NMC Mentor and Practice Teacher Handbook - Kingston ... · PDF file• identify the...

Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources January 2015 (version 2) © www.healthcare.ac.uk/mentor-resources

FACULTY OF HEALTH, SOCIAL CARE AND EDUCATION

In partnership with local NHS Trusts and Organisations in London and Surrey

NMC Mentor and

Practice Teacher Handbook

School of Midwifery and Child Health

School of Nursing

2 Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources January 2015 (version 2) ©

www.healthcare.ac.uk/mentor-resources

INTRODUCTION

Section 1 – General mentor information

• Introduction for all nursing and midwifery student mentors

• How the University allocates nursing and midwifery students to practice experiences

• Preparing students for learning experiences – the role of the University

• Educational quality review – summary of the audit cycle

• Facilitating learning and assessing students

• Support for students and mentors in practice – key people

• Advice for mentors – supporting a failing student

• Advice for mentors – supporting a student who has failed Section 2 – Pre-registration programmes

• BSc (Hons) Nursing (Registered Nurse: Adult, Child, Learning Disability and Mental

Health) [2011 curriculum]

PgDip Nursing (Registered Nurse: Adult, Child, Learning Disability and Mental Health)

[2011 curriculum]

BSc (Hons) Registered Midwife

BSc (Hons) Registered Midwife for Registered Nurses

PgDip Registered Midwife

PgDip Registered Midwife for Registered Nurses

Section 3 – Mentor updating

• Overview of mentor updating

• Introduction to mentor and practice teacher passport

• Undertaking your triennial review Section 4 – Roles and responsibilities of mentors

• Supervising pre-registration students in practice

• Insight learning experiences – Nursing

• Outreach learning experiences

• Snapshot/episode of care practice assessments - Nursing

• Service users’ contribution to assessment

• Documenting the ongoing achievement record

• How your students evaluate practice Section 5 – NMC sign-off mentors

Accountability of sign-off mentors

Support for sign-off mentors



Criteria for sign-off mentors

How to become a sign-off mentor

References

Abbreviations

Appendices

1. Mentor and Practice Teacher Passport (Version January 2015)

2. NMC Stage 2 Mentors checklist for triennial review (Version January 2015)



Introduction

This handbook is produced for Mentors and Practice Teachers to use to assist them in

supporting learning and assessment in practice. It outlines key information that will enable you to

successfully undertake your role in supporting student’s in their practice learning experience.

The Schools of Midwifery & Child Health and Nursing offer a range of programmes of study that

lead to registration as either a midwife or a nurse. Equally, the registered midwife or nurse can

access a variety of modules in the Continuing Personal and Professional Development

programme to enable the development of specialist or professional knowledge and skills.

This mentor and practice teacher handbook relates the principles of mentorship and will enable

you to support students from pre-registration and post-registration midwifery and nursing

programmes.

The Standards to Support Learning and Assessment in Practice: NMC Standards for

Mentors, Practice Educators and Teachers.

The Nursing and Midwifery Council introduced the Standards to Support Learning and

Assessment in Practice: NMC Standards for Mentors, Practice Educators and Teachers in

September 2007. The Standards:

are a single developmental framework to support learning and assessment in practice

describe the knowledge and skills Registrants need to apply in practice when they

support and assess students undertaking NMC Approved programmes that lead to

registration or a recordable qualification on the NMC Register

designed f o r a p p l i c a t i o n w i t h i n c o n t e x t o f

i n t e r -professional learning and working in modern healthcare

The Standards – also known as SLAiP – are the foundation for the way

we support learning and assessment in practice. You can download a

copy directly from the NMC website. http://www.nmc-uk.org/

All resources in the handbook reflect the professional role and responsibility of Mentors and

Practice Teachers as outlined in the NMC Standards for Mentors, Practice Educators and

Teachers (NMC, 2008).

http://www.nmc-uk.org/



1.1 Introduction for all nursing and midwifery student mentors

The Standards to Support Learning and Assessment in Practice (NMC, 2008) include a number

of underpinning principles for NMC Registrants who make judgments about pre-registration

students. Mentors/practice teachers must:

Have developed their skills, knowledge and competence beyond the point of registration to

support their role

Hold professional qualifications at an appropriate level to support and assess the student

Been prepared formally to fulfill the role

Keep records e.g. of students mentored, decisions made, actions etc.

Be accountable and honest in their decision making and to seek support when necessary

As a mentor or practice teacher, it is important for you to understand the programme that

students in your practice area are undertaking. This means you will be able to:

• i d e n t i f y the academic level they are trying to achieve

• i d en t i f y the learning and practice outcomes of the student’s programme/

module

• i d en t i f y how they relate to your practice

area

• o f fe r practice learning opportunities to help the student to meet their

outcomes.

Unique identification number

It is a requirement that all pre-registration students are mentored by a verified mentor or a

verified practice teacher. On successful completion of either the mentor or practice teacher

programme, you will receive a Unique Identification number (U.I.). This number, local to

Kingston University: St. George’s, University of London, is used to verify your right to practice as

a mentor or practice teacher. You will be required to use your U.I. number on all student practice

documentation.

Your U.I. and a Mentor Resource Pack is issued to the person in your Trust/Organisation who is

responsible for student placements. This person will forward your U.I. and Mentor Resource Pack

onto you.



1.2 How the University allocates nursing and midwifery students to

practice experiences Pre-registration nursing and midwifery students

Practice learning opportunities for pre registration students undertaking NMC approved

programmes are organised by the Placement Team within the Student Services and

Programme Office. Kingston Hill. Practice experiences are organised in liaison with the Trust

or Organisation Named Person. An annual forecast of student practice experiences is agreed

between the Faculty and Trusts/Organisations, taking into account student capacity and range of

experiences offered. Individual placements are notified at least six weeks in advance of student

placements.

If you have an issue that you wish to discuss regarding the allocation of pre registration nursing

or midwifery students please contact your Trust or Organisation Named Person. If necessary,

they will contact The Placement Team at the Faculty.

Student numbers agreed by

university and organisation

University sends letter to nominated contact in practice area informing of students arrival

Nominated contact confirms students

can attend

Nominated contact informs mentors to expect students

• Mentors plan off duty for students to ensure direct and indirect supervision

Post-registration nursing and midwifery students

In some cases the practice learning opportunities which are required for completion of a CPPD /

Workforce Development module are arranged by the module leader in conjunction with the

student and appropriate Trust/Organisation. Students are informed of this if this is the case and

will be provided with contact details of the relevant module leader. Return to Practice programme (RTP) & Overseas Nurses Programme (ONP)

Practice learning opportunities for these students are organised and supported by Trusts,

Organisations o r b y an Independent Agenc y . If you a re seek ing i n f o r ma t i on

a b o u t t h i s programme or have an issue that you wish to discuss regarding student

allocation please contact the named RTP/OMP/ONP Trust, Organisation or I nd e p en d e n t

Agency co-ordinator in the first instance. The course or module leader can also be contacted.



1.3 Preparing students for their learning experiences – the role of the

University Mentors can expect that students will be prepared for each practice learning opportunity.

Preparation takes place in a variety of ways depending upon the stage of the programme and

field of practice. Students in their first year of the programme will have minimal experience of learning in practice.

For this reason, the university and local Trusts/Organisations will work together provide a

comprehensive preparation programme. In later years of the programme students will be

expected to take greater responsibility for their preparation for practice learning. Typically a preparation for practice programme includes advising students to make appropriate

contact with a practice area at least 1 week prior to commencing the practice learning

experience. A pre-practice visit is strongly recommended to ensure students are fully prepared

to commence practice learning. Preparation for practice requires a student to engage with a range of learning experiences

including tutorials, group work and practice visits. Mentors can expect that specific aspects of

preparation for practice will change year by year according to relevant changes in practice

learning opportunities.

Examples of preparation for practice

• Guided tutorials

• Practice preparation checklists

• Explanation of practice assessment document

• Community study

• Practice visits

• Mandatory training

• Pre practice reading

1ST YEAR

2ND YEAR • Explanation of practice assessment document

• Practice visits

• Planning of learning experiences


• Explanation of practice assessment document

• Practice visits

• Planning of learning experiences


3RD YEAR



1.4 Education quality review – summary of the audit cycle The NMC requires that all practice learning areas undertake a regular Education Quality Review.

This is to ensure that the practice area meets the NMC ‘Standards to Support Learning and

Assessment i n P r a c t i c e ’ ( NMC, 2 0 0 8 ). The e d u c a t i o n a l q u a l i t y r e v i e w w i l l

r e f l e c t t h e opportunities available for student learning in the area and the support

mechanisms in place to facilitate student learning and assessment. The audit cycle takes place over a two year period. The cycle begins with an educational quality

review, undertaken by a representative from the University, usually a Link Lecturer in partnership

with the Trust/Organisation Named Person and senior member of the practice team e.g. Ward

Sister, Senior Staff Nurse – Community Team Leader etc. The educational quality review will

involve the development of action plans that support the improvement of the practice learning

environment.

The action plan will indicate a plan for keeping the learning environment under review. The

second stage of the educational quality review cycle will be focused primarily on a review of the

action plans developed during the first stage of the cycle.

Stage 1

Full audit and develop action plan

Implement

action plans

Education Audit Cycle

Implement action plans

Stage 2

Review audit and action

plans If there are any changes in the practice area between educational quality review the

Trust/Organisation Named Person should be notified so the educational quality review

coordinator within the Placement Office can be informed.



1.5 Facilitating learning and assessing students The NMC expects that mentors will facilitate a range of suitable learning experiences for a

student during their practice experience. Facilitation of learning requires mentors to plan,

supervise, guide, and provide feedback so that students are exposed to a wide range of

opportunities relevant to the practice learning outcomes.

Orientation and Initial Review This should occur within 48 hours of the student commencing a practice learning opportunity

and at be completed within the first week of the placement. You should use this time to discuss

the range of learning activities available to fulfill the designated outcomes. Dates for interim

and final review should be agreed. The orientation should also include a plan for the total

learning experience, including an initial discussion on any ‘outreach’ learning opportunities that

could be accessed.

Interim Review

The interim review should be held at the midpoint of the practice learning opportunity, and be

documented for all students, regardless of whether they are on or off ‘track’. It provides the

mentor and student an opportunity to discuss progress towards achieving indentified learning

outcomes, reflect together on any areas that require development; document progress within the

practice assessment document and develop action plans as required. Feedback from any

‘outreach’ learning experiences, service users and members of the multidisciplinary team should

also be discussed. If there are concerns with the student’s practice or if it is considered that the

student may not achieve their leaning outcomes, please contact your link lecturer who will need

to be involved in the development of any action plan. Final Review and Assessment

The final review and assessment of the practice learning opportunity should are normally

conducted at the end the practice learning opportunity. The mentor and student should review

the practice learning outcomes and any evidence that supports achievement of these outcomes.

Feedback from ‘outreach’ learning experiences, service users and members of the

multidisciplinary team should be included in the discussion. The mentor is required to consider

all evidence in deciding if the student has achieved the learning outcomes. If action plans have

been developed, these should be reviewed in partnership with your link lecturer and student.

If the student has achieved a learning outcome this should be documented by the mentor as a

pass, if the student has not achieved this should be documented by the mentor as a fail. The

student should have undertaken their self assessment and should be able to provide evidence to

support this. The student and mentor should document a summary of the practice learning

outcomes following the final review in the pages provided within the practice assessment

document. Students should be encouraged to plan future activities and identify further needs for

learning in practice.



Feedback

Students should be given regular feedback – ideally on a weekly basis - and the opportunity to

reflect formally and informally on their progress. Feedback should be both verbal and written to

ensure that information given is clear, factual and can be reviewed throughout the practice

experience.

Orientation

To include review of feedback in Ongoing Achievement Record

Verbal Feedback Verbal Feedback

Final Review and Assessment

To include documentation of feedback, OAR and

review of action plan

Interim review

To include documentation of feedback and development of action plans if

needed

Verbal and written

feedback

Ongoing Achievement Record

At the conclusion of every practice learning opportunity the mentor is required to provide a

summary of the experience for the next mentor. The ongoing achievement record should

include comments on the student’s strengths, any areas that of concern and any developmental

needs. The ongoing achievement record can be used to inform the discussion at the orientation

to the practice learning opportunity.



1.6 Support for students and mentors in practice – key people Prior to the commencement of the learning experience the Trust/Organisation Named Person

will liaise with the university to ensure the student is allocated an appropriate practice learning

opportunity. Lecturers and Clinical Placement Facilitators, Trust/Organisation Named Person will

also coordinate mentor update events. Day to day support for the students practice learning

opportunity is the responsibility of mentors, who are required by the NMC to facilitate student

learning experiences and assess practice learning outcomes (NMC, 2008). Mentors are

supported by link lecturers, who are available to discuss the student’s progression through the

practice learning opportunity, providing advice and support in relation to practice learning

and assessment and support the development of action plans.

Link Lecturer

Organisation

Named

Person

Student

Mentor/ sign-off

Academic

Zone Lead

(Nursing)

The Link Lecturer This is a specifically allocated Academic member of staff from the School of Midwifery or

Nursing. The link lecturer acts as a source of reference for mentors and students allocated to

p r a c t i c e a r e a s . They a r e i n v o l v e d i n organising s t u d e n t s u r g e r i e s , m e n t o r

u p d a t e s , educational audits and visiting clinical areas and supporting mentors and practice

teachers as appropriate.

Link Lecturers will

• be able to advise on student’s learning needs,

• provide help in dealing with learning issues and

• offer advice on strategies to enable the learning environment to develop

Link Lecturers will keep practice areas informed of changes to the programme, including

information about the student’s practice assessment scheme.



The Academic Zone Lead (Nursing) This is a specifically identified person from the School of Nursing who co-ordinates the activities

of the nursing link lecturers (student surgeries, mentor updates, educational audits) across a

specific area of practice which includes a number of clinical placements.

The Academic Zone Lead (Nursing)

Works in partnership with the Trust/Organisation Named Person to ensure quality

learning experiences are offered to students

Provides in conjunction with the Trust/Organisation Named Person, a strategic

communication link between the Health Care Provider and the Faculty.

Assists in identifying new learning environments.

Ensures quality of the learning environment. The Trust or Organisation Named Person

This person is nominated by the Trust or Organisation to specifically maintain the quality of their

practice learning areas. In some areas, the role of the Trust/Organisation Named Person is only part of their total role

and function within their Trust/Organisation and for others, it is a dedicated role. Mentors should ensure that they are aware of the person who is undertaking this role in their

Trust/Organisation and how to contact them.

Liaison meetings between the School of Midwifery & Child Health and the School of Nursing and Trust or Organisation Named Persons

Trust/Organisation Named Person and key staff (academic and professional support services)

meet regularly at the University. These are planned meetings with specific agenda items

related to student practice. If you have an issue that would be relevant for discussion at this

meeting, please ensure you forward it to your Trust or Organisation Named Person. You may

also wish to observe a meeting: your Trust or Organisation Named Person can also arrange this

for you.



1.7 Advice for mentors - supporting a failing student A student can be considered to be ‘failing’ during a practice learning opportunity if they are

falling short of the standard set by the learning outcomes they are attempting. Learning

outcomes printed in each practice assessment document are based upon NMC standards;

therefore a failing student is defined as not meeting the NMC standard for their particular

programme. Students must always be judged against these standards rather than your own

expectations or personal criteria. Failure to meet the required standards may be noted by mentors or other members of the

multidisciplinary team; perhaps during outreach experiences. It is important that any concerns

regarding a student’s ability to achieve the required competence are addressed with them as

soon possible to allow the maximum time for help to be offered and improvements made.

Concerns raised about students achievement of required NMC

standard (Documented

Feedback)

Mentor and

student discuss concerns

(Documented Feedback)

Mentor and

student develop action plan to address

key concerns

Additional support offered to student and

mentor by notifying link

lecturer

Feedback If a student is failing to meet the required standard then this should be documented clearly within

their practice assessment document. This documentation should be undertaken in addition to

the documentation of any action plans. In most cases, the interim review is a good opportunity

for both mentors and students to reflect on progress and to clearly document achievements and

areas for improvement. The review of progress should be supported by evidence from the

practice experience. It may be that evidence has been witnessed by people other than the main

mentor, for example, members of the multidisciplinary team, service users or other mentors.

The source of the evidence and who observed the evidence should be clearly documented.

Action plans An action plan should be put in place by the mentor and student as soon as possible after

concerns regarding competence are acknowledged. An action plan should clearly state what

concerns are being addressed and what strategies will be put in place to aid a student in

developing competence. Link lecturers must always be involved in the development and review

of any action plans.



Identified areas for development of practice

•Jenny is consistently failing to perform accurate drug calculations for oral medications

•Jenny will need to consistently achieve 100% accuracy in calculating oral medications

•The first review of this plan will take place in 2 weeks

Plan of support

•Jenny will be provided with sample drug calculations to practice her calculations

•Jenny will be given 30 minutes protected time per day to practice her calculations

Resources and activities required

•Protected time at 2pm every day

•Sample drug charts from some service users

•Contact the link lecturer

Support for students and mentors

This will obviously be a very difficult situation for the mentor and student so it is important that

both feel supported throughout the practice experience. If a student is not achieving the required

standard then a mentor should seek support as soon as possible. Support can be offered in a

number of ways by different people. Senior mentors and managers can offer support by sharing

their wealth of experience in dealing with similar situations and also offering to share the

workload or offering second opinions. Link Lecturers and the Trust/Organisation Named Person

can also offer support through helping to develop action plans and guiding the mentor

and student in ensuring NMC competencies are fairly assessed.

Senior Mentors

Senior Managers

Support for Mentors

and Students

Link

Lecturers

Trust or Organisation

named person



1.8 Advice for mentors – supporting a student who has failed If a student does not achieve the required NMC standard of competence by the final assessment

and interview of a summative practice experience then they will have failed the overall

experience. Whilst an action plan can address areas of weakness; it does not always follow that

the provision of an action plan will ensure a student achieves the required standard.

Feedback If a student has failed to meet the required standard then this should be clearly and carefully

explained, with evidence provided to support the final decision. If clear feedback has been

provided throughout the practice learning opportunity then this should not come as a surprise to

the student. The reasons for the student not achieving the learning outcomes should be

documented clearly within their practice assessment document. It may be that evidence has

been witnessed by people other than the main mentor, for example, members of the

multidisciplinary team, service users or other mentors. The source of the evidence and who

observed the evidence should be clearly documented.

Ongoing achievement record The NMC requires the mentor who assessed the student to provide a summary of the students’

strengths, areas for development and weaknesses for the next mentor. It should provide an

accurate account of any areas which the student will need to focus on if there are any concerns

related to proficiency. If a student has failed to meet the required NMC standard at the

summative assessment then this should be clearly documented within the ongoing record of

achievement.

The main aim of the ongoing achievement record is to provide evidence of the student’s

progression throughout the programme. The sign-off mentor will be reliant on clear

documentation within the ongoing achievement record to confirm that all practice competencies

have been met and there are no ongoing concerns about a student’s fitness for practice.

Support for students and mentors

This will obviously be a very difficult situation for the mentor and student so it is important that

both feel supported during this time. Senior managers, mentors, the Trust/Organisation Named

Person and Link Lecturers can all offer valuable support.

A student fails to achieve required NMC

standard

Mentor and student document reasons for

failure

Mentor and student seek support

regarding future options



2.3 BSc (Hons) Nursing (Registered Nurse: adult, child, learning

disability and mental health) (2011 curriculum)

Throughout this three year programme students undertake both generic modules and field

specific modules (adult field, child field, mental health field, learning disability field)

Structure and content of programme

Year Semester Theory Practice

Year 1 Focus: This year

introduces students to nursing and

enables them to actively engage in

developing their knowledge and

skills in the principles and practice

of nursing

Semester 1

14 weeks

5 weeks

Semester 2

12 weeks

10 weeks – split 4 weeks and 6 weeks

Year 2 Focus: Students engage in

reasoned and evidenced based

practice. The academic focus is on

service users, their families and

carers and establishing effective

partnerships in practice.

Semester 1

12 weeks

9 weeks

Semester 2

9 weeks

9 weeks

Year 3 Focus: Students will

develop professional attributes

enabling engagement in, and

recognition of social and political,

academic and healthcare

challenges that shape nursing

care.

Semester 1

4 weeks

14 weeks

Semester 2

6 weeks

14 weeks



Practice outcomes

Students on this programme are required to achieve all eight practice outcomes by the end of

their three year programme plus essential skills clusters. Students demonstrate these practice

learning outcomes through undertaking practice learning opportunities, snapshot/episode of

care assessments and assessment of key skills. All outcomes to be achieved are

documented in the students practice assessment document.

Year 1

8 Practice Learning Outcomes

Snapshot/Episode of

care assessment

1. Communication

Year 2

8 Practices Leaning Outcomes

Snapshot/Episode of care assessment

2. Individualised Care

Year 3


Snapshot/Episode of care assessment

3. Medicines Management

4. Management of Care

Key Skills Assessment

Including field specific assessment

of competence



of competence



of competence

Assessment in practice – BSc (Hons) Nursing programme

Students will be assessed throughout their three years of practice. On the BSc (Hons)

programme the NMC requires that the mentor undertaking the assessment must:

Be a registered professional and be listed on the local mentor register (1st year)

Be a registered nurse and be listed on the local mentor register (2nd year)

Be a registered nurse on the part or sub-part of the NMC Register that the student is

intending to enter (3rd year, first practice experience)

Be a sign-off mentor, on the part or sub-part of the NMC Register that the student is

intending to enter (3rd year, final practice experience)

Be available to directly or indirectly supervise the student for 40% of the time they are

involved in delivering patient care



2.4 Postgraduate Diploma in Nursing (Registered Nurse: adult, child,

learning disability and mental health) (2011 curriculum)

Throughout this two year programme students undertake both generic modules and field specific

modules (adult field, child field, mental health field, learning disability field)

Structure and content of programme

Year Semester Theory Practice

1

Semester 1

Developing Knowledge and Skills for Nursing practice

(generic)

Therapeutic Pharmacology in Nursing (field specific)

10 weeks

17 weeks

1

Semester 2

Applying Clinical Reasoning and Decision-making in

Nursing (field specific)

Implementation and Evaluation of Nursing (field

specific)

Evidence for Effective Nursing (generic)

8 weeks

11 weeks

2

Semester 1

Leadership, Management and Team working (generic)

Personal and Professional Development in Nursing

(generic)

Complexities in Nursing (field specific)

7 weeks

12 weeks

2

Semester 2

Complexities of Service provision in Nursing (field

specific)

Health Improvement in Nursing (generic)

Developing Nursing through Research and Innovation

(generic)

11 weeks

16 weeks



Practice outcomes Students on this programme are required to achieve all eight practice outcomes and NMC

Essential Skills Clusters by the end of their programme. Students demonstrate these practice

learning outcomes through undertaking practice learning opportunities, snapshot/episode of care

assessments and assessment of key skills. All outcomes to be achieved are documented in the

students practice assessment document.

Year 1


Year 1

8 Practice Leaning Outcomes

Year 2


Snapshot/episode of care assessment

1. Communication

Snapshot/episode of care assessment 2.

Individualised Care

Snapshot/episode of care assessment

3.Medicines Management

4.Management of Care



of competence



of competence



of competence

Assessment in practice – the postgraduate diploma in nursing programme

Students will be assessed throughout their practice programme. The NMC requires that the

mentor undertaking the assessment must:

Be a registered nurse and be listed on the local mentor register (1st year)

Be a registered nurse on the part or sub-part of the NMC Register that student is intending

to enter (2nd year, first practice experience)

Be a sign-off mentor, on the part or sub-part of the NMC Register that student is intending

to enter (2nd year, final practice experience)

Be available to directly or indirectly supervise the student for 40% of the time they are

involved in delivering patient care



3.1 Overview of mentor updating

As a mentor/practice teacher, the NMC requires you to:

• attend a mentor/practice teacher update at least ONCE per annum

• keep a record of your mentoring activities in your Mentor Passport that will be issued to

you along with your U.I. number. Further copies of your mentor passport are available on


The NMC requires that practice/ placement providers maintain a record of current/live [verified]

mentors and practice teachers and in partnership with local education providers, make

provisions for annual face to face updating of mentors and practice teachers. These are

normally delivered by a link lecturer with a representative from your Trust/Organisation.

Face to face mentor updates

Annual face to face updates

Sign-off mentor update

Mentor workshops/briefings

Practice Assessment Document Audit

event

In addition, mentors/practice teachers should prepared to demonstrate to their employer and

NMC quality assurance agents how they have maintained and developed their knowledge, skills

and competence as a mentor/practice teacher.

Self-directed

Discussion with link lecturer

Review of Kingston University Mentor Website

Reading of mentorship articles / NMC circulars

Mentors should inform their Trust / Organisation named person when they have attended a

mentor update so this can be recorded on the live mentor register.

http://www.healthcare.ac.uk/mentor-resources



3.2 Introduction to the mentor/practice teacher passport The NMC requires that you maintain a record of your role and activities as a mentor/practice

teacher. A mentor/practice teacher passport has been provided for you in order to maintain

these records. A copy of the mentor passport is available for you to download on the Faculty of

Health, Social Care and Education website. Mentor resources can be accessed at

http://www.healthcare.ac.uk/mentor-resources/

Your passport should be reviewed annually and available at your triennial review. Completion of

the passport will help you to demonstrate that you have facilitated students in your role as a

mentor/practice teacher and have also assessed their performance either formatively and/or

summatively. Mentor/practice teacher passport sections

The following sections are available in the passport to allow for clear documentation. Your

organisation will consider this and other evidence of updating and student support as part of

your triennial review.

RECORD OF STUDENTS MENTORED

MENTOR /TEACHING AND

ASSESSING QUALIFICATIONS

TRIENNIAL REVIEW

ANNUAL MENTOR/ PRACTICE TEACHER UPDATE

SESSIONS

MENTORING INFORMATION/R

ESEARCH REVIEWED

OTHER MENTORING

EVENTS/ MEETINGS

http://www.healthcare.ac.uk/mentor-resources/



3.3 Undertaking your triennial review

Once on the local register, mentors and practice teachers are required to undertake a triennial

review. This involves a review of your mentorship practice over a three year period. The

mentor/practice teacher passport allows you to document the evidence to show that you have

met the NMC requirement to remain on the local register.

Evidence required for triennial review

Mentored at least two students (for practice teachers

one student) within a 3 year

period

Participated

in annual updating

Explored the validity and reliability of judgements made when assessing in challenging

circumstances

Mapped your role against the NMC Mentor or

Practice Teacher

standards (NMC 2008)

Meet all

requirements to remain on the

local register of Mentors &

Practice Teachers

Triennial review event This would normally take place as part of appraisal/IPR process. You can expect that the

following will take place:

Discussion and evidence to support personal reflection of mentoring role/responsibility

Review of mentor/practice teacher passport

Confirmation of continuation as a mentor/practice teacher signed/authorised within your

annual appraisal/IPR system

Once your triennial review has taken place, please inform your local Trust/Organisation Named

Person responsible for maintaining the local Register of Mentors and Practice teachers who can

update the Register accordingly.



4.1 Supervising pre-registration students in practice The NMC is very clear regarding the need for supervision of pre-registration students whilst

they are undertaking their practice learning opportunities.

‘At all times students must be directly or indirectly supervised in the practice setting. The

mentor’s responsibility is to plan and coordinate the student’s whole learning experience,

determining the amount of direct supervision required by the mentor, and what experience may

be through indirect supervision (student working independently). Some experience may be

supervised by others, (other professionals, mentors or practice teachers). The named mentor is

accountable for their decisions to let the student work independently with others’. (NMC, 2008, p. 31)

Direct Supervision

Mentor is directly observing and supervising the care the student is delivering.

Indirect Supervision

Mentor is not physically present for all aspects of the care episode

Directly watching or listening to care being delivered

The mentor is aware of the care the student is providing and can be readily contacted.

Indirect supervision can also mean that a mentor is available, rather than physically present.

Being ‘available’ can include telephone, Skype, email or bleep. This means that a student can

undertake a range of learning experiences with other healthcare professionals with a mentor

available for contact if required.



Insight learning experiences – Nursing Practice learning opportunities are an essential element for developing registrants who are

competent to practice in primary, secondary and tertiary care settings in all fields across all

providers and within very diverse populations. A variety of practice learning opportunities will

provide students with the experiences they need to relate theory to practice; develop skills and

achieve their required competencies in their chosen field of nursing.

The NMC requires all pre-registration nursing students who commenced their programme after

September 2011 to have learning opportunities that provide contact with a range of client

groups. (NMC 2010a) These client groups include:

• Babies • Adults

• Children • Older people

• Young people • People with acute conditions

• Pregnant women • People with mental health problems

• Postnatal women • People with learning disabilities

• People requiring end of life care • People with long term conditions

In order to facilitate this learning some students may have an opportunity of undertaking a

practice learning opportunity in a field of practice that is different to their own field. Where this

occurs, it may be referred to as an insight learning experience. In addition, some students may

gain insight into other fields of practice through outreach learning experiences.

Mentoring students during insight learning experiences

Initial interview

Midpoint review

• Establish the field of nursing in which the student is enrolled

• Discuss the learning opportunities available for the student to gain insight into your field of nursing

• Plan together how learning outcomes can be met during the practice experience

• Reflect with the student on their progress in meeting learning outcomes

• Use the interim review action plan to highlight any learning needs and plan for specific learning experiences that will aid the student to gain insight into your field of nursing

Final review

• Final assessment and documentation of learning outcomes

• Document comments related to summative assessment

• Document in the ongoing achievement record indicating any areas of future development



4.3 Outreach learning experiences In order to achieve learning outcomes and to engage with a wide variety of practice learning

opportunities it is expected that students will be encouraged to undertake a range of ‘outreach’

learning opportunities during the practice learning opportunity. Outreach learning experiences

should be relevant to their overall learning outcomes and expose students to a wider range of

learning opportunities than they would otherwise achieve by staying in one practice area.

Benefits of outreach learning experiences

Students experience

different fields of practice

Students can work with a wider range

of healthcare providers

Students exposed to

opportunities for inter-

professional learning

Students are able to follow the ‘patient / service user

journey’

Students are able to pursue

particular areas of interest

related to their learning

outcomes

The type, number and location of any ‘outreach opportunity’ will be dependent on the type of

practice experience and the local opportunities available.

Mentor indirectly supervises Mentor indirectly supervises

Outreach learning

experience

Outreach learning

experience

Base learning

experience

Mentor directly and indirectly supervises



Examples of outreach learning experiences

Practice learning experience - adult student

Base experience - Surgical Ward in Hospital

Outreach

One day in theatre working with operating department

practitioners in the anaesthetic room

Outreach

One week working with acute pain team, assessing inpatients and attending

outpatient follow-up clinics

Outreach

Three days of working with occupational therapists,

undertaking home visits for patients being discharged

Practice learning experience - child student

Base experience - Paediatric Community Team

Outreach

One week in Children's Outpatient A&E working

with triage nurse

Outreach

Three days of working with London Ambulance Service attending emergency calls

Outreach

One day working with NHS Direct nurses

Practice learning experience - mental health student

Base experience - Acute Mental Health Service

Outreach

One day of working with 'Mind' art facilitators and

service users

Outreach

One week working with Community Psychiatric

Nurses

Outreach

Three days of working with Practice Nurses undertaking 'new patient' assessment in

GP practices

Practice learning experience - learning disability student

Base experience – Service Users home

Outreach

One day working with local adult education services

Outreach

One week working with social workers or care

managers

Outreach

Three days of working with local 'Mencap' drop-in

service



Mentoring students on outreach learning experiences

Outreach learning experiences expose students to a wider range of learning opportunities than

they would otherwise achieve by staying in one practice area. The type, number and location of

any ‘outreach opportunity’ will be dependent on the type of practice experience and the local

opportunities available. As the mentor of a student undertaking outreach learning experiences

you will need to adopt a flexible approach to how you stay in touch with your student and ensure

that you are able to indirectly supervise them.

One day outreach experience with mental health art facilitator at

MIND

Three days outreach experiences with

occupational therapists based in hospital

One week outreach experiences with social workers in local council

services

Mentor aware of where student is for the day and able to contact

Mentor and student on the same shifts

Mentor aware of where student is and able to

contact


Mentor aware of where student is for the week

and able to contact


Student and art facilitator able to

contact mentor by phone if needed

Student and occupational therapists can phone or return to

ward to contact mentor

Student and social workers contact mentor by phone at midpoint in

the week

At the completion of the outreach learning experience the student and facilitator should document

the details of the experience within the practice assessment document. There is a section

available for the student to reflect on the experience and the facilitator to write comments related

to the students performance and learning. Staying in touch

For short outreach experiences the student and mentor may not need to contact each other

directly, especially if the student is being supported by another healthcare professional during

the learning experience. For longer outreach experiences, it is good practice for the mentor,

supervisor and student to agree a pre-arranged time to make contact, either in person or by

phone.



4.4 Snapshot/episodes of care practice assessments As part of the practice assessment strategy some students may be required to undertake a

‘snapshot /episode of care practice assessment’ during their practice learning opportunity.

Snapshot/episode of care assessments generally focuses on one aspect of competence

where the student must demonstrate a range of related skills.

Example of snapshot/episode of care assessment

Communication with a service user

Establishes rapport

•Effective introduction

•Gains consent

•Demonstrates compassion, dignity etc

•Maintains confidentiality

Effective communication

•Appropriate verbal and non- verbal communication

•Demonstrates empathy

•Responds to, and poses questions

Engaging and responsive

•Attentive, warm and kind

•Responds appropriately

•Listens and watches for verbal / non- verbal clues

•Asks appropriate questions

Closes interaction

•Confirms what has been said

•Summarises conversation

•Takes leave in caring way

•Maintains professional boundaries

Role of the mentor in snapshot/episode of care assessments

A snapshot/episode of care assessment will be pre-printed for mentors in the students practice

assessment document. Mentors should discuss with students at the initial interview the most

appropriate time for the assessment to take place. This should include opportunities for the

student to gain experience in relation to the assessment criteria and obtain feedback on their

performance.

Mentor and student agree to undertake snapshot/episode of care assessment

Mentor directly supervises student undertaking snapshot/episode of care assessment

Mentor writes justifying comments to support assessment decision

• Mentor and student

familiarise themselves with assessment criteria

• Mentor judges if student

has demonstrated assessment criteria

• Mentor judges if student

has passed or failed snapshot/episode of care assessment



4.5 Service users’ contribution to practice assessment The NMC requires service user and carers to contribute to the assessment process of pre-

registration students (NMC, 2010). This means that students who began their programme after

September 2011 need to obtain comment from service users during each practice learning

opportunity.

The term ‘service user’ includes clients, patients, relatives, carers and significant others. It is

recommended that mentors discuss with the student how service user feedback will be obtained

during the practice experience. This is best done at the practice orientation. The service user

feedback can be recorded in the ‘Service Users Comments’ pages in the Practice Assessment

Document.

Before obtaining feedback the mentor should ensure that the service user consents to having

their comments recorded in the practice assessment document. The service user should be

advised that they will remain anonymous and any discussion held in confidence by the student,

mentor and university.

Initial Interview

Mentor and Student discuss how service user feedback will

be obtained

Mentor gains consent from

service user

Service user documents feedback following explanation

from mentor

Mentor gains consent from service user

Mentor documents feedback obtained from service user

Final Interview

Mentor reflects on user/carer feedback to inform Ongoing

Achievement Record. .



4.6 Documenting the ongoing achievement record The NMC requires the mentor who assessed the student to provide a summary of the students’

strengths, areas for development and weaknesses for the next mentor. It should provide an

accurate account of any areas which the student will need to focus on if there are any concerns

related to proficiency.

The main aim of the ongoing achievement record is to provide evidence of the student’s

progression throughout the programme. The sign-off mentor will be reliant on clear

documentation within the ongoing achievement record to confirm that all practice competencies

have been met and there are no ongoing concerns about a student’s fitness for practice.

Strengths

• Mentors should provide a documented overview of learning outcomes that have been achieved

• Specific examples of particular strengths should be included

Issues and areas of concern

• Mentors should provide a documented overview of learning outcomes that have not been achieved

• Specific examples of particular areas of concern should be included

Developmental needs

• Mentors should provide advice to the student and next mentor of what areas require development

• Specific examples of where improvement are needed should be included



4.7 How your students evaluate practice Students evaluate their practice learning opportunities in a number of ways. Students and

mentors should evaluate the overall practice learning opportunity at the final interview. This will

give mentors/practice teachers first hand feedback on the students experience and assist with

planning learning opportunities for future students. This could be undertaken verbally and/or by

completion of a written evaluation. Evaluation can also take place in a student support group and may involve the

Trust/Organisation Named Person. This allows the organisation to gain an understanding of

students learning experience. Students are required to formally evaluate their practice learning opportunity once they return to

the university. Students are asked to respond to a series of questions that relate to the NMC

‘Standards to Support Learning and Assessment in Practice’ (NMC, 2008). The results of this

survey are collated by the university and shared with the Trust/Organisation Named Person.

Student completes University evaluation including multiple choice and free text responses

Evaluation results collated by University and shared with the Trust/Organisation Named Person

Trust/Organisation named person shares results of student evaluation with individual practice areas

Evaluation results Practice areas should use evaluation results to develop the practice learning opportunity for

students in their areas. Individual student feedback and overall evaluation results can be a

useful way for mentors to gauge their own mentoring performance and indentify changes that

could be made in the practice area to improve the student learning experience. Evaluation

results will also be reviewed within the Educational Audit for each practice learning area.

Improving the practice learning opportunity - example following student evaluation

Student evaluates they did not know who their mentor was on

first day

• Practice area identifies mentor allocated to student in orientation pack and off-duty

Students identify they would like to attend MDT meetings

• Dates, times and location of MDT meetings identified on student notice board



5 NMC Sign-off mentors In order to safeguard the health and wellbeing of the public, the NMC must be assured that pre-

registration nursing and midwifery students have been assessed and signed off as capable of

safe and effective practice at the end of a programme.

Accountability of NMC sign-off mentors

Consider evidence from

students practice Judge if all competencies

have been met If proficient – sign off practice

part of programme

Consider evidence from students practice

Judge if all competencies

have been met

If not proficient – do not sign off practice part of

programme

Accountable

to the NMC

Nurse mentors make sign-off decisions at

the end of the programme

Midwife mentors make sign-off decisions at a progression point and end of the programme

Accountable

to the NMC

Support for NMC sign-off mentors

As a sign off mentor, as part of the role, you should have protected time of one hour per week to

perform the role.

Protected Time Protected Time Protected Time

• Reflection on student’s competence

• Feedback to student on their competence

• Documentation of feedback given in assessment document

Additional support f rom link lecturers, Trust/Organisation Named Person and other

mentors is also available to assist you in decision making.



Criteria for NMC sign-off mentors

The NMC requires that mentors or practice teachers who make the final decision regarding a

student’s competence for registration must fulfill additional criteria to be a sign-off mentor.

Be on the same

part of the register and in the same field of practice as

the student

Clinical

currency and capability in the field of practice

in which the student is being

assessed

In-depth understanding

of accountability to the NMC

Understand the NMC

registration requirements

and the contribution they make to meet these

requirements.

Meet the NMC

requirements to remain on the local register

Working knowledge of

current programme

requirements, practice

assessment strategies and

relevant changes in

education and practice

How to become a NMC sign-off mentor From 2007, the NMC stipulated that midwives will complete their sign-off mentor development

as part of their mentorship preparation programme. Nurses complete their sign-off mentor

development (normally) outside of their mentor preparation programme via their employing

Trust/Organisation.

To become a sign-off mentor a mentor or practice teacher needs to assess 3 final placement

students (nursing) or 3 midwifery students at progression points under the supervision of a

mentor or practice teacher already designated as a sign-off mentor on the mentor register. The

NMC has stated that up t o t wo of these sign-off’s can be done as simulated learning. but

the final signing off must be with a final placement/progression point student. Local Trusts and

Organisations are responsible for the identification of suitable sign-off mentors.

Download the NMC sign-off criteria – (NMC Circular, 26 March 2010 - NMC 2010b)

Frequently asked questions

Who decides if I am a sign-off mentor?

• Your Trust/Organisation will let you know if you are required to undertake this role, it will not be your decision to opt in or out.

Can I mentor students while I am undertaking the additional sign-off mentor training

• Yes, as long as you are a qualified mentor you can continue to mentor and assess students.

If I leave my organisation can I be a sign-off mentor elsewhere?

• Yes, however you may need additional evidence to support your competency for this role within the new organisation.

http://www.nmc-uk.org/Documents/Circulars/2010circulars/NMCcircular05_2010.pdf



The role of the NMC sign-off mentor

As a sign-off mentor you will be expected to review all of the student’s previous practice assessment documentation to ensure that any concerns raised earlier in the programme by previous mentors have been appropriately addressed.

You must be satisfied that all appropriate practice assessments have been undertaken with any concerns or issues followed up/addressed.

If you are a nurse sign-of f mentor you will also undertake the final practice assessment of the student and complete the required documentation.

If you are a midwife s ign -o f f mentor you will also undertake assessment at the progression point and also the final practice assessment of the student and complete the required documentation.

You should use the protected time of one hour per week that you are allocated to perform this

role to reflect on the overall performance of the student, provide written and verbal feedback in

the student’s assessment document / ongoing record of achievement and maintain records in

your mentor passport.

Example

Sign-off mentor reviews students practice

assessment document

Previous mentor noted a weakness in

communication with service users

Sign-off mentor develops action plan with student to

address communication

Sign-off mentor arranges learning experiences that

support developing communication skills and

provides feedback

Sign-off mentor makes final decision related to practice

competency

Communication learning outcome, and all current

learning outcomes are achieved

Learning outcome related to communication not

achieved

Sign-off mentor continues to assess all current

learning outcomes and provide feedback

Sign-off mentor decides required practice

proficiencies have been achieved

If you consider that the student has not reached the desired level of proficiency; you must not sign

the student as proficient. In this case you should provide the student with clear feedback,

document your reasons clearly and seek support from your link lecturer and the Trust/Organisation

Named Person responsible for student support and placements

Becoming a sign-off mentor

If you are not a sign-off mentor and wish to become one. Please contact your local

Trust or Organisation Named Person who can advise you attending and completing a

sign-off mentor development programme.



NMC Sign-off mentor checklist

NURSING - Is the pre- registration student in their final practice placement?

Ye s – allocate a sign-off

mentor No – sign-off mentor not

required, allocate a mentor

MIDWIFERY - Is the pre- registration student at a progression point or in their final practice placement?

Yes – allocate a sign-off mentor

No – sign-off mentor not required, allocate a mentor

Is the sign-off mentor in the same field of practice as the student?

Yes – no action needed No – check with your Trust/Organisations Named Person to identify a suitable verified sign-off mentor

Is the sign-off mentor available for 40% of the student’s time in practice

Yes – no action needed No – ensure the student is rostered to be at work with the sign-off mentor for 40% of the students’ time

Has the sign-off mentor been allocated an hour of protected time a week

Yes – no action needed No – address with

Trust/Organisation Named Person and manager for action plan/allocation of time

Is the sign-off mentor available to assess all the final practice requirements of the student and document the outcome?

Yes – no action needed No – inform manager and

contact the link lecturer and Trust/Organisation Named Person to discuss action plan.

Is the sign-off mentor available to review all of the students practice documents

Yes – complete documentation and declaration as such

No – contact your link lecturer and Trust/ Organisation Named Person to discuss concerns. Document these also.

Does the sign-off mentor have any concerns about the students practice?

Yes - contact your link lecturer and Trust/Organisation Named Person to discuss concerns document these.

No – no action needed

Does the sign-off mentor need any additional support?

Yes – seek support from colleagues and contact your link lecturer and Trust/Organisation Named Person

No – but reflect on your experience with colleagues and other mentors/sign-off mentors



References

Nursing and Midwifery Council (2010a) Standards for pre-registration nursing education London:

Nursing and Midwifery Council Online Available at http://standards.nmc-

uk.org/Pages/Welcome.aspx (accessed 10 January 2015)

Nursing and Midwifery Council (2010b) Sign-off mentor criteria London: Nursing and Midwifery

Council Online Available at http://www.nmc-

uk.org/Documents/Circulars/2010circulars/NMCcircular05_2010-1.pdf (accessed 10 January 2015)

Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice

NMC Standards for Mentors, Practice Educators and Teachers (2nd edn.) London: Nursing and

Midwifery Council Online Available at http://www.nmc-uk.org/Documents/NMC-Publications/NMC-

Standards-to-support-learning-assessment.pdf (accessed 10 January 2015)

Abbreviations

CPPD Continuing Personal and Professional Development

IPR Individual Performance Review

MDT Multi Disciplinary Team

NMC Nursing and Midwifery Council

OAR Ongoing Achievement Record

OMP Overseas Midwifery Adaptation Programme

ONP Overseas Nursing Adaptation Programme

RTP Return to Practice

U.I. Unique Identification Number

http://standards.nmc-uk.org/Pages/Welcome.aspx

http://standards.nmc-uk.org/Pages/Welcome.aspx

http://www.nmc-uk.org/Documents/Circulars/2010circulars/NMCcircular05_2010-1.pdf

http://www.nmc-uk.org/Documents/Circulars/2010circulars/NMCcircular05_2010-1.pdf

http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Standards-to-support-learning-assessment.pdf

http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Standards-to-support-learning-assessment.pdf



Appendix 1

Mentor and Practice Teacher Passport (updated January 2015)

FACULTY OF HEALTH, SOCIAL CARE AND EDCUATION

Developed in Partnership with Kingston University & St Georges, University of London and Practice Partners – Mentorship Resources 2015 ©


In partnership with local NHS trusts and organisations in

London and Surrey

Mentor and Practice Teacher Passport

Name:

Trust/Organisation

Base:

Mentor Unique

Identification no:

Passport valid From: To:

KSF Dimensions: Core 1 and 2, G1

Mentors/Practice Teachers must develop their own knowledge, skills and competence beyond that of

registration and be formally prepared for the role. (NMC 2008) A record of training and development

undertaken should be kept and made available for triennial review: the Mentor/Practice Teacher

Passport has been designed to aid this.

A Mentor is:

A registrant who has met outcomes of NMC Mentor stage 2 and who facilitates learning, and supervises and assesses students in a practice setting (NMC 2008)

A Practice Teacher is:

A registrant who has gained knowledge, skills and competence in both their specialist area of practice and in their teaching role, meeting the outcomes of NMC Practice Teacher stage 3, and who facilitates learning, supervises and assesses students in a practice setting (NMC 2008)

Reference: Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice NMC

Standards for Mentors, practice educators and teachers 2nd

edn. London: Nursing and Midwifery Council



Mentor/teaching and assessing qualifications

Date obtained Place of Study Course/Programme

Annual mentor/practice teacher update sessions to include sign-off mentor

development, mentor updates etc.

Date Where attended Facilitator - name/signature

Other mentoring events/meetings – e.g. Mentor Link Group

Date Event Facilitator - name/signature



Mentoring information/research reviewed

e.g. articles read, web-based learning, moderating committees etc.

Date Activity/Evidence

Triennial review

Date of annual review and

discussion with Manager

Signature/Name of Manager Comments

NMC Eight Domains Self assessment competency statement completed:

Date: Date of Triennial Review:

Has the Mentor/Practice Teacher evidence of: Yes/No Signed Manager

Mentored two students with due regard in last 3 years (Practice Teachers one student)?

Participated in annual updating?

Explored the validity and reliability of judgements when assessing practice?

Mapped role development against current NMC Mentor/Practice Teacher standards?

Met all NMC requirements to stay on local register?

Please note: All points above must be met to remain on the local register

Outcome: Remain on the local register? Yes / No

Signature/Name of Manager

Mentor Register co-ordinator

informed of the decision of the

Triennial review

Name of Mentor Register co-ordinator

Date informed __________________________

41

Record of NMC Pre-registration or NMC Workforce development students mentored

Date

from:

Date to: Name of pre-registration

student / ID no:

Signature of

student

Cohort/Course

Developed in partnership between local Trusts/Organisations and Practice Partners and The Faculty

of Health, Social Care and Education, Kingston University/SGUL For review: January 2016



Appendix 2

NMC Stage 2 Mentors checklist for triennial review

(Updated January 2015)



FACULTY OF HEALTH, SOCAL CARE AND EDUCATION AND PARTNER TRUSTS AND ORGANISATIONS

Developmental framework for a standard to support learning and assessment in practice

Nursing and Midwifery Council Standards to support learning and assessment in practice 2nd edition NMC 2008

Name of Mentor/sign-off mentor ______________________________________________ Date completed _____________

Mentor/sign-off mentor to map their on-going development in their role as a mentor against the NMC Stage 2 Mentor Standards (NMC 2008 p11)

Domain NMC Mentor Stage 2 List of evidence to support achievement provided

Demonstrate effective relationship building skills sufficient to support learning, as part of a wider interprofessional team, for a range of students in

both practice and academic learning environments

1. Establishing

effective

working

relationships

Develop effective working relationships based on mutual trust and respect

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



Facilitate learning for a range of students, within a particular area of practice where appropriate, encouraging self-management of learning

opportunities and providing support to maximise individual potential

2. Facilitation

of learning

Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet individual needs

Facilitate the selection of appropriate learning strategies to integrate learning from practice and academic settings

Support students in critically reflecting upon their learning experiences In order to enhance future learning

Assess learning in order to make judgments related to the NMC standards of proficiency for entry to the register or for recording a qualification at a

level above initial registration

3. Assessment

and

accountability

Foster professional growth, personal development and accountability through support of students in practice

Demonstrate a breadth of understanding of assessment strategies and 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 that they may 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 and as a sign-off mentor confirm that students have met or not met the NMC standards of proficiency and are capable of safe and effective practice

Determine strategies for evaluating learning in practice and academic settings to ensure that the NMC standards of proficiency for registration or

recording a qualification at a level above initial registration have been met

4. Evaluation of

learning

Contribute to the evaluation of student learning and assessment experiences, proposing aspects for change resulting from such evaluation

Participate in self and peer evaluation to facilitate personal development and contribute to the development of others



Create an environment for learning, where practice is valued and developed, that provides appropriate professional and interprofessional learning

opportunities and support for learning to maximise achievement for individuals

5. Creating an

environment

for learning

Support students to identify both learning needs and experiences that are appropriate to their level of learning

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

Act as a resource to facilitate personal and professional development of others

Support learning within a context of practice that reflects health care and educational policies, managing change to ensure that particular

professional needs are met within a learning environment that also supports practice development;

6. Context of

practice

Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated

Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care

Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained



Apply evidence-based practice to their own work and contribute to the further development of such a knowledge and practice evidence-base

7. Evidence-

based practice

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

Support students in applying an evidence base to their own practice

Demonstrate leadership skills for education within practice and academic settings

8. Leadership

Plan a series of learning experiences that will meet students defined learning needs

Be an advocate for students to support them accessing learning opportunities that meet their individual needs involving a range of other professionals, patients, clients & carers

Prioritise work to accommodate support of students within their practice roles

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