A VIVA VOCE weighted at 100%
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.(Learning outcomes 1,2,3 and 4)
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 feedback will be offered through tutorials, group discussion, blackboard support and mentor evaluation

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 utilising ideas about educational trends
The responsibilities and accountability of a mentor
The concept and skills required for effective role modelling including the importance of a good knowledge base and utilisation of evidence-based practice.
Consideration of communication and working relationships relating to the varying aspects of mentorship role with the students in clinical practice including their contribution to the relationship
The facilitation of learning utilising relevant theory that aid integration of learning from practice and educational settings.
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

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)
Interactive lectures 25%
Small group work, discussions, problem-based learning 15%
Tutorials ( group and individual) 10%
Work-based activities supported by Blackboard activities 50%

Independent learning (114 hours)
Work-based mentorship activities 20%
Preparation for work-based assessment of mentoring role 10%
Preparation of profile 60%
Access to computer 10%

Involvement with facilitating learning and assessing in the clinical environment
Access to Computer with internet connection
Support in the clinical setting to complete work-based activities
Access to support from an experienced Mentor in clinical practice

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

Downie, C and Basford, P. (1998) Teaching and Assessing in Clinical Practice (2nd ed) A Reader. London, University of Greenwich.
ISBN 1 86166 108 8
Neary, M.(2000) Teaching, Assessing and evaluation for Clinical Competence: A Practical Guide for Practitioners and Teachers. Cheltenham, Nelson Thornes Ltd ISBN 0 7487 4417 7
Morton-Cooper, A and Palmer, A. (2000) Mentoring, Preceptorship and Clinical Supervision. 2nd ed. Oxford: Blackwell Science. ISBN 0 632 04967 7
Nicklin, P and Kenworthy, N, eds (2000) Teaching and Assessing in Nursing Practice. London: Bailliere Tindall. ISBN 0 7020 2537 2
Welsh, I and Swann, C (2002) Partners in Learning. Oxford: Radcliffe Medical Press ISBN 1 85775 555 3