(addressing all LO's)

The portfolio will comprise of 2 parts reflecting the four learning outcomes. It is expected that each part will contain a written piece (minimum of 1500 words)
Part 1. A critical appraisal of the role of the mentor through reflection upon a significant event (The detail of the event must be appended) and the relationship to assessment in practice and professional accountability (minimum of 1500 words)
Part 2. A submission of a peer review of their teaching and a SWOT analysis of the learning environment. Both will form the basis of an action plan for improvement and should include a rationale for suggestions made in the action plan (minimum of 1500 words)

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

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

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

Contact Hours: (36)
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

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