| Module Code: NUR3062 |
Module Title: MENTORSHIP |
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Module Provider: Health & Social Care
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Short Name: MENTORSHIP-3
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Level: HE3
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Module Co-ordinator: ROCKINGHAM E Mrs (HSC)
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Number of credits: 20
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Number of ECTS credits: 10
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| Module Availability |
| Please contact the module administrator |
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| Assessment Pattern |
| This module will be assessed through the completion of the Learning and Development Plan demonstrating attainment of the module learning outcomes |
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| Module Overview |
The emphasis throughout the module is placed on personal and professional development, engaging in reflection and reflexivity, to develop and extend coaching, assessment and facilitation skills necessary to support learning in practice.
You will have an opportunity to explore the nature of learning and teaching in practice through the study of learning theories, the concept of adult learning and experiential learning activities. Leading on from this, you will also focus on assessment and evaluation strategies in the context of giving feedback, measuring achievement, reliability, validity, competence and quality.
Day 1 – Introduction to supporting learners in practice
Day 2 – Learning and teaching
Day 3 – Assessment and peer review
Day 4 – Quality and accountability
Day 5 – Leading Learning
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| Prerequisites/Co-requisites |
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| Module Aims |
This module focuses on the student’s ‘Learning Journey’ and the enhancement of coaching, assessment and facilitation skills, through a reflective and supportive approach
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| Learning Outcomes |
Learning Outcomes
On completion of the module, the student should be able to:
Subject knowledge and understanding
• critically analyse learning and teaching theories, exploring their impact on practice learning
• critically evaluate the validity and reliability of assessment strategies utilised to measure competence in practice.
Cognitive skills
• explore and reflect on personal attributes and qualities associated with supporting learning in practice, and analyse the level of engagement for this process to be useful
• assess the needs of others and contribute to their learning and development
• consider a range of learning and teaching strategies and assess the effectiveness in enabling students to apply theory to their practice
• discuss critically the factors which motivate adult learning and their influence on the quality of the learning experience
• critically consider learning theories and their significance to adult learning.
Practical skills
• apply the skills and knowledge gained through learning and teaching and consider their contribution to learning activities
• demonstrate an ability to assess competence in practice
• demonstrate the use of peer review and supervision of learners
• evaluate the learning environment and develop learning opportunities for all members of the team (when applicable).
Key / transferable skills
• effectively communicate with all members of the team to augment an inter-professional learning culture
• work effectively to facilitate, coach and support others in practice
• demonstrate an ability to utilise an enquiry-based problem solving approach to learning
• effectively contribute to the identification, application and dissemination of research findings to inform the evidence base used to support practice.
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| Module Content |
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| Methods of Teaching/Learning |
A variety of teaching and learning strategies will be applied throughout the module:
• Peer review
• Presentations
• Lectures
• Enquiry-based / action learning
• E learning
• Case studies / scenarios
• Facilitation
• Role modelling
• Experiential learning
• Group discussions
These strategies will give all students the opportunity to experience a ‘blended learning’ approach, which will encourage the individual to extend and develop their approaches to learning and teaching.
200 hours − 30 hours taught
40 hours self-directed
130 hours practice-based learning
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| Selected Texts/Journals |
There are many books and articles that you will find useful for this module below is just a selection we have chosen that are widely available in the library.
Curzon L. B. (2003) Teaching in further education (6th edn.) Cassell, London.
Duffy K.. (2003) Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice Available from http://www.nmc-uk.org/aFrameDisplay.aspx?DocumentID=1330 [Accessed 29th July 2009].
Gopee N. (2008) Mentoring and Supervision in Healthcare. Sage Publications, London.
Health Professions Council (HPC) (2007) Standards of conduct performance and ethics [online] HPC, London. Available from http://www.hpc-uk.org/aboutregistration/standards/standardsofconductperformanceandethics/ [Accessed 29th July 2009].
Health Professions Council (HPC) (2007) Standards of proficiency - Paramedics [online] HPC, London. Available from http://www.hpc-uk.org/publications/standards/index.asp?id=48 [Accessed 29th July 2009].
Health Professions Council (HPC) (2009) Standards of education and training [online] HPC, London. Available from http://www.hpc-uk.org/aboutregistration/standards/sets/ [Accessed 29th July 2009].
Hinchliff S. (2004) The practitioner as teacher (3rd edn.) Churchill Livingstone, London.
Nursing and Midwifery Council (2005) Assuring Fitness for Practice; a policy review commissioned by the Nursing and Midwifery Council Nursing Task and Finish group. [online] Nursing and Midwifery Council, London. Available from: www.nmc-uk.org/aFrameDisplay.aspx?DocumentID=1251 [Accessed 29th July 2009].
Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice (2nd edn.) [online] Nursing and Midwifery Council, London. Available from: http://www.nmc-uk.org/aFrameDisplay.aspx?DocumentID=4368 [Accessed 29th July 2009].
Quinn F. & Hughes S. (2007) Quinn’s Principles and practice of nurse education (5th edn.) Nelson Thornes, Cheltenham.
Rose M. & Best D. (eds.) (2005) Transforming Practice through Clinical Education, Professional Supervision and Mentoring Elsevier, Edinburgh.
Stuart C. C. (2006) Assessment, Supervision and Support in Clinical Practice: A Guide for Nurses, Midwives and Other Health Professionals (2nd edn.) Churchill Livingstone, London.
Welsh I. & Swann C. (2002) Partners in Learning. A guide to support in assessment in nurse education. Radcliffe Medical Press, Oxford.
West S., Clark T. & Jasper M. (2007) Enabling Learning in Nursing and Midwifery Practice: a guide for mentors. John Wiley & Sons, Chichester.
Journal Titles:
British Journal of Nursing
Journal of Advanced Nursing
Journal of Community Nursing
Journal of Emergency primary health care
Journal of Paramedic Practice
Journal of Prehospital and disaster medicine
MIDIRS Midwifery Digest
Nurse Education Today
Prehospital emergency care
Technic – The Journal of Operating Department Practice
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| Last Updated |
| 29TH JULY 2010 |
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