Nurses, Midwives and Specialist Public Health Nurses must have effective registration with the NMC
Other professions must have evidence of relevant professional qualifications

Must have completed 12 months full-time experience (or part-time equivalent) since registration within a practice setting

Support in the clinical setting to complete work-based activities
Access to support from an experienced Mentor in clinical practice
Library
IT resources

The module is designed to be flexible in the style of delivery incorporating a blended approach with integration of work-based learning and more formal teaching sessions. A variety of teaching/learning strategies focusing on student-centred learning will be used including

Contact Hours: (36 hours)
9 hours Interactive lectures
5 hours Small group work, discussions, problem-based learning
4 hours Tutorials ( group and individual)
18 hours Work-based activities supported by Blackboard activities

Independent Study Hours: (114 hours)
22 hours Work-based mentorship activities
11 hours Preparation for work-based assessment of mentoring role
70 hours Preparation of profile
11 hours Access to computer

This inter-professional module focuses on the role of the practitioner supporting students in a health care setting and the exploration of the varied aspects of the mentorship role. This will involve :-
The creation and maintenance of an environment for learning in clinical practice which fosters effective practice
The responsibilities and accountability of a mentor
The mentor as an evidence-based practitioner within an inter-professional environment
Consideration of the establishment of effective working relationships to support learning within practice
The facilitation of learning utilising relevant theory that aid integration of learning from practice and educational experiences
Assessing clinical practice and the implementation of approved assessment procedures and the importance of accountability for the confirmation of student competency
The professional aspects of the role of a mentor in relation to one's own practice and the possible contribution to the development of others
Use of constructive feedback to improve student performance
Management of failing students
Planning and delivery of learning experiences appropriate to the individual student's needs
Diversity and equality in relation to a student's experiences within practice
Standards and framework progression including Triennial Review and Sign off mentors

A viva voce assessment based on a profile of evidence which must be presented at the Viva Voce.

The profile must be a critical analysis of experience related to one's own area of practice and include demonstration of all the learning outcomes.(addressing all LO's)
Evidence of formative facilitation of learning and assessment activities undertaken in practice must be available within the profile

Additional Assessment Details:
The viva voce will assess the ability to critically analyse and verbally reflect on the role of the mentor and mentorship process and its relationship to effective learning within one?s own clinical area.

Formative Assessment / feedback: will be offered through tutorials, group discussion, blackboard support and mentor evaluation

Gopee, N. (2011) Mentoring and supervision of healthcare 2nd ed. London: Sage Publications
Kinnell D and Hughes P (2010) Mentoring Nursing and Healthcare Students. London: Sage Publications Ltd
Murray C, Rosen L and Staniland K (2010) The Nurse Mentor and Reviewer Update Book. Maidenhead: Open University
Walsh,D. (2010) The Nurse Mentor¿s Handbook. Maidenhead: Mcgraw Hill