(addressing all LO's)

Students will underpin their assignment (specifically the meeting of learning outsome 2) with a reflection and a peer review of a teaching exercise (the reflection and peer review must be appended). In accordance with this, students will be expected to engage with a 20 minute formative teaching exercise. Time will be built into the module for students to undertake this exercise, but if difficulties are experienced, an example from practice may be utilised.

Formative Assessment will include:
Feedback will be offered through tutorials, group discussion, blackboard support and peer evaluation

This inter-professional module focuses on the role of the practitioner supporting students within in a practice setting and the exploration of the varied aspects of the mentorship role. This will involve:
- Critical levels of reflection using reflective frameworks, critical incidents, concepts of critical thinking
- Self assessment tools
- Learning theories and strategies, transfer of theory into practice
- Working in partnership to manage effective professional development, enhancing learning and care delivery, team working and professional boundaries
- The roles and responsibilities as a mentor in developing professional evidence based practice/professional accountability/fostering professional growth
- Mentors as leaders
- Communication including skills of facilitation, responding and provision of constructive feedback
- Support of a student within clinical practice
- Assessing strategies and processes, proficiency and competency
- Assessment in practice: assessing prior knowledge: utilising effective assessment strategies; validity/reliability and effectiveness, supporting failing students
- Planning and evaluation of learning
- The importance of documentation of student progress

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

Scheduled Learning and Teaching Activities: (36 hours)
15 hours key lectures
3 hours group work/discussions
3 hours individual & group tutorials
6 hours practice Hours
9 hours work based activities including Blackboard activities

Guided Independent Stud: (114 hours)
60 hours self directed study using Blackboard and other web resources and personal reading, work based mentor activities
54 hours summative assessment

A Healthcare Professional registered with the Health Professions Council who have completed 12 months full-time experience (or part-time equivalent) post qualification

Bulman, C., & Schutz (2008) Reflective Practice in Nursing. Oxford. Blackwell Publishing.
Gopee,N. (2008) Mentoring and Supervision in Healthcare. London: Sage Publications
Kinnell, D & Hughes, P (2010) Mentoring Nurses and Healthcare Students. London. Sage Publications
Stuart, C.C., (2007) Assessment, Supervision & Support in Clinical Practice: A Guide for Nurses, Midwives & Other Health Professionals. 2nd Edition. Philadelphia. Elsevier