process
¡ consider what sources of support may be available to inform the situation e.g. ongoing achievement record, AEI or PEF/CHEF colleagues, equality and diversity policies, guidance regarding reasonable adjustments
¡ consider what are you measuring the student’s performance against
¡ consider what needs to be recorded within the student’s documentation
Commentary:
¡ consider the range of guidance including local, AEI, national guidelines and NMC
¡ describe your accountability in this situation
¡ consider how you use all available information to allow you to make valid, reliable and consistent judgements
¡ describe how you would manage any emotional aspects that might arise
¡ establish the support mechanisms that may be employed for both the mentor and student e.g. pastoral, counseling and educational
Reflect on the learning from the above scenario (i.e. write 3 – 4 paragraphs 200 – 300 words relating these to the NMC outcomes).
¡ plan your future learning needs based on this scenario
¡ think about and share your reactions on this scenario with other mentors and colleagues
¡ reflect on and reinforce your learning from this learning experience
¡ reflect on other learning outcomes which could relate to this experience
NHS Education for Scotland86
Guidance for the Continuing Professional Development of Mentors8
National Approach to Mentor Preparation for Nurses and Midwives 87
Guidance for the Continuing Professional Development of Mentors8Scoping of current programmes of mentor preparation highlighted the requirement for a greater emphasis on mentor’s continuing professional development for retention on the mentor register. This was reinforced through stakeholder engagement where it was felt, in some instances, newly qualified mentors were not fully aware of their ongoing responsibilities. These requirements have been included in the revised core curriculum framework and the guidance provided in this section may support mentors with their continuing professional development and managers with the integration of mentorship into the local appraisal/personal development planning processes, where appropriate.
NHS Education for Scotland88
8.1 The NMC requirements for mentor continuing professional development
The NMC Standards to support learning and assessment in practice outline the requirements for mentors continuing professional development which are detailed in the sections below.
8.1.1 Annual updatingThe NMC (NMC 2008:354) requires all mentors to “maintain and develop their knowledge, skills and competence through regular updating. The purpose of annual updating is to ensure that mentors:
¡ Have current knowledge of NMC approved programmes
¡ Are able to discuss the implications of changes to NMC requirements
¡ Have an opportunity to discuss issues related to mentoring, assessment of competence and fitness for safe and effective practice.
Mentors should be prepared to demonstrate to their employers, and NMC quality assurance agents how they have maintained and developed their knowledge, skills and competence”.
The NMC (NMC 2009:355) issued additional information to support implementation of the Standards, and outlined how “the annual updating process must include the opportunity to meet and explore assessment and supervision issues with other mentors/practice teachers (face-to-face) and explore as a group the validity and reliability of judgements made when assessing practice in challenging circumstances”. The NMC acknowledge the format in which annual updating may be undertaken should be determined locally by programme providers, and will be dependent upon the availability of specific educational resources, venues and the working patterns and location of mentors.
The NMC provide guidance of what these local approaches are likely to include, which are detailed overleaf with some practice examples:
54 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
55 Nursing and Midwifery Council (2009) Additional information to support implementation of NMC Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
National Approach to Mentor Preparation for Nurses and Midwives 89
For example – in discussions with manager as part of the appraisal process a mentor identified a development need regarding facilitating student feedback. The mentor accessed a session provided locally on “Having difficult conversations”. The mentor on another occasion read some current papers on the principles of providing constructive feedback. Later in the year the mentor participated in the PEF/CHEF/AEI facilitated mentor update which provided overview of new pre-registration programme. The mentor shared their learning with other mentors as part of team discussions and evidence was recorded in the mentor’s personal portfolio.
For example – in a remote and rural setting, mentors have introduced a videoconferencing (VC) mentor forum where they meet via VC twice a year to discuss issues related to students’ programmes of education including assessment decisions. This forum is supported by PEFs and the AEI.
For example – an AEI and its service partners developed a section of their website specifically for mentors. This website provides online resources, with key questions that can be used as part of discussions with other mentors.
“Be ongoing throughout the year, rather than consisting of a single annual event”
“Include a number of approaches and methods. The face-to-face meetings may consist of small, informal group discussions in the practice environment or more structured meetings led by programme providers or placement facilitators. The meetings can be supported by other resources and activities such as newsletters, on-line resources, reflective practice, reading, reviewing literature, shadowing, role-play etc”
Annual updating activites
NHS Education for Scotland90
For example – an NHS Board participated in the pilot of the NES mentor CPD ePortfolio and mentors now record their mentoring activities throughout the year using the templates provided. These include reflective accounts, observation of practice, student feedback and assessment judgements.
For example – a care home manager as part of annual meetings with staff, discusses mentorship with relevant staff and discusses how the knowledge and skills gained through this role are used to support other colleagues. Mentors are encouraged to record evidence of mentoring in a portfolio.
“Encourage mentors to take responsibility for collating and documenting their ongoing learning and development, clearly demonstrating to programme providers that they continue to meet the respective NMC standard”.
8.1.2 Triennial reviewIn order to be retained on the local mentor register, every three years mentors must undertake a triennial review. The NMC acknowledge that the specific nature of triennial review will be determined by locally service providers, and that it may usefully form part of appraisal and development planning processes.
To be retained on the local mentor register, the NMC state (NMC 2008:1256) the mentor must have evidence of having:
¡ Mentored at least two students within a three year period
¡ Supervisors of midwives who mentor only student supervisors of midwives are required to mentor at least one student supervisor of midwives in the three year period relating to triennial review (NMC 200857)
¡ Participated in annual updating – to include an opportunity to meet and explore assessment and supervision issues with other mentors
¡ Explored as a group activity the validity and reliability of judgements made when assessing practice in challenging circumstances
¡ Mapped ongoing development in their role against the current NMC mentor standards
¡ Been deemed to have met all requirements needed to be maintained on the local register as a mentor or sign-off mentor.
56 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
57 Nursing and Midwifery Council (2008) NMC Circular 01/2008. Meeting the triennial review requirements for midwife sign-off mentors who support midwives undertaking the Standards for preparation and practice of supervisor of midwives programmes. London. Nursing and Midwifery Council
National Approach to Mentor Preparation for Nurses and Midwives 91
8.2 Guidance for integrating annual updating and triennial review into local appraisal processes
The guidance included in Figure 5 below has been developed to support mentors and their managers integrate mentorship, in particular annual updating and triennial review, into local appraisal processes.
Figure 5 Mentorship and local appraisal processes
Mentor undertakes updating activities
throughout the year and records them in a
portfolio (paperbased or electronic -
ePortfolio)
Mentor prepares for
local appraisal and in
relation to mentor role
considers:
¡ NHS mentor - Indicative KSF outline
¡ Care home mentor – CLF role profile
(Appendix 5)
Appraisal takes place and
mentoring is part of the
discussion:
¡ has the mentor met the NMC requirements for triennial review?
¡ how is this evidenced?
¡ are there any mentor related development needs?
¡ how will these be addressed?
¡ mentor role recorded in appraisal summary and on PDP as appropriate
Mentor register updated
Year 3
Triennial review
Years 1 & 2
Appraisal takes place and mentoring
considered as part of discussion:
¡ are there any mentor related development needs? - how will these be addressed?
¡ has the mentor recently supported a student?
¡ has the mentor met the NMC requirements for annual updating?
¡ how is this evidenced?
¡ mentor role recorded in appraisal summary and on PDP as appropriate
NHS Education for Scotland92
Embedding and Sustaining the NMC Mentor Standards9
National Approach to Mentor Preparation for Nurses and Midwives 93
Embedding and Sustaining the NMC Mentor Standards9The NMC Standards to support learning and assessment in practice (NMC 200658, 200859) have been implemented in practice learning environments across Scotland through cooperation and collaboration between key stakeholders. To support embedding and sustaining of the NMC mentor standards, the responsibilities of each stakeholder are identified and presented in table 4. Mentor preparation programme providers60 include higher education institutions and their partner service provider organisations, for example NHS Boards, social care and independent sector. NHS Education for Scotland, through engagement with programme providers, will facilitate development of and support for national educational solutions and sharing of local innovations.
58 Nursing and Midwifery Council (2006) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
59 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London. Nursing and Midwifery Council
60 Programme providers are defined by the NMC as “approved educational institutions and their service partners” NMC (2009) Standards for pre-registration midwifery education, page 11, and “approved education institutions (AEIs) and their partnering practice learning providers” NMC (2010) Standards for pre-registration nurse education explanation of terms available at http://standards.nmc-uk.org/PreRegNursing/statutory/explanation/Pages/explanation-of-terms.aspx accessed 7/01/13
NHS Education for Scotland94
9.1
St
akeh
olde
r re
spon
sib
iliti
es
Tabl
e 4
Tem
pla
te o
f re
spo
nsi
bili
ties
to
em
bed
an
d s
ust
ain
th
e N
MC
men
tor
stan
dar
d (
2008
)
Prep
arat
ion
of
nu
rsin
g a
nd
mid
wif
ery
men
tors
(in
clu
din
g s
ign
-off
)
Jo
int
resp
on
sib
iliti
es
¡ d
evel
op, p
rovi
de a
nd e
valu
ate
men
tor
prep
arat
ion
prog
ram
mes
¡ c
olla
bora
te t
o su
ppor
t re
cogn
ition
of
prio
r le
arni
ng (R
PL) p
roce
sses
¡ i
dent
ify m
ento
rs, s
ign-
off
men
tors
and
su
perv
isin
g m
ento
rs
¡ e
nsur
e st
uden
t si
gn-o
ff m
ento
rs a
re
prep
ared
in a
ccor
danc
e w
ith N
MC
and
loca
l re
quire
men
ts a
nd t
hat
the
third
sup
ervi
sion
of
sig
n-of
f is
with
an
actu
al s
tude
nt
unde
rtak
ing
a N
MC
app
rove
d pr
ogra
mm
e
¡ u
nder
take
a m
inim
um o
f 10
day
s (fi
ve
days
pro
tect
ed)
lear
ning
in p
ract
ice
and
acad
emic
set
tings
and
pro
vide
evi
denc
e as
pa
rt o
f m
ento
r pr
epar
atio
n
¡ c
ompi
le a
por
tfol
io o
f ev
iden
ce t
o de
mon
stra
te a
chie
vem
ent
of t
he N
MC
m
ento
r co
mpe
tenc
ies
¡ s
uppo
rt t
he s
tude
nt m
ento
r du
ring
the
men
tor
prep
arat
ion
prog
ram
me
¡ p
rovi
de t
he s
tude
nt m
ento
r w
ith a
dvic
e,
guid
ance
and
fee
dbac
k
¡ f
acili
tate
a n
atio
nal f
ram
ewor
k to
su
ppor
t co
nsis
tent
men
tor
prep
arat
ion
prog
ram
mes
acr
oss
Scot
land
¡ p
ublis
h an
d di
ssem
inat
e th
e m
ento
r pr
epar
atio
n co
re c
urric
ulum
fra
mew
ork
Ap
pro
ved
Ed
uca
tio
n In
stit
uti
on
s
¡ i
nclu
de p
repa
ratio
n of
sig
n-of
f m
ento
r st
atus
for
all
mid
wife
ry m
ento
rs a
nd n
urse
m
ento
rs a
s ap
prop
riate
in t
he p
rogr
amm
e
¡ c
ompl
ete
men
tor
prep
arat
ion
prog
ram
me
with
in d
esig
nate
d tim
e sc
ale
(thr
ee
mon
ths
or p
ro-r
ata
for
part
tim
e m
ento
rs)
¡ v
erify
ach
ieve
men
t or
non
-ach
ieve
men
t of
th
e N
MC
men
tor
com
pete
ncie
s
¡ f
acili
tate
col
labo
rativ
e ap
proa
ches
to
impl
emen
t th
e M
ento
r Pr
epar
atio
n C
ore
Cur
ricul
um F
ram
ewor
k
¡ f
acili
tate
impl
emen
tatio
n of
the
“st
uden
t m
ento
r” s
ectio
n of
the
Nur
sing
and
M
idw
ifery
ePo
rtfo
lio
Serv
ice
pro
vid
ers
¡ p
rovi
de a
min
imum
of
five
days
pro
tect
ed
lear
ning
tim
e fo
r m
ento
r pr
epar
atio
n
¡ a
lloca
te a
sup
ervi
sing
men
tor
and/
or
sign
-off
men
tor
(for
mid
wife
ry m
ento
rs)
for
dura
tion
of m
ento
r pr
epar
atio
n pr
ogra
mm
e
Stu
den
t m
idw
ifer
y m
ento
rs a
nd
stu
den
t si
gn
-off
men
tors
¡ b
e su
perv
ised
by
an e
xist
ing
sign
-off
m
ento
rs o
n th
ree
occa
sion
s, t
he t
hird
su
perv
isio
n w
ith a
n ac
tual
stu
dent
un
dert
akin
g an
NM
C a
ppro
ved
prog
ram
me
¡ c
ompl
y w
ith m
ento
r pr
epar
atio
n pr
ogra
mm
e qu
ality
ass
uran
ce p
roce
sses
¡ p
erio
dica
lly r
evie
w t
he m
ento
r pr
epar
atio
n co
re c
urric
ulum
fra
mew
ork
to r
eflec
t th
e em
ergi
ng e
vide
nce
base
and
reg
ulat
ory
chan
ges
Men
tor
prep
arat
ion
prog
ram
me
prov
ider
s ha
ve a
res
pons
ibili
ty
to:
Nur
ses
and
mid
wiv
es
unde
rtak
ing
men
tor
prep
arat
ion
(stu
dent
m
ento
rs) h
ave
a re
spon
sibi
lity
to:
Supe
rvis
ing
men
tors
ha
ve a
res
pons
ibili
ty
to:
NH
S Ed
ucat
ion
for
Scot
land
has
a
resp
onsi
bilit
y t
o:
National Approach to Mentor Preparation for Nurses and Midwives 95
Tabl
e 4
Tem
pla
te o
f re
spo
nsi
bili
ties
to
em
bed
an
d s
ust
ain
th
e N
MC
men
tor
stan
dar
d (
2008
) (c
ont.
)
Sup
ervi
sin
g m
ento
rs
Men
tor
reg
iste
rs
Join
t re
spo
nsi
bili
ty
¡ i
dent
ify s
uper
visi
ng m
ento
rs
¡ s
uppo
rt t
he p
repa
ratio
n of
sup
ervi
sing
m
ento
rs
¡ h
old
and
mai
ntai
n a
loca
l liv
e re
gist
er o
f m
ento
rs
¡ r
ecor
d m
ento
r pr
epar
atio
n pr
ogra
mm
e co
mpl
etio
n an
d ac
hiev
emen
t of
sig
n-of
f m
ento
r st
atus
on
loca
l men
tor
regi
ster
s
¡ s
uppo
rt e
ffec
tive
mec
hani
sms
whi
ch
ensu
re s
tude
nts
are
allo
cate
d a
nam
ed/
sign
-off
men
tor
from
the
men
tor
regi
ster
¡ a
dher
e to
the
sup
ervi
sing
men
tor
role
pa
ram
eter
s ou
tline
d in
sec
tion
5
¡ i
nfor
m lo
cal m
ento
r re
gist
er h
olde
r of
any
cha
nges
in m
ento
r st
atus
, e.g
. ac
hiev
emen
t of
sig
n-of
f st
atus
¡ p
erio
dica
lly r
evie
w t
he s
uper
visi
ng m
ento
r ro
le t
o in
corp
orat
e em
ergi
ng e
vide
nce
and
regu
lato
ry c
hang
es
¡ f
acili
tate
col
labo
ratio
n an
d co
ordi
natio
n in
the
pr
oduc
tion
of g
ener
ic d
ata
field
s fo
r m
ento
r re
gist
ers
¡ f
acili
tate
the
col
latio
n of
a n
atio
nal m
ento
r w
orkf
orce
pr
ofile
Ap
pro
ved
Ed
uca
tio
n In
stit
uti
on
s
¡ p
rovi
de in
form
atio
n on
men
tor
prep
arat
ion
prog
ram
mes
and
the
su
perv
isin
g m
ento
r ro
le e
xpec
tatio
ns
¡ m
onito
r th
e m
ento
r w
orkf
orce
pro
file
to
ensu
re s
uffic
ient
men
tors
and
sig
n-of
f m
ento
rs t
o su
ppor
t st
uden
ts o
n N
MC
ap
prov
ed p
rogr
amm
es
¡ i
ncor
pora
te m
ento
r pr
epar
atio
n in
to
wor
kfor
ce p
lann
ing
proc
esse
s as
out
lined
in
sec
tion
2
¡ a
ctiv
ely
enga
ge w
ith lo
cal s
uppo
rt
netw
orks
¡ d
emon
stra
te c
ompl
ianc
e w
ith N
MC
m
ento
r st
anda
rds
for
annu
al u
pdat
ing
and
trie
nnia
l rev
iew
¡ w
ork
colla
bora
tivel
y w
ith t
he n
atio
nal N
ursi
ng a
nd M
idw
ifery
Wor
kfor
ce
and
Wor
kloa
d Pl
anni
ng P
rogr
amm
e to
dev
elop
gui
danc
e an
d ed
ucat
iona
l re
sour
ces
to s
uppo
rt in
corp
orat
ion
of t
he N
MC
men
tor
requ
irem
ents
into
w
orkl
oad
and
wor
kfor
ce p
lann
ing
with
in c
linic
al le
arni
ng e
nviro
nmen
ts.
Serv
ice
pro
vid
ers
¡ p
rovi
de t
ime
to u
nder
take
sup
ervi
sing
m
ento
r ro
le
¡ f
acili
tate
sha
ring
of in
form
atio
n ac
ross
pr
ogra
mm
e pr
ovid
er o
rgan
isat
ions
in
acco
rdan
ce w
ith D
ata
Prot
ectio
n an
d Fr
eedo
m o
f In
form
atio
n le
gisl
atio
n
Men
tor
prep
arat
ion
prog
ram
me
prov
ider
s ha
ve a
res
pons
ibili
ty
to:
Pro
gram
me
prov
ider
s ha
ve a
res
pons
ibili
ty
to:
Supe
rvis
ing
men
tors
ha
ve a
res
pons
ibili
ty
to:
Men
tors
hav
e a
resp
onsi
bilit
y t
o:
NH
S Ed
ucat
ion
for
Scot
land
has
a
resp
onsi
bilit
y t
o:
NH
S Ed
ucat
ion
for
Scot
land
has
a
resp
onsi
bilit
y t
o:
NHS Education for Scotland96
Tabl
e 4
Tem
pla
te o
f re
spo
nsi
bili
ties
to
em
bed
an
d s
ust
ain
th
e N
MC
men
tor
stan
dar
d (
2008
) (c
ont.
)
Men
tor
sup
po
rt a
nd
on
go
ing
dev
elo
pm
ent
Sig
n-o
ff m
ento
rs
¡ i
ncor
pora
te m
ento
r ac
tivity
and
de
velo
pmen
t, in
clud
ing
trie
nnia
l rev
iew
, in
to lo
cal a
ppra
isal
and
per
sona
l de
velo
pmen
t pl
anni
ng p
roce
sses
¡ p
rovi
de a
sup
port
mec
hani
sm f
or o
ngoi
ng
men
tor
activ
ity a
nd d
evel
opm
ent
¡ a
lert
pra
ctic
e le
arni
ng a
reas
of
spec
ific
field
pro
gram
me
whe
n al
loca
ting
final
pl
acem
ent
stud
ents
¡ a
ctiv
ely
enga
ge in
loca
l sup
port
net
wor
ks
¡ h
ighl
ight
cau
se f
or c
once
rns
to s
ervi
ce
man
ager
s, P
EFs/
CH
EFs
and/
or e
duca
tion
prov
ider
s
¡ i
dent
ify a
nd p
rovi
de t
ime
for
refle
ctio
n,
feed
back
, pla
nnin
g an
d re
cord
ing
in t
he
stud
ents
ong
oing
ach
ieve
men
t re
cord
, the
eq
uiva
lent
of
one
hour
per
stu
dent
per
w
eek
¡ w
ith s
take
hold
ers,
con
tinue
to
supp
ort
the
deve
lopm
ent
of t
he n
atio
nal P
ract
ice
Educ
atio
n in
fras
truc
ture
¡ s
uppo
rt n
atio
nal a
nd lo
cal a
ppro
ache
s de
sign
ed t
o m
eet
sign
-off
men
tor
requ
irem
ents
acr
oss
the
rang
e of
pra
ctic
e le
arni
ng e
nviro
nmen
ts
¡ o
btai
n m
ento
r fe
edba
ck a
s pa
rt o
f pr
actic
e le
arni
ng/e
duca
tiona
l aud
it cy
cle
¡ d
evel
op lo
cal a
ctio
n pl
ans
in r
espo
nse
to
men
tor
feed
back
fro
m t
he a
nnua
l NES
pe
rfor
man
ce m
anag
emen
t m
ento
r su
rvey
¡ e
nsur
e si
gn-o
ff m
ento
rs a
re r
egis
tere
d on
th
e sa
me
part
of
the
NM
C r
egis
ter
as t
heir
stud
ent
¡ m
aint
ain
suffi
cien
t re
cord
s to
sup
port
and
ju
stify
dec
isio
ns o
n st
uden
t pr
ogre
ssio
n an
d co
mpe
tenc
y
¡ a
lert
man
ager
to
any
diffi
culti
es in
al
loca
ting
time
¡ d
evel
op a
nd p
rovi
de a
cces
s to
nat
iona
l m
ento
r ed
ucat
iona
l res
ourc
es, s
uch
as t
he
men
tor
bulle
tin
¡ f
acili
tate
ann
ual u
pdat
ing
activ
ities
whi
ch
incl
udes
the
opp
ortu
nity
to
mee
t w
ith
othe
r m
ento
rs
¡ u
nder
take
trie
nnia
l rev
iew
and
con
firm
el
igib
ility
to
be r
etai
ned
on lo
cal m
ento
r re
gist
er
¡ e
nsur
e al
loca
ted
time
equi
vale
nt o
f on
e ho
ur p
er w
eek,
per
fina
l pla
cem
ent
stud
ent
¡ u
nder
take
and
mai
ntai
n ev
iden
ce o
f an
nual
upd
atin
g ac
tiviti
es
¡ p
rovi
de e
vide
nce
for
and
part
icip
ate
in
trie
nnia
l rev
iew
¡ f
acili
tate
impl
emen
tatio
n of
the
“m
ento
r C
PD”
sect
ion
of t
he N
ursi
ng a
nd
Mid
wife
ry e
Port
folio
Pro
gram
me
prov
ider
s ha
ve a
res
pons
ibili
ty
to:
Pro
gram
me
prov
ider
s ha
ve a
res
pons
ibili
ty
to:
Men
tors
hav
e a
resp
onsi
bilit
y t
o:
Sign
-off
men
tors
hav
e a
resp
onsi
bilit
y t
o:
NH
S Ed
ucat
ion
for
Scot
land
has
a
resp
onsi
bilit
y t
o:
NH
S Ed
ucat
ion
for
Scot
land
has
a
resp
onsi
bilit
y t
o:
National Approach to Mentor Preparation for Nurses and Midwives 97
NHS Education for Scotland98
1 Appendices10
National Approach to Mentor Preparation for Nurses and Midwives 99
Appendix 1
Rapid Scoping of Mentorship Literature (Brief summary)
Background
The National Approach to Mentor Preparation for Nurses and Midwives: Core Curriculum Framework was published in 2007 (NES 2007). In July 2012 the Nursing, Midwifery and Allied Health Professions directorate of NHS Education for Scotland commenced a review of the framework. A scoping study was undertaken at the early stage of this review process to inform the core curriculum content and consider appropriate delivery methods. The key messages from this scoping study are summarised in this paper.
Review Question
The review had one question:
What research evidence has been published between 2008 and 2012 to inform the content and delivery of mentorship preparation programmes within the United Kingdom?
Identifying relevant studies
The rapid review took place over a total of 6 days, between 18th - 20th September 2012 and 29th – 31st October 2012 to search for evidence based studies and grey literature pertinent to the review question. The Knowledge Network Platform was utilised to facilitate access to the EBSCO, CINHAL, OVID, MEDLINE, ASSIA databases. A call via the short life advisory and working group for any known grey literature was requested. The search was initially limited to UK evidence based studies as the aim of the scoping exercise was to inform curriculum content in line with current NMC Standards to support learning and assessment in practice but due to the dearth of research in relation to the specific review question wider literature was included. A total of 41 relevant papers were identified and reviewed.
Summary from the literature
The evidence base with regards to mentor preparation programmes introduced since the publication of the NMC Standards to support learning and assessment in practice (NMC 2006, 2008), is conspicuous by its absence. Only one study (Veeramah 2012) was uncovered that evaluated a mentor preparation programme introduced since the publication of the NMC Standards (NMC 2006, 2008). No research studies were uncovered in relation to sign off mentor preparation or preparation of supervising mentors. The last five years has seen a change in the models of mentorship and new approaches to providing practice learning environments in pre-registration nursing and midwifery e.g. hub and spoke which may influence the content of mentorship programmes. The recent move to degree level nursing programmes may require a greater emphasis on preparing
NHS Education for Scotland100
mentors to support student’s decision making skills in practice. The support of students requiring reasonable adjustments has gained prominence in the literature over the last five years but no research evidence was uncovered during this review which specifically looked at the delivery or content of this element within mentorship programmes. Since 2007 there has been a move to grading of clinical practice within midwifery and changes to pre-registration nursing and midwifery assessment documentation to include service users in assessment of students. Challenges for mentors around assessment of clinical competence in relation to underperforming students have continued to be debated within the literature over this time.
Key messages
The study by Veeramah (2012) reported that a significant number of mentors received little protected time away from clinical duties to complete the theoretical and practical components of the course. Within the paper respondents also suggested some possible changes to the course content, these included:
¡ More input on practice assessment document
¡ More input on how to deal with difficult students
¡ More help with writing and referencing academic work
¡ More input on mentoring skills
¡ Course to be made more specific to speciality
¡ More input on theoretical knowledge
¡ Course should be longer
A focus on delivery methods was gleaned from an overview of several papers. A variety of teaching and learning methods have reported as being used during delivery. Methods included for example: presentations, group work, professional discussion, handouts, practice based scenarios, development of mock action plans and OSCEs, self and peer evaluation, group discussion, reflection over situations from practical experiences, role play, creative activities including visualisation, use of colours in drawing and painting, case studies, the use of metaphor to illustrate various mentorship experiences, video-recording of mentor activities, demonstration room experimentation and log-book registration of learning experiences.
National Approach to Mentor Preparation for Nurses and Midwives 101
Some other points gleaned from the review for consideration are:
¡ involving students in designing/developing mentorship programmes, the development of resources, e.g. scenarios and in the delivery of the programme
¡ students’ capacity for learning and their motivation to learn is significantly influenced by whether or not they experienced a sense of belonging in practice placement
¡ some mentors had not chosen to undertake the role and were ‘sent’ on mentorship programmes
¡ that time was not available to undertake mentorship training and annual updates
¡ the mentor’s role goes beyond teaching knowledge and skills; it involves displaying and role-modelling leadership attributes
¡ the need to discuss the ways in which empathy, respect, sensitivity and dignity might be expressed in the clinical setting
¡ the benefit of student ‘stories’ in helping mentors to understand the support needs of disabled students
¡ ensuring reasonable adjustments are implemented in compliance with disability legislation
¡ the responsibility of mentors for gate-keeping the professional register
¡ continued reports that some mentors are under confident to fail students
¡ the need to focus on helping mentors deliver difficult messages to underperforming students
¡ encouragement of mentors to explore their own beliefs, expectations and prejudices in relation to underperforming students.
References
NHS Education for Scotland (2007) National Approach to Mentor Preparation for Nurses and Midwives: Core Curriculum Framework. Edinburgh. NHS Education for Scotland.
Nursing & Midwifery Council. (2006 ) Standards to Support Learning and Assessment in Practice. London. Nursing and Midwifery Council.
Nursing & Midwifery Council. (2008) Standards to Support Learning and Assessment in Practice. 2nd ed. London. Nursing and Midwifery Council.
Veeramah V. (2012) Effectiveness of the new NMC mentor preparation course. British Journal of Nursing 21 (7), 413-417.
NHS Education for Scotland102
Appendix 2
Review process stakeholder engagement and consultation map
National
Approach
to Mentor
Preparation
Practice Education Leads Forum
¡ Disseminate information between SLWAG and NHS Board/HEI
¡ Share evidence and areas of effective practice within mentoring, practice learning and programme delivery
¡ NAMP reference group
Mentor preparation programme leads
¡ Share evidence and areas of effective practice within mentoring, practice learning and programme delivery
¡ NAMP reference group
Practice education and learning infrastructure
(PEFs and CHEFs)
¡ Share local mentorship information to inform the review
¡ Share evidence and effective practice of mentoring across the range of practice learning experiences
Key national groups – RCN/RCM, SQA, KSF
¡ Share evidence and areas of effective practice within mentoring and practice learning
¡ Provide a national perspective on the preparation and the continuing development requirements of those whose support learning in practice
National Strategic Group for Practice Learning
¡ Receive updates on NAMP review progress
¡ Approve final report and recommendations from the review of NAMP
¡ Direct further projects/actions
Scottish Collaboration for the Enhancement of Pre-
registration Nursing
¡ Disseminate information between NAMP SLWAG and HEI
¡ Share evidence and areas of effective practice within mentoring, practice learning and programme delivery
National Approach to Mentor Preparation for Nurses and Midwives 103
Appendix 3
Evidencing simultaneous achievement of the Scottish Credit and Qualification Authority PDA Assess Workplace Competence Using Direct and Indirect Methods (previously the A1 Unit) and the NMC Mentor Outcomes
The following information may be helpful for clinical areas that currently offer placements to student nurses or midwives and are required to prepare new/additional assessors for candidates undertaking SQA Health and Social Care Awards. This process allows evidence to be gained through assessment judgements made on student nurses and midwives in addition to SQA candidates.
The award gained by new assessors is called Unit L&D9DI Assess Workplace Competence Using Direct and Indirect Methods and is a Professional Development Award in its own right.
Student Mentors
As part of programmes of mentor preparation, student-mentors work towards achieving the NMC Mentor outcomes related to the assessment of student nurses/midwives through compiling a portfolio of evidence. This evidence, generated from the assessment of student nurses/midwives undertaking clinical skills, can also be used to demonstrate the requirements of the Scottish Qualifications Authority L&D9DI Unit.
Nurses and midwives opting to undertake these two programmes simultaneously will need to be enrolled with an SQA approved centre who will ultimately assess and certificate the L&D9DI Award. It is helpful if line managers arrange this process prior to commencement on the programme of mentor preparation delivered by Approved Education Institutions (AEIs).
The SQA approved centre will undertake induction to the role of the workplace assessor and allocate a L&D9DI assessor. This person may or may not be a supervising mentor. The centre will provide a system for recording L&D9DI evidence. Worked examples of evidence include:
¡ An assessment plan/review
¡ Direct observation
¡ Reflective account
¡ Questions
¡ Expert witness testimony (e.g other practitioner)
¡ Clinical skills template
It is important to note that the AEIs are not responsible for making judgements on portfolios of evidence required to achieve L&D9D1, although the types of evidence included may be similar or identical to that of NMC Mentor portfolios.
NHS Education for Scotland104
Guidance to inform student mentors of the L&D9D1 process and some exemplars of evidence will be made available on the mentor preparation section of the Nursing and Midwifery Career-long ePortfolio. The SQA approved centre will provide a system for recording L&D9DI evidence.
Mentors on the Mentor Register
Mentors on the local mentor register may be able to gain recognition for some of their prior assessment experience towards achievement of L&D9DI. A preliminary discussion with an SQA approved centre will be helpful to discuss the best route for achieving L&D9DI. Experienced mentors can use past evidence of assessing students/candidates in a number of roles e.g. Health and Social Care SVQ/Units or student nurses/midwives in relation to clinical skills, or both. A combination of more than one type of assessment evidence is permissible. Practitioners will have to provide evidence that their past experience is valid (i.e that it meets the L&D9DI standard being claimed) and is current.
L&D9DI should be achieved in its entirety to demonstrate that assessor candidates understand and can apply each part of the assessment cycle (review, plan, judge, feedback) consistently. Any previous evidence being submitted must show that the complete assessment cycle was demonstrated to the standard of L&D9DI.
Mentors may not be in a position to provide past evidence of mentoring/assessing activity. If this is the case, current mentoring activity related to assessment of students’ clinical skills can be used.
The SQA approved centre will provide a system for recording L&D9DI evidence. This is available from SQA’s Secure Site.
Guidance to inform mentors of the L&D9D1 process and some exemplars of evidence will be made available on the mentor CPD section of the Nursing and Midwifery Career-long ePortfolio.
Conditions of L&D9DI achievement
In order to meet Learning and Development Assessment Strategy Requirements, the student-mentor/assessor-candidate must ensure that all assessment activities carried out are for a real purpose. Those candidates (pre-registration students) under assessment (who are not being assessed for an SVQ) must gain recognition/achievement from the process in one or more of the following ways:
¡ achievement of essential skills clusters used to inform pre-registration student practice learning experience review meetings
¡ assessment of students’ essential skills as part of pre-registration programme first and second progression points (mentors) and for entry to the NMC register (sign-off mentors)
Under no circumstances should individuals be assessed purely in order for the student-mentor/assessor-candidate to gain L&D9DI. This would be considered simulation and is not permitted under Learning and Development Assessment Strategy Regulations.
National Approach to Mentor Preparation for Nurses and Midwives 105
App
endi
x 4
Map
ping
of
NM
C m
ento
r do
mai
ns a
nd o
utco
mes
aga
inst
the
cor
e cu
rric
ulum
fra
mew
ork
unit
lear
ning
out
com
es,
fram
ewor
ks u
sed
as p
art
of a
ppra
isal
and
per
sona
l dev
elop
men
t pr
oces
ses,
SQ
A u
nit
L&D
9D
I and
the
Gen
eric
G
uidi
ng P
rinc
iple
s.
NM
C m
ento
r do
mai
n Es
tabl
ishi
ng e
ffec
tive
wor
king
rel
atio
nshi
ps
Sig
n-o
ff m
ento
rs
¡ D
emon
stra
te a
n un
ders
tand
ing
of f
acto
rs
that
influ
ence
how
stu
dent
s in
tegr
ate
into
pr
actic
e se
ttin
gs
1.2
Util
ise
best
evi
denc
e to
dev
ise
stra
tegi
es
whi
ch a
ctiv
ely
influ
ence
the
cre
atio
n of
a
qual
ity, c
halle
ngin
g an
d su
ppor
tive
lear
ning
env
ironm
ent
Kno
wle
dge
and
Skill
s Fr
amew
ork
(KSF
)
Cor
e 1
- C
omm
unic
atio
n
Cor
e 2
- Pe
ople
and
per
sona
l dev
elop
men
t
Cor
e 6
- Eq
ualit
y an
d di
vers
ity
Not
app
licab
le
Pri
ncip
le 3
Thos
e in
volv
ed in
sup
port
ing
lear
ning
in t
he
wor
kpla
ce m
ust
be a
war
e of
wha
t m
akes
fo
r ef
fect
ive
lear
ning
in t
heir
cont
ext
¡ P
rovi
ding
ong
oing
and
con
stru
ctiv
e su
ppor
t to
fac
ilita
te t
rans
ition
fro
m o
ne
lear
ning
env
ironm
ent
to a
noth
er
2.2
Crit
ical
ly a
ppra
ise
how
pro
fess
iona
l re
latio
nshi
ps in
form
and
und
erpi
n ef
fect
ive
men
torin
g
Cont
inuo
us L
earn
ing
Fram
ewor
k (C
LF)
Wor
king
in p
artn
ersh
ip –
act
ivel
y se
ek
oppo
rtun
ities
to
wor
k in
par
tner
ship
with
ot
hers
with
in a
nd b
eyon
d th
e or
gani
satio
n an
d ab
le t
o ta
ke a
ctiv
e st
eps
to b
uild
re
latio
nshi
ps, d
evel
op n
etw
orks
and
pr
omot
e pa
rtne
rshi
p w
orki
ng
Impa
ct o
n ot
hers
– u
ses
mul
tiple
sou
rces
of
feed
back
to
unde
rsta
nd t
he im
pact
the
y ar
e ha
ving
on
othe
rs
Con
fiden
ce –
is a
ble
to n
urtu
re t
he
confi
denc
e of
oth
ers
¡ H
ave
effe
ctiv
e pr
ofes
sion
al a
nd
inte
rpro
fess
iona
l wor
king
rel
atio
nshi
ps t
o su
ppor
t le
arni
ng f
or e
ntry
to
the
regi
ster
Pos
t R
egis
trat
ion
Care
er D
evel
opm
ent
Fram
ewor
k (P
RCD
F)
Pilla
r: F
acili
tatio
n of
Lea
rnin
g
Asp
ect
of P
ract
ice:
Cre
atio
n of
the
Le
arni
ng E
nviro
nmen
t
Pilla
r: L
eade
rshi
p
Asp
ect
of P
ract
ice:
Pro
fess
iona
l and
O
rgan
isat
iona
l Lea
ders
hip
NM
C ou
tcom
es
Uni
t le
arni
ng
outc
omes
Fram
ewor
ks u
sed
as
part
of
appr
aisa
l and
pe
rson
al d
evel
opm
ent
proc
esse
s
SQA
L&
D9
DI u
nit
Gen
eric
Gui
ding
P
rinc
iple
s
for
thos
e su
ppor
ting
le
arni
ng in
the
w
orkp
lace
(GP
P)
NHS Education for Scotland106
NM
C m
ento
r do
mai
n Fa
cilit
atio
n of
lear
ning
Sig
n-o
ff m
ento
rs
¡ U
se k
now
ledg
e of
the
stu
dent
’s st
age
of
lear
ning
to
sele
ct a
ppro
pria
te le
arni
ng
oppo
rtun
ities
to
mee
t in
divi
dual
nee
ds
1.1
App
ly t
heor
ies
and
prin
cipl
es o
f Te
achi
ng, L
earn
ing
and
Ass
essm
ent
to
supp
ort
effe
ctiv
e le
arni
ng in
the
pra
ctic
e se
ttin
g
Kno
wle
dge
and
Skill
s Fr
amew
ork
(KSF
)
Cor
e 1
- C
omm
unic
atio
n
Cor
e 2
- Pe
ople
and
per
sona
l dev
elop
men
t
Cor
e 6
- Eq
ualit
y an
d di
vers
ity
Con
firm
pro
gres
sion
and
ach
ieve
men
t
(a)
Prov
ide
feed
back
to
the
lear
ner
that
af
firm
s ac
hiev
emen
t an
d id
entifi
es a
ny
addi
tiona
l req
uire
men
ts
¡ F
acili
tate
the
sel
ectio
n of
app
ropr
iate
le
arni
ng s
trat
egie
s to
inte
grat
e le
arni
ng
from
pra
ctic
e an
d ac
adem
ic e
xper
ienc
e
1.3
Dem
onst
rate
the
app
licat
ion
of a
ran
ge
of k
now
ledg
e, s
kills
and
app
ropr
iate
at
titud
es t
o or
gani
se, m
anag
e an
d ev
alua
te a
stu
dent
’s le
arni
ng e
xper
ienc
e
Cont
inuo
us L
earn
ing
Fram
ewor
k (C
LF)
Mot
ivat
ing
and
lead
ing
othe
rs –
is a
ble
to m
otiv
ate
and
lead
oth
ers
to a
chie
ve
iden
tified
goa
ls
Life
long
lear
ning
– a
ctiv
ely
iden
tifies
ong
oing
le
arni
ng n
eeds
and
see
ks a
ran
ge o
f fo
rmal
an
d in
form
al le
arni
ng o
ppor
tuni
ties
to m
eet
them
and
act
ivel
y pr
omot
es t
he le
arni
ng a
nd
deve
lopm
ent
of o
ther
s th
roug
h a
rang
e of
fo
rmal
and
info
rmal
app
roac
hes
Wor
king
in p
artn
ersh
ip –
rec
ogni
ses
the
valu
e of
div
ersi
ty a
nd u
ses
it to
str
engt
hen
the
qual
ity o
f in
itiat
ives
¡ S
uppo
rt s
tude
nts
in c
ritic
ally
refl
ectin
g up
on t
heir
lear
ning
exp
erie
nces
in o
rder
to
enha
nce
futu
re le
arni
ng
Pos
t R
egis
trat
ion
Care
er D
evel
opm
ent
Fram
ewor
k (P
RCD
F)
Pilla
r: F
acili
tatio
n of
Lea
rnin
g
Asp
ect
of P
ract
ice:
Cre
atio
n of
the
Le
arni
ng E
nviro
nmen
t an
d Le
arni
ng,
Teac
hing
and
Ass
essm
ent
NM
C ou
tcom
es
Uni
t le
arni
ng
outc
omes
Fram
ewor
ks u
sed
as
part
of
appr
aisa
l and
pe
rson
al d
evel
opm
ent
proc
esse
s
SQA
L&
D9
DI u
nit
Gen
eric
Gui
ding
P
rinc
iple
s
for
thos
e su
ppor
ting
le
arni
ng in
the
w
orkp
lace
(GP
P)
Pri
ncip
le 3
Th
ose
invo
lved
in s
uppo
rtin
g le
arni
ng in
the
w
orkp
lace
mus
t be
aw
are
of w
hat
mak
es f
or
effe
ctiv
e le
arni
ng in
the
ir co
ntex
t
Pri
ncip
le 4
Th
ose
invo
lved
in s
uppo
rtin
g le
arni
ng in
th
e w
orkp
lace
mus
t be
abl
e to
sel
ect
and
appl
y as
app
ropr
iate
, the
com
pone
nts
of
effe
ctiv
e le
arni
ng r
elev
ant
to t
he c
onte
xt
Pri
ncip
le 2
Th
ose
invo
lved
in s
uppo
rtin
g le
arni
ng
in t
he w
orkp
lace
mus
t be
com
mitt
ed t
o de
velo
ping
the
ir ow
n kn
owle
dge,
ski
lls a
nd
attit
udes
as
a fa
cilit
ator
of
lear
ning
National Approach to Mentor Preparation for Nurses and Midwives 107
NM
C m
ento
r do
mai
n A
sses
smen
t an
d ac
coun
tabi
lity
Sig
n-o
ff m
ento
rs
¡ F
oste
r pr
ofes
sion
al g
row
th, p
erso
nal
deve
lopm
ent
and
acco
unta
bilit
y th
roug
h su
ppor
t of
stu
dent
s in
pra
ctic
e
¡ D
emon
stra
te a
bre
adth
of
unde
rsta
ndin
g of
ass
essm
ent
stra
tegi
es a
nd a
bilit
y to
co
ntrib
ute
to t
he t
otal
ass
essm
ent
proc
ess
as p
art
of t
he t
each
ing
team
2.1
Expl
ore
issu
es o
f ac
coun
tabi
lity
for
fitne
ss f
or p
ract
ice
3.1
App
ly t
he p
rinci
ples
and
sta
ges
of t
he
asse
ssm
ent
proc
ess
to t
he e
ffec
tive
asse
ssm
ent
of s
tude
nts
in p
ract
ice
Kno
wle
dge
and
Skill
s Fr
amew
ork
(KSF
)
Cor
e 1
- C
omm
unic
atio
n
Cor
e 2
- Pe
ople
and
per
sona
l dev
elop
men
t
Cor
e 5
- Q
ualit
y
Cor
e 6
- Eq
ualit
y an
d di
vers
ity
¡ P
rovi
de c
onst
ruct
ive
feed
back
to
stud
ents
an
d as
sist
the
m in
iden
tifyi
ng f
utur
e le
arni
ng n
eeds
and
act
ions
. Man
age
faili
ng s
tude
nts
so t
hat
they
may
enh
ance
th
eir
perf
orm
ance
and
cap
abili
ties
for
safe
and
eff
ectiv
e pr
actic
e or
be
able
to
und
erst
and
thei
r fa
ilure
and
the
im
plic
atio
ns o
f th
is f
or t
heir
futu
re
3.2
Pro
vide
con
stru
ctiv
e fe
edba
ck t
o fa
cilit
ate
the
enha
ncem
ent
of s
tude
nt
perf
orm
ance
3.3
Man
age
the
asse
ssm
ent
proc
ess
in
chal
leng
ing
situ
atio
ns
Cont
inuo
us L
earn
ing
Fram
ewor
k (C
LF)
Prof
essi
onal
aut
onom
y –
is a
ble
to m
ake
unpo
pula
r de
cisi
ons
base
d on
com
plex
ne
eds
and
man
age
the
acce
ptan
ce o
r no
n ac
cept
ance
of
thos
e de
cisi
ons
by o
ther
s an
d is
abl
e to
crit
ical
ly r
eflec
t on
how
the
ir ow
n ba
ckgr
ound
, ass
umpt
ions
and
val
ues
impa
ct
on t
heir
judg
emen
ts
Empa
thy
– m
akes
sur
e th
at o
ther
wor
kers
ha
ve t
ime
and
are
supp
orte
d to
exp
ress
and
de
al w
ith t
heir
own
feel
ings
whi
ch a
rise
from
wor
king
in c
halle
ngin
g si
tuat
ions
and
w
ith c
onfli
ctin
g va
lues
and
nee
ds
Con
fiden
ce –
is c
onfid
ent
in t
heir
abili
ty t
o pe
rfor
m in
incr
easi
ngly
com
plex
situ
atio
ns
whi
lst
still
see
king
sup
port
whe
re n
eces
sary
¡ B
e ac
coun
tabl
e fo
r co
nfirm
ing
that
st
uden
ts h
ave
met
, or
not
met
, the
NM
C
com
pete
ncie
s in
pra
ctic
e. A
s a
sign
-off
m
ento
r co
nfirm
tha
t st
uden
ts h
ave
met
, or
not
met
, the
NM
C s
tand
ards
of
profi
cien
cy
in p
ract
ice
and
are
capa
ble
of s
afe
and
effe
ctiv
e pr
actic
e.
3.4
Crit
ical
ly e
xam
ine
men
tor
acco
unta
bilit
y in
rel
atio
n to
ass
essi
ng s
tude
nts
Pos
t R
egis
trat
ion
Care
er D
evel
opm
ent
Fram
ewor
k (P
RCD
F)
Pilla
r: C
linic
al P
ract
ice
Asp
ect
of P
ract
ice:
Pro
fess
iona
l Jud
gem
ent
and
Dec
isio
n M
akin
g
Pilla
r: F
acili
tatio
n of
Lea
rnin
g
Asp
ect
of P
ract
ice:
Lea
rnin
g, T
each
ing
and
Ass
essm
ent
NM
C ou
tcom
es
Uni
t le
arni
ng
outc
omes
Fram
ewor
ks u
sed
as
part
of
appr
aisa
l and
pe
rson
al d
evel
opm
ent
proc
esse
s
NHS Education for Scotland108
NM
C m
ento
r do
mai
n A
sses
smen
t an
d ac
coun
tabi
lity
Sig
n-o
ff m
ento
rs
Prep
are
to a
sses
s
(a)
Ensu
re c
andi
date
s un
ders
tand
the
pu
rpos
e, r
equi
rem
ents
and
pro
cess
es o
f as
sess
men
t
Plan
ass
essm
ents
(a)
Iden
tify
evid
ence
tha
t is
val
id, a
uthe
ntic
an
d su
ffici
ent
(b)
Plan
to
use
valid
, fai
r an
d re
liabl
e an
d sa
fe a
sses
smen
t m
etho
ds
(c)
Plan
ass
essm
ent
to m
eet
requ
irem
ents
an
d ca
ndid
ate
need
s
Ass
ess
cand
idat
e pe
rfor
man
ce a
nd
know
ledg
e
(a) C
olle
ct e
vide
nce
that
is v
alid
, aut
hent
ic
and
suffi
cien
t
(b)
Use
val
id, f
air,
relia
ble
and
safe
as
sess
men
t m
etho
ds
(c)
Mak
e as
sess
men
t de
cisi
ons
agai
nst
sp
ecifi
ed c
riter
ia
(d)
Wor
k w
ith o
ther
s to
ens
ure
the
st
anda
rdis
atio
n of
ass
essm
ent
prac
tice
and
outc
omes
Con
firm
pro
gres
sion
and
ach
ieve
men
t
(a)
Prov
ide
feed
back
to
the
lear
ner
that
af
firm
s ac
hiev
emen
t an
d id
entifi
es
any
addi
tiona
l req
uire
men
ts
(b)
Mai
ntai
n re
quire
d re
cord
s of
the
as
sess
men
t pr
oces
s, it
s ou
tcom
es
and
cand
idat
e pr
ogre
ss
SQA
L&
D9
DI u
nit
Gen
eric
Gui
ding
P
rinc
iple
s
for
thos
e su
ppor
ting
le
arni
ng in
the
w
orkp
lace
(GP
P)
Pri
ncip
le 4
Th
ose
invo
lved
in s
uppo
rtin
g le
arni
ng in
the
w
orkp
lace
mus
t be
abl
e to
sel
ect
and
appl
y as
app
ropr
iate
, the
com
pone
nts
of e
ffec
tive
lear
ning
rel
evan
t to
the
con
text
Pri
ncip
le 1
Th
ose
invo
lved
in s
uppo
rtin
g le
arni
ng in
th
e w
orkp
lace
mus
t be
fit
for
purp
ose
as
defin
ed b
y th
e co
ntex
t
National Approach to Mentor Preparation for Nurses and Midwives 109
NM
C m
ento
r do
mai
n Ev
alua
tion
of le
arni
ng
Sig
n-o
ff m
ento
rs
¡ C
ontr
ibut
e to
eva
luat
ion
of s
tude
nt
lear
ning
and
ass
essm
ent
expe
rienc
es,
prop
osin
g as
pect
s fo
r ch
ange
res
ultin
g fr
om s
uch
an e
valu
atio
n
1.2
Util
ise
best
evi
denc
e to
dev
ise
stra
tegi
es
whi
ch a
ctiv
ely
influ
ence
the
cre
atio
n of
a
qual
ity, c
halle
ngin
g an
d su
ppor
tive
lear
ning
env
ironm
ent
Kno
wle
dge
and
Skill
s Fr
amew
ork
(KSF
)
Cor
e 2
- Pe
ople
and
per
sona
l dev
elop
men
t
Cor
e 5
- Q
ualit
y
Not
app
licab
le
¡ P
artic
ipat
e in
sel
f an
d pe
er e
valu
atio
n to
fac
ilita
te p
erso
nal d
evel
opm
ent,
and
co
ntrib
ute
tow
ards
the
dev
elop
men
t of
ot
hers
2.2
Crit
ical
ly a
ppra
ise
how
pro
fess
iona
l re
latio
nshi
ps in
form
and
und
erpi
n ef
fect
ive
men
torin
g
Cont
inuo
us L
earn
ing
Fram
ewor
k (C
LF)
Prof
essi
onal
aut
onom
y –
cont
ribut
es t
o on
goin
g ev
alua
tion
of d
ecis
ions
mad
e at
a
team
leve
l to
mak
e su
re t
hese
are
evi
denc
ed
base
d
Life
long
lear
ning
– a
ctiv
ely
part
icip
ates
in t
he
eval
uatio
n of
lear
ning
and
dev
elop
men
t in
th
e or
gani
satio
n
Aw
aren
ess
of im
pact
on
othe
rs –
crit
ical
ly
anal
yses
fee
dbac
k an
d us
es e
vide
nce
and
rese
arch
to
refle
ct o
n an
d co
ntin
uous
ly
impr
ove
thei
r ow
n pr
actic
e
3.1
App
ly t
he p
rinci
ples
and
sta
ges
of t
he
asse
ssm
ent
proc
ess
to t
he e
ffec
tive
asse
ssm
ent
of s
tude
nts
in p
ract
ice
Pos
t R
egis
trat
ion
Care
er D
evel
opm
ent
Fram
ewor
k (P
RCD
F)
Pilla
r: F
acili
tatio
n of
Lea
rnin
g
Asp
ect
of P
ract
ice:
Cre
atio
n of
the
Le
arni
ng E
nviro
nmen
t an
d Le
arni
ng,
Teac
hing
and
Ass
essm
ent
NM
C ou
tcom
es
Uni
t le
arni
ng
outc
omes
Fram
ewor
ks u
sed
as
part
of
appr
aisa
l and
pe
rson
al d
evel
opm
ent
proc
esse
s
SQA
L&
D9
DI u
nit
Gen
eric
Gui
ding
P
rinc
iple
s
for
thos
e su
ppor
ting
le
arni
ng in
the
w
orkp
lace
(GP
P)
Pri
ncip
le 4
Th
ose
invo
lved
in s
uppo
rtin
g le
arni
ng in
the
w
orkp
lace
mus
t be
abl
e to
sel
ect
and
appl
y as
app
ropr
iate
, the
com
pone
nts
of e
ffec
tive
lear
ning
rel
evan
t to
the
con
text
NHS Education for Scotland110
NM
C m
ento
r do
mai
n C
reat
ing
an e
nviro
nmen
t fo
r le
arni
ng
Sig
n-o
ff m
ento
rs
¡ S
uppo
rt s
tude
nts
to id
entif
y bo
th
lear
ning
nee
ds a
nd e
xper
ienc
es t
hat
are
appr
opria
te t
o th
eir
leve
l of
lear
ning
¡ U
se a
ran
ge o
f le
arni
ng e
xper
ienc
es,
invo
lvin
g pa
tient
s, c
lient
s, c
arer
s an
d th
e pr
ofes
sion
al t
eam
, to
mee
t id
entifi
ed
lear
ning
nee
ds
1.2
Util
ise
best
evi
denc
e to
dev
ise
stra
tegi
es
whi
ch a
ctiv
ely
influ
ence
the
cre
atio
n of
a
qual
ity, c
halle
ngin
g an
d su
ppor
tive
lear
ning
env
ironm
ent
Kno
wle
dge
and
Skill
s Fr
amew
ork
(KSF
)
Cor
e1 -
Com
mun
icat
ion
Cor
e 2
- Pe
rson
al a
nd p
eopl
e de
velo
pmen
t
Cor
e 3
- H
ealth
, saf
ety
and
secu
rity
Cor
e 4
- Se
rvic
e im
prov
emen
t
Cor
e 6
- Eq
ualit
y an
d di
vers
ity
Not
app
licab
le
¡ I
dent
ify a
spec
ts o
f th
e le
arni
ng
envi
ronm
ent
whi
ch c
ould
be
enha
nced
-
nego
tiatin
g w
ith o
ther
s to
mak
e ap
prop
riate
cha
nges
1.3
Dem
onst
rate
the
app
licat
ion
of a
ran
ge
of k
now
ledg
e, s
kills
and
app
ropr
iate
at
titud
es t
o or
gani
se, m
anag
e an
d ev
alua
te a
stu
dent
’s le
arni
ng e
xper
ienc
e
2.2
Crit
ical
ly a
ppra
ise
how
pro
fess
iona
l Co
ntin
uous
Lea
rnin
g Fr
amew
ork
(CLF
)
Life
long
lear
ning
– u
ses
evid
ence
info
rmed
pr
actic
e to
pro
mot
e a
lear
ning
and
pe
rfor
man
ces
cultu
re w
ithin
org
anis
atio
n
Acc
urat
e se
lf-as
sess
men
t –
mod
els
and
enco
urag
es o
ther
s to
ass
ess
thei
r st
reng
ths
and
area
s fo
r im
prov
emen
t
Focu
s on
peo
ple
who
use
ser
vice
s an
d th
eir
care
rs –
use
s re
sear
ch, e
vide
nce
and
the
view
s of
peo
ple
who
use
ser
vice
s an
d th
eir
care
rs t
o co
ntin
ually
impr
ove
thei
r ow
n pr
actic
e an
d th
at o
f th
e or
gani
satio
n
¡ A
ct a
s a
reso
urce
to
faci
litat
e pe
rson
al a
nd
prof
essi
onal
dev
elop
men
t of
oth
ers
rela
tions
hips
info
rm a
nd u
nder
pin
effe
ctiv
e m
ento
ring
Pos
t R
egis
trat
ion
Care
er D
evel
opm
ent
Fram
ewor
k (P
RCD
F)
Pilla
r: F
acili
tatio
n of
Lea
rnin
g
Asp
ect
of P
ract
ice:
Cre
atio
n of
the
Le
arni
ng E
nviro
nmen
t an
d Le
arni
ng,
Teac
hing
and
Ass
essm
ent
NM
C ou
tcom
es
Uni
t le
arni
ng
outc
omes
Fram
ewor
ks u
sed
as
part
of
appr
aisa
l and
pe
rson
al d
evel
opm
ent
proc
esse
s
SQA
L&
D9
DI u
nit
Gen
eric
Gui
ding
P
rinc
iple
s
for
thos
e su
ppor
ting
le
arni
ng in
the
w
orkp
lace
(GP
P)
Pri
ncip
le 4
Th
ose
invo
lved
in s
uppo
rtin
g le
arni
ng in
the
w
orkp
lace
mus
t be
abl
e to
sel
ect
and
appl
y as
app
ropr
iate
, the
com
pone
nts
of e
ffec
tive
lear
ning
rel
evan
t to
the
con
text
National Approach to Mentor Preparation for Nurses and Midwives 111
NM
C m
ento
r do
mai
n C
onte
xt o
f pr
actic
e
Sig
n-o
ff m
ento
rs
¡ C
ontr
ibut
e to
the
dev
elop
men
t of
an
envi
ronm
ent
in w
hich
eff
ectiv
e pr
actic
e is
fos
tere
d, im
plem
ente
d, e
valu
ated
and
di
ssem
inat
ed
1.1
App
ly t
heor
ies
and
prin
cipl
es o
f Te
achi
ng, L
earn
ing
and
Ass
essm
ent
to
supp
ort
effe
ctiv
e le
arni
ng in
the
pra
ctic
e se
ttin
g
1.2
Util
ise
best
evi
denc
e to
dev
ise
stra
tegi
es
whi
ch a
ctiv
ely
influ
ence
the
cre
atio
n of
a
qual
ity, c
halle
ngin
g an
d su
ppor
tive
lear
ning
env
ironm
ent
Kno
wle
dge
and
Skill
s Fr
amew
ork
(KSF
)
Cor
e1 -
Com
mun
icat
ion
Cor
e 4
- Se
rvic
e im
prov
emen
t
Cor
e 5
- Q
ualit
y
Not
app
licab
le
¡ S
et a
nd m
aint
ain
prof
essi
onal
bou
ndar
ies
that
are
suf
ficie
ntly
flex
ible
for
pro
vidi
ng
inte
rpro
fess
iona
l car
e
1.3
Dem
onst
rate
the
app
licat
ion
of a
ran
ge
of k
now
ledg
e, s
kills
and
app
ropr
iate
at
titud
es t
o or
gani
se, m
anag
e an
d ev
alua
te a
stu
dent
’s le
arni
ng e
xper
ienc
e
Cont
inuo
us L
earn
ing
Fram
ewor
k (C
LF)
Focu
s on
ser
vice
use
rs a
nd c
arer
s –
supp
orts
ot
hers
to
invo
lve
peop
le w
ho u
se s
ervi
ces
and
thei
r ca
rers
in m
ore
mea
ning
ful w
ays
Prof
essi
onal
aut
onom
y –
enco
urag
es
othe
rs t
o de
mon
stra
te in
nova
tion
thro
ugh
colla
bora
tive
wor
king
and
the
sha
ring
of
good
pra
ctic
e
Org
anis
atio
nal a
war
enes
s –
shar
e th
eir
insi
ght
appr
opria
tely
with
oth
ers
with
in a
nd
outw
ith t
he o
rgan
isat
ion
to c
halle
nge
view
s an
d br
ing
abou
t co
ntin
uous
impr
ovem
ent
¡ I
nitia
te a
nd r
espo
nd t
o pr
actic
e de
velo
pmen
ts t
o en
sure
saf
e an
d ef
fect
ive
care
is a
chie
ved
and
an e
ffec
tive
lear
ning
2.2
Crit
ical
ly a
ppra
ise
how
pro
fess
iona
l re
latio
nshi
ps in
form
and
und
erpi
n ef
fect
ive
men
torin
g
Pos
t R
egis
trat
ion
Care
er D
evel
opm
ent
Fram
ewor
k (P
RCD
F)
Pilla
r: C
linic
al P
ract
ice
Asp
ect
of P
ract
ice:
Saf
e, E
ffec
tive
and
Pers
on C
entr
ed C
are
NM
C ou
tcom
es
Uni
t le
arni
ng
outc
omes
Fram
ewor
ks u
sed
as
part
of
appr
aisa
l and
pe
rson
al d
evel
opm
ent
proc
esse
s
SQA
L&
D9
DI u
nit
Gen
eric
Gui
ding
P
rinc
iple
s
for
thos
e su
ppor
ting
le
arni
ng in
the
w
orkp
lace
(GP
P)
Pri
ncip
le 5
Th
ose
invo
lved
in s
uppo
rtin
g le
arni
ng in
the
w
orkp
lace
mus
t be
abl
e to
rec
ogni
se t
he
inte
rrel
ated
fac
tors
influ
enci
ng w
orkb
ased
le
arni
ng a
nd r
espo
nd t
o th
ese
NHS Education for Scotland112
NM
C m
ento
r do
mai
n Ev
iden
ce b
ased
pra
ctic
e
Sig
n-o
ff m
ento
rs
¡ I
dent
ify a
nd a
pply
res
earc
h an
d ev
iden
ce
base
d pr
actic
e to
the
ir ar
ea o
f pr
actic
e
1.2
Util
ise
best
evi
denc
e to
dev
ise
stra
tegi
es
whi
ch a
ctiv
ely
influ
ence
the
cre
atio
n of
a
qual
ity, c
halle
ngin
g an
d su
ppor
tive
lear
ning
env
ironm
ent
Kno
wle
dge
and
Skill
s Fr
amew
ork
(KSF
)
Cor
e 5
- Q
ualit
y
Not
app
licab
le
¡ C
ontr
ibut
e to
str
ateg
ies
to in
crea
se o
r re
view
the
evi
denc
e ba
se u
sed
to s
uppo
rt
prac
tice
1.3
Dem
onst
rate
the
app
licat
ion
of a
ran
ge
of k
now
ledg
e, s
kills
and
app
ropr
iate
at
titud
es t
o or
gani
se, m
anag
e an
d ev
alua
te a
stu
dent
’s le
arni
ng e
xper
ienc
e
Cont
inuo
us L
earn
ing
Fram
ewor
k (C
LF)
Life
long
lear
ning
– p
rom
otes
the
use
of
evid
ence
info
rmed
pra
ctic
e as
a t
ool f
or
lear
ning
in t
he w
orkp
lace
Flex
ibili
ty –
use
s re
sear
ch a
nd e
vide
nce
base
d pr
actic
e to
info
rm c
hang
e
Prof
essi
onal
aut
onom
y –
use
rese
arch
and
ev
iden
ce t
o fin
d in
nova
tive
appr
oach
es
whi
ch le
ad t
o im
prov
ed o
utco
mes
for
peo
ple
who
use
ser
vice
s an
d th
eir
care
rs
¡ S
uppo
rt s
tude
nts
in a
pply
ing
an e
vide
nce
base
to
thei
r ow
n pr
actic
e
Pos
t R
egis
trat
ion
Care
er D
evel
opm
ent
Fram
ewor
k (P
RCD
F)
Pilla
r of
Pra
ctic
e: E
vide
nce,
Res
earc
h an
d D
evel
opm
ent
Asp
ect
of P
ract
ice:
Evi
denc
e in
to P
ract
ice
NM
C ou
tcom
es
Uni
t le
arni
ng
outc
omes
Fram
ewor
ks u
sed
as
part
of
appr
aisa
l and
pe
rson
al d
evel
opm
ent
proc
esse
s
SQA
L&
D9
DI u
nit
Gen
eric
Gui
ding
P
rinc
iple
s
for
thos
e su
ppor
ting
le
arni
ng in
the
w
orkp
lace
(GP
P)
Not
app
licab
le
National Approach to Mentor Preparation for Nurses and Midwives 113
NM
C m
ento
r do
mai
n Le
ader
ship
Sig
n-o
ff m
ento
rs
¡ P
lan
a se
ries
of le
arni
ng e
xper
ienc
es t
hat
will
mee
t st
uden
t’s d
efine
d le
arni
ng n
eeds
1.1
App
ly t
heor
ies
and
prin
cipl
es o
f Te
achi
ng, L
earn
ing
and
Ass
essm
ent
to
supp
ort
effe
ctiv
e le
arni
ng in
the
pra
ctic
e se
ttin
g
Kno
wle
dge
and
Skill
s Fr
amew
ork
(KSF
)
Cor
e1 -
Com
mun
icat
ion
Cor
e 2
- Pe
rson
al a
nd p
eopl
e de
velo
pmen
t
Cor
e 6
- Eq
ualit
y an
d di
vers
ity
Con
firm
pro
gres
sion
and
ach
ieve
men
t
¡ B
e an
adv
ocat
e fo
r st
uden
ts t
o su
ppor
t th
em a
cces
sing
lear
ning
opp
ortu
nitie
s th
at m
eet
thei
r in
divi
dual
nee
ds -
invo
lvin
g a
rang
e of
oth
er p
rofe
ssio
nals
, pat
ient
s,
clie
nts
and
care
rs
1.3
Dem
onst
rate
the
app
licat
ion
of a
ran
ge
of k
now
ledg
e, s
kills
and
app
ropr
iate
at
titud
es t
o or
gani
se, m
anag
e an
d ev
alua
te a
stu
dent
’s le
arni
ng e
xper
ienc
e
Cont
inuo
us L
earn
ing
Fram
ewor
k (C
LF)
Wor
king
in p
artn
ersh
ip –
wor
ks in
pa
rtne
rshi
p w
ith o
ther
s on
sha
red
initi
ativ
es
Mot
ivat
ing
and
lead
ing
othe
rs –
is a
ble
to m
otiv
ate
and
lead
oth
ers
to a
chie
ve
iden
tified
goa
ls
Con
fiden
ce –
is c
onfid
ent
to g
ive
posi
tive
and
cons
truc
tive
feed
back
to
colle
ague
s an
d th
eir
line
man
ager
Org
anis
atio
nal a
war
enes
s –
shar
es t
heir
insi
ght
appr
opria
tely
with
oth
ers
with
in
and
outw
ith t
he o
rgan
isat
ion
to c
halle
nge
the
view
s an
d br
ing
abou
t co
ntin
uous
im
prov
emen
t
(a)
Prov
ide
feed
back
to
the
lear
ner
that
af
firm
s ac
hiev
emen
t an
d id
entifi
es a
ny
addi
tiona
l req
uire
men
ts
¡ P
riorit
ise
wor
k to
acc
omm
odat
e su
ppor
t of
st
uden
ts w
ithin
the
ir pr
actic
e ro
les
¡ P
rovi
de f
eedb
ack
abou
t th
e ef
fect
iven
ess
of le
arni
ng a
nd a
sses
smen
t in
pra
ctic
e
2.2
Crit
ical
ly a
ppra
ise
how
pro
fess
iona
l re
latio
nshi
ps in
form
and
und
erpi
n ef
fect
ive
men
torin
g
Pos
t R
egis
trat
ion
Care
er D
evel
opm
ent
Fram
ewor
k (P
RCD
F)
Pilla
r of
Pra
ctic
e: L
eade
rshi
p
Asp
ect
of P
ract
ice:
Tea
m W
ork
and
Dev
elop
men
t an
d Pr
ofes
sion
al a
nd
Org
anis
atio
nal L
eade
rshi
p
(b)
Mai
ntai
n re
quire
d re
cord
s of
the
as
sess
men
t pr
oces
s, it
s ou
tcom
es
and
cand
idat
e pr
ogre
ss
NM
C ou
tcom
es
Uni
t le
arni
ng
outc
omes
Fram
ewor
ks u
sed
as
part
of
appr
aisa
l and
pe
rson
al d
evel
opm
ent
proc
esse
s
SQA
L&
D9
DI u
nit
Gen
eric
Gui
ding
P
rinc
iple
s
for
thos
e su
ppor
ting
le
arni
ng in
the
w
orkp
lace
(GP
P)
Pri
ncip
le 6
Th
ose
invo
lved
in s
uppo
rtin
g le
arni
ng in
th
e w
orkp
lace
mus
t ha
ve a
cces
s to
the
re
sour
ces
to a
chie
ve t
he d
esire
d ou
tcom
es
of t
he le
arni
ng e
xper
ienc
e
NHS Education for Scotland114
Appendix 5
NMC Mentor role and the Scottish Social Services Council Continuous Learning Framework
Knowledge, skills, values and understanding
¡Standards for pre-registration nurse education (NMC 2010)
¡NMC – The Code. Standards of conduct, performance and ethics for nurses and
midwives (NMC 2008)
¡NMC mentor domains and outcomes (NMC 2008)
¡Care Inspectorate standards
¡Employer requirements – policies and procedures
Qualification and training
¡Registered Nurse (adult, learning disability, mental health and child health)
¡An appropriately registered professional who has been suitably prepared to
support students throughout the programme and at non-progression points (NMC
2011:57-59)
¡Protection of vulnerable groups
¡Mentor preparation programme (NMC approved)
Personal capabilities
Mentor Domain - Establish effective working relationships
Working in partnership – actively seek opportunities to work in partnership with
others within and beyond the organisation and able to take active steps to build
relationships, develop networks and promote partnership working
Impact on others – uses multiple sources of feedback to understand the impact they
are having on others
Confidence – is able to nurture the confidence of others
Mentor Domain - Facilitation of Learning
Motivating and leading others – is able to motivate and lead others to achieve
identified goals
Lifelong learning – actively identifies ongoing learning needs and seeks a range of
formal and informal learning opportunities to meet them and actively promotes
the learning and development of others through a range of formal and informal
approaches
Working in partnership – recognises the value of diversity and uses it to strengthen
the quality of initiatives
National Approach to Mentor Preparation for Nurses and Midwives 115
Mentor Domain - Assessment and Accountability
Professional autonomy – is able to make unpopular decisions based on complex
needs and manage the acceptance or non acceptance of those decisions by others
and is able to critically reflect on how their own background, assumptions and values
impact on their judgements
Empathy – makes sure that other workers have time and are supported to express
and deal with their own feelings which arise from working in challenging situations
and with conflicting values and needs
Confidence – is confident in their ability to perform in increasingly complex situations
whilst still seeking support where necessary
Mentor Domain - Evaluation of Learning
Professional autonomy - contributes to ongoing evaluation of decisions made at a
team level to make sure these are evidenced based
Lifelong learning - actively participates in the evaluation of learning and development
in the organisation
Awareness of impact on others – critically analyses feedback and uses evidence and
research to reflect on and continuously improve their own practice
Mentor Domain - Creating an Environment for Learning
Lifelong learning – uses evidence informed practice to promote a learning and
performances culture within organisation
Accurate self-assessment – models and encourages others to assess their strengths
and areas for improvement
Focus on people who use services and their carers – uses research, evidence and the
views of people who use services and their carers to continually improve their own
practice and that of the organisation
Mentor Domain - Context of Practice
Focus on service users and carers – supports others to involve people who use
services and their carers in more meaningful ways
Professional autonomy – encourages others to demonstrate innovation through
collaborative working and the sharing of good practice
Organisational awareness – share their insight appropriately with others within
and outwith the organisation to challenge views and bring about continuous
improvement
NHS Education for Scotland116
Mentor Domain - Evidence Based Practice
Lifelong learning – promotes the use of evidence informed practice as a tool for
learning in the workplace
Flexibility – uses research and evidence based practice to inform change
Professional autonomy – use research and evidence to find innovative approaches
which lead to improved outcomes for people who use services and their carers
Mentor Domain - Leadership
Working in partnership – works in partnership with others on shared initiatives
Motivating and leading others – is able to motivate and lead others to achieve
identified goals
Confidence – is confident to give positive and constructive feedback to colleagues
and their line manager
Organisational awareness – shares their insight appropriately with others within
and outwith the organisation to challenge the views and bring about continuous
improvement
Organisational capabilities
¡Creating a learning and performance culture
¡Planning for learning, development and improved practice
¡Promoting access to learning and development opportunities
¡Promoting access to feedback
National Approach to Mentor Preparation for Nurses and Midwives 117
Appendix 6
Sign-off Mentor role and the Scottish Social Services Council Continuous Learning Framework
Knowledge, skills, values and understanding
¡Standards for pre-registration nurse education (NMC 2010)
¡NMC – The Code. Standards of conduct, performance and ethics for nurses and
midwives (NMC 2008)
¡Standards to support learning and assessment in practice (NMC 2008)
¡Care Inspectorate standards
¡Employer requirements – policies and procedures
¡Clinical currency in the field signing-off final placement students
¡Working knowledge of NMC registration and in-depth understanding of
accountability to the NMC for decision to pass or fail a student
¡Working knowledge of current pre-registration programme requirements
Qualification and training
¡Registered Nurse (adult, learning disability, mental health and child health)
¡Protection of vulnerable groups
¡Mentor preparation programme (NMC approved)
¡Supervision of sign-off mentor status
Personal capabilities
Mentor Domain - Establish effective working relationships
Working in partnership – actively seek opportunities to work in partnership with
others within and beyond the organisation and able to take active steps to build
relationships, develop networks and promote partnership working
Impact on others – uses multiple sources of feedback to understand the impact they
are having on others
Confidence – is able to nurture the confidence of others
NHS Education for Scotland118
Mentor Domain - Facilitation of Learning
Motivating and leading others – is able to motivate and lead others to achieve
identified goals
Lifelong learning – actively identifies ongoing learning needs and seeks a range of
formal and informal learning opportunities to meet them and actively promotes
the learning and development of others through a range of formal and informal
approaches
Working in partnership – recognises the value of diversity and uses it to strengthen
the quality of initiatives
Mentor Domain - Assessment and Accountability
Professional autonomy – is able to make unpopular decisions based on complex
needs and manage the acceptance or non acceptance of those decisions by others
and is able to critically reflect on how their own background, assumptions and values
impact on their judgements and makes informed judgements based on an evaluation
of the evidence and the careful balancing of risks, rights and needs within the
organisations framework of accountability
Empathy – makes sure that other workers have time and are supported to express
and deal with their own feelings which arise from working in challenging situations
and with conflicting values and needs
Confidence – is confident in their ability to perform in increasingly complex situations
whilst still seeking support where necessary
Mentor Domain - Evaluation of Learning
Professional autonomy - contributes to ongoing evaluation of decisions made at a
team level to make sure these are evidenced based
Lifelong learning - actively participates in the evaluation of learning and development
in the organisation
Awareness of impact on others – critically analyses feedback and uses evidence and
research to reflect on and continuously improve their own practice
Mentor Domain - Creating an Environment for Learning
Lifelong learning – uses evidence informed practice to promote a learning and
performances culture within organisation
Accurate self-assessment – models and encourages others to assess their strengths
and areas for improvement
Focus on people who use services and their carers – uses research, evidence and the
views of people who use services and their carers to continually improve their own
practice and that of the organisation
National Approach to Mentor Preparation for Nurses and Midwives 119
Mentor Domain - Context of Practice
Focus on service users and carers – supports others to involve people who use
services and their carers in more meaningful ways
Professional autonomy – encourages others to demonstrate innovation through
collaborative working and the sharing of good practice
Organisational awareness – share their insight appropriately with others within
and outwith the organisation to challenge views and bring about continuous
improvement
Mentor Domain - Evidence Based Practice
Lifelong learning – promotes the use of evidence informed practice as a tool for
learning in the workplace
Flexibility – uses research and evidence based practice to inform change
Professional autonomy – use research and evidence to find innovative approaches
which lead to improved outcomes for people who use services and their carers
Mentor Domain - Leadership
Working in partnership – works in partnership with others on shared initiatives
Motivating and leading others – is able to motivate and lead others to achieve
identified goals
Confidence – is confident to give positive and constructive feedback to colleagues
and their line manager
Organisational awareness – shares their insight appropriately with others within
and outwith the organisation to challenges the views and bring about continuous
improvement
Awareness of impact on others – regularly reflects on the impact of their behaviour,
actions, words and demeanour have on others and actively seeks to improve practice
accordingly
Organisational capabilities
¡Creating a learning and performance culture
¡Planning for learning, development and improved practice
¡Promoting access to learning and development opportunities
¡Promoting access to feedback
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Appendix 7
Supervising Mentor role and the Scottish Social Services Council Continuous Learning Framework
Knowledge, skills, values and understanding
¡Standards Standards for pre-registration nurse education (NMC 2010)
¡NMC – The Code. Standards of conduct, performance and ethics for nurses and
midwives (NMC 2008)
¡Standards to support learning and assessment in practice (NMC 2008)
¡Care Inspectorate standards
¡Employer requirements – policies and procedures
¡Knowledge of mentor preparation programme requirements and verification
processes
¡Working knowledge of current pre-registration programme requirements
Qualification and training
¡Registered Nurse (adult, learning disability, mental health and child health)
¡Protection of vulnerable groups
¡Mentor preparation programme (NMC approved)
Personal capabilities
Mentor Domain - Establish effective working relationships
Working in partnership – actively seek opportunities to work in partnership with
others within and beyond the organisation and able to take active steps to build
relationships, develop networks and promote partnership working
Impact on others – uses multiple sources of feedback to understand the impact they
are having on others
Confidence – is able to nurture the confidence of others
Mentor Domain - Facilitation of Learning
Motivating and leading others – is able to motivate and lead others to achieve
identified goals and is recognised for their skilled leadership and the way they inspire
others to continually improve
Lifelong learning – actively identifies ongoing learning needs and seeks a range of
formal and informal learning opportunities to meet them and actively promotes
the learning and development of others through a range of formal and informal
approaches
Working in partnership – recognises the value of diversity and uses it to strengthen
the quality of initiatives
National Approach to Mentor Preparation for Nurses and Midwives 121
Mentor Domain - Assessment and Accountability
Professional autonomy – is able to make unpopular decisions based on complex
needs and manage the acceptance or non acceptance of those decisions by others
and is able to critically reflect on how their own background, assumptions and values
impact on their judgements and makes informed judgements based on an evaluation
of the evidence and the careful balancing of risks, rights and needs within the
organisations framework of accountability
Empathy – makes sure that other workers have time and are supported to express
and deal with their own feelings which arise from working in challenging situations
and with conflicting values and needs
Confidence – is confident in their ability to perform in increasingly complex situations
whilst still seeking support where necessary
Mentor Domain - Evaluation of Learning
Professional autonomy - contributes to ongoing evaluation of decisions made at a
team level to make sure these are evidenced based
Lifelong learning - actively participates in the evaluation of learning and development
in the organisation
Awareness of impact on others – critically analyses feedback and uses evidence and
research to reflect on and continuously improve their own practice.
Mentor Domain - Creating an Environment for Learning
Lifelong learning – uses evidence informed practice to promote a learning and
performances culture within organisation
Accurate self-assessment – models and encourages others to assess their strengths
and areas for improvement
Focus on people who use services and their carers – uses research, evidence and the
views of people who use services and their carers to continually improve their own
practice and that of the organisation
Mentor Domain - Context of Practice
Focus on service users and carers – supports others to involve people who use
services and their carers in more meaningful ways
Professional autonomy – encourages others to demonstrate innovation through
collaborative working and the sharing of good practice
Organisational awareness – share their insight appropriately with others within
and outwith the organisation to challenge views and bring about continuous
improvement
NHS Education for Scotland122
Mentor Domain - Evidence based practice
Lifelong learning – promotes the use of evidence informed practice as a tool for
learning in the workplace
Flexibility – uses research and evidence based practice to inform change
Professional autonomy – use research and evidence to find innovative approaches
which lead to improved outcomes for people who use services and their carers
Mentor Domain - Leadership
Working in partnership – works in partnership with others on shared initiatives
Motivating and leading others – is able to motivate and lead others to achieve
identified goals
Confidence – is confident to give positive and constructive feedback to colleagues
and their line manager
Organisational awareness – shares their insight appropriately with others within
and outwith the organisation to challenges the views and bring about continuous
improvement
Awareness of impact on others – regularly reflects on the impact of their behaviour,
actions, words and demeanour have on others and actively seeks to improve practice
accordingly
Organisational capabilities
¡Creating a learning and performance culture
¡Planning for learning, development and improved practice
¡Promoting access to learning and development opportunities
¡Promoting access to feedback
National Approach to Mentor Preparation for Nurses and Midwives 123
Appendix 8
Example template from the mentor preparation section of Nursing and Midwifery Career-long ePortfolio for supervision of sign-off status
First and second supervision of sign-off status
This section of the portfolio relates to the attainment of sign-off status. Student mentors may have the opportunity to begin the process of working towards sign-off status during the mentor preparation programme. The length of the programme may need to be adjusted for midwifery student mentors to take into account the requirement for supervision on at least three occasions (NMC 2008:21). The first 2 sign-offs can now be effected using a range of methods. These include activities which would test the skills required to sign-off students safely; including simulation, role-play, OSCE and interaction with electronic resources (NMC circular 05/2010)
Student mentors name:
Student mentor NMC PIN:
To achieve sign-off status the mentor must fulfil the following criteria:
Criteria Achieved
Clinical currency and capability in the field in which the student is being assessed
A working knowledge of current mentor preparation requirements, practice assessment strategies and relevant changes in education and practice for the student they are assessing
Be a registered nurse within the same field of practice as the student they are signing off or be a registered midwife if signing off a midwifery student
Understand the NMC registration requirements and the contribution made by mentors to meet these requirements
An in-depth understanding of their accountability to the NMC for the decision they must make to pass or fail a student when assessing competency requirements at the end of a programme
Demonstrate the use of a range of evidence to make safe judgements about a students capability for safe and effective practice without supervision
Provide constructive feedback including, where appropriate, the management of failing students
Complete assessment documentation in line with HEI and NMC guidelines
Understand the support available for sign-off mentors in making decisions around assessment of competency
Understand the support available to students in relation to decisions made around their competency
Name
Contact details
I verify that these criteria have been met/not met for this mentor
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Third supervision of sign-off status
This section of the portfolio relates to the attainment of sign-off status. Student mentors may have the opportunity to begin the process of working towards sign-off status during the mentor preparation programme. The length of the programme may need to be adjusted for midwifery student mentors to take into account the requirement for supervision on at least three occasions (NMC 2008:21).
This final supervision for signing off competency must be with an actual student undertaking an NMC approved programme. The alternative methods, such as those referred to for 1st and 2nd sign-off are not permitted for this final supervision (NMC circular 05/2010).
Student mentors name:
Student mentor NMC PIN:
To achieve sign-off status the mentor must fulfil the following criteria:
Criteria Achieved
Clinical currency and capability in the field in which the student is being assessed
A working knowledge of current mentor preparation requirements, practice assessment strategies and relevant changes in education and practice for the student they are assessing
Be a registered nurse within the same field of practice as the student they are signing off or be a registered midwife if signing off a midwifery student
Understand the NMC registration requirements and the contribution made by mentors to meet these requirements
An in-depth understanding of their accountability to the NMC for the decision they must make to pass or fail a student when assessing competency requirements at the end of a programme
Demonstrate the use of a range of evidence to make safe judgements about a students capability for safe and effective practice without supervision
Provide constructive feedback including, where appropriate, the management of failing students
Complete assessment documentation in line with HEI and NMC guidelines
Understand the support available for sign-off mentors in making decisions around assessment of competency
Understand the support available to students in relation to decisions made around their competency
Have been supervised on at least 3 occasions for signing off competency
Sign-off mentor Name
Contact details
As the above entered sign-off mentor, I verify that these criteria have been met/not met for this mentor
Please submit this form to the holder of the local mentor register to enable the above named mentor to be annotated as sign-off mentor
National Approach to Mentor Preparation for Nurses and Midwives 125
Appendix 9
Glossary of Terms
Accreditation of Prior Experiential Learning (APEL)Process of awarding credit for formal or experiential learning by mapping it against defined learning outcomes of the programme offered.
Approved Education Institution (AEI) An institution recognised by the NMC to provide NMC approved programmes.
Care Home Education Facilitator (CHEF)The Care Home Education Facilitators work with mentors in care homes, primarily for older people, to enhance the experience of student nurses on practice placements and develop learning environments within Care Homes. This is achieved by providing support to mentors through education and development activities and contributing to the development of the care setting as a positive learning environment which promotes a values based, person centered approach to care and learning. CHEF roles funded through Recruitment and retention Delivery Group.
Continuous Learning Framework (CLF) Published by the Scottish Social Services Council in 2008, the Continuous Learning Framework (CLF) aims to improve outcomes for people using social services by supporting the workforce delivering them to be the best they can be. It sets out the shared commitment needed from social service workers and their employers to lifelong learning and continuous improvement.
Fitness for PracticeRequirement on the practitioner to demonstrate that they are practising safely and effectively, have met standards of competency and all other requirements to become registered or maintain registration.
Knowledge and Skills Framework (KSF)A nationally developed NHS framework which defines and describes the knowledge and skills which staff need to apply in their work in order to deliver quality services.
LearnerAn individual undertaking a programme of study which requires mentorship.
Local register of mentorsPlacement providers hold a register of all current mentors, including sign-off mentors and practice teachers, that have met the NMC outcomes for these roles and have additionally met the NMC requirements for maintenance on the register.
Mentor (NMC)A registrant who, following successful completion of an NMC approved mentor preparation programme - or comparable preparation that has been accredited by an AEI as meeting the NMC mentor requirements - has achieved the knowledge, skills and competence required to meet the defined outcomes.
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National Core Curriculum FrameworkA framework designed to ensure a robust and transferable preparation of practitioners to engage in mentorship with learners in all contexts and meets the requirements of the NMC mentor standard. The framework contains a number of specific requirements, and other flexible elements which can be adapted to reflect local needs. It can also be used to support and enable the continuing professional development requirements of all practitioners to mentor learners.
Portfolio of evidence To meet the NMC requirements for mentor preparation, student mentors must demonstrate achievement of the NMC mentor outcomes through the development of a portfolio of evidence either electronic or paper based.
Practice Education Facilitator (PEF) The Practice Education Facilitator, in collaboration with senior charge nurses/midwives and senior nurses/midwives contribute to the development and enhancement of the practice learning environment through the provision of support, education and development activities for mentors of learners and students within pre-registration and post-registration nursing and midwifery education programmes’
Practice learning environment Any structured learning experience in service provider organisations (for example NHS, care homes, the independent sector) which is accessed by pre-registration student nurses or midwives or learners on NMC approved programmes and has the support of a mentor or practice teacher. Previously known as practice placements, practice learning opportunities or experiences encourage a more flexible approach to learning in practice and a move away from set times in environments with a specific mentor.
Programme provider Approved educational institutions and their partnering practice learning providers.
Protected learning time Time agreed by employer, used by the individual to address identified learning needs. Mentor preparation programmes must have a minimum of 5 days protected learning time (NMC 2008:29).
Quality Standards for Practice Placement (QSPP)Standards applying to any structured clinical placement learning supported by NHSScotland through approved educational programmes. Developed in order that students, mentors, education and service providers would understand their roles, responsibilities and entitlements in relation to clinical placement learning.
Quality AssuranceThe process of determining that programmes, developed to meet NMC requirements, are capable of being delivered effectively and implemented
National Approach to Mentor Preparation for Nurses and Midwives 127
according to the terms of approval.
Scottish Curriculum and Qualification Framework (SCQF)A nationally recognised system bringing together all Scottish mainstream qualifications into a single unified framework. Developed in partnership by the Scottish Qualifications Authority, Universities Scotland, Quality Assurance Agency Scotland and the Scottish Executive.
Student-mentorA practitioner in the process of undertaking an NMC approved mentor preparation programme.
Supervising mentor A practitioner who will support student mentors undertaking mentor preparation programmes and verify achievement of the NMC mentor domains and outcomes to enable entry to the local mentor register.
Sign-off mentor The NMC require that decisions about whether a student has achieved the required standards of competency for safe and effective practice for entry to the register must be made by a sign-off mentor.
All midwifery mentors must meet the additional criteria to be a sign-off mentor. Sign-off mentors are also a requirement for post registration specialist practice programmes, and specialist community public health nursing programmes, and supervisor of midwives programmes (NMC circular 05/2010).
Triennial review A review conducted every three years by practice learning providers to ensure that only those mentors who continue to meet the NMC mentor requirements remain on the local register (NMC 2008:12).
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Appendix 10
National Approach to Mentor Preparation Review Short-life Working and Advisory Group membership
Belinda Emmens (Chair) Nursing and Midwifery Practice Education Coordinator (North region), NHS Education for Scotland
Margaret Conlon Practice Placement Demonstration Project Manager, Edinburgh Napier University
Dr Jayne Donaldson Head of School, Edinburgh Napier University
Dr Kathleen Duffy Nursing and Midwifery Practice Educator (NHS Education for Scotland) NHS Lanarkshire
Debra Heron Practice Education Facilitator, NHS Ayrshire and Arran
Denise Gray External Consultant
Ellen Hudson Associate Director, Royal College of Nursing
Kevin Hurst Head of Nursing and Midwifery Education and Workforce Planning, NHS Tayside
Collette Mcintosh Lead Midwife for Education, University of Stirling
Dr Maria Pollard Senior Lecturer in Practice Learning, University of the West of Scotland
Pamela Renwick Project Coordinator, NHS Education for Scotland
Sharon Southern Care Home Education Facilitator, NHS Grampian
Alice Wilson Associate Nurse Director, NHS Dumfries and Galloway
National Approach to Mentor Preparation for Nurses and Midwives 129
Other contibutors
Lorna Anderson Lecturer in Adult Nursing / Coordinator of Mentorship Module, University of the West of Scotland
Fiona Clark Senior Adviser, Workforce Development and Planning, Scottish Social Services Council
Fiona Doherty Practice Learning Co-ordinator, and Lead BSc Professional Practice, University of Stirling
Jacqueline Dunlop Practice Education Facilitator, NHS Greater Glasgow and Clyde
Nancy Galloway Practice Education Facilitator, NHS Tayside
Linda Kenward Lecturer in Nursing, Mentorship and Academic Practice, The Open University
Anne Lackie Practice Education Facilitator, NHS Forth Valley
Bill Lawson Lecturer - Nursing, Queen Margaret University
Kristi Long Equality and Diversity Advisor, NHS Education for Scotland
Gordon McArthur Lecturer in Nursing, University of Dundee
Dr Debbie McCraw Learning and Development Facilitator, Royal College of Nursing
Claire McGuiness Mentorship Coordinator / Lecturer Diploma/BN Programme, Glasgow Caledonian University
Vikki Melaragni Educational Projects Manager, NHS Education for Scotland
Laura Millar Practice Education Facilitator, NHS Lanarkshire and Project Worker (Hub and Spoke), Edinburgh Napier University
Helen Muir Practice Education Lecturer, Robert Gordon University
Wendy O’Ryan Care Home Education Facilitator, NHS Highland
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Jennifer Pennycook Practice Education Facilitator, NHS Greater Glasgow and Clyde
David Pirnie Senior Verifier for Learning and Development (SVQs), Scottish Qualifications Authority
Louise Robertson Practice Education Facilitator, NHS Grampian
Sarah Rhynas Teaching Fellow, Nursing Studies, University of Edinburgh
Linda Tripney Care Home Education Facilitator, NHS Forth Valley
Wendy Watson Lead Practitioner Practice Education NHS Lothian / Senior Lecturer, Edinburgh Napier University
Linda Wood Lecturer, University of Abertay
National Approach to Mentor Preparation for Nurses and Midwives 131
NHS Education for Scotland Westport 102, West Port, Edinburgh EH3 9DN Tel: 0131 656 3200 Fax: 0131 656 3201
www.nes.scot.nhs.uk
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