10 credits at level HE6
The aim of this module is:
To prepare students to undertake the role of 'Mentor' and fulfil the requirements of their respective statutory bodies
To enable students to develop a reflective approach to their personal development in the context of mentoring others.
This module is for those practitioners who have successfully completed the Community Healthcare Nursing (CHCN) Programme at the University of Bolton from June 2005 and who wish to achieve the 'Preparation for Mentorship' outcomes. These students are entitled to achieve mentorship outcomes commencing within the first 12 months of their original CHCN award and completing within a maximum of three years in the following way. The CHCN programme will provide evidence of four of the eight learning outcomes. The remaining four learning outcomes cannot be met without having access to a learner in the workplace, enabling work-based experience of the assessment, supervision and educational management to occur. This work-based learning experience can by completed, subject to enrolment at with the University and meeting the specific entry criteria for the programme, over a minimum 30 week period following successful completion of the CHCN programme.
As this is a distance learning and work-based module there will be no taught component however work shops and Web CT distance learning materials will guide students to explore the following:
Learning needs, styles and theories
Evaluation, quality assurance and audit of teaching and learning
Adult and student-centred approaches to learning; learning contracts and self/collaborative assessment
The nature and purpose of assessment
Methods and approaches to assessment
Validity & Reliability of assessment
Professional, ethical and legal considerations of the mentoring role
Teaching, planning and implementation
Developing supportive environments for teaching, learning and assessment
Curriculum development and curriculum issues
Teaching strategies and resources.
Learning and teaching will be faciliated through tutorials, workshops, portfolio development and Web CT materials. Assessment of achievement of the four remaining learning outcomes will be via submission of a 2.500 reflective account(s) and a summary of a portfolio of evidence.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Create and develop opportunities for students to identify and undertake experiences to meet their learning needs||Is able to establish student's base line of prior learning and creates and critically evaluates a plan to meet learning needs|
|2.||Develop, maintain and evaluate an environment for learning||Participates in creating and evaluating an effective learning environment and provide a plan for a progressive programme of student learning|
|3.||Assess practical ability and implement approved assessment procedures||Demonstrates the ability to critically analyse the approaches to the assessment of competence in practice and the ability to implement approved assessment procedures|
|4.||Contribute to the development and review of courses||Demonstrates an understanding of the educational audit process within the clinical practice area and analyses the contribution made by practitioners to the ongoing development of course curricula|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A critically reflective account(s) of achievement of the four remaining learning outcomesfor the Preparation for Mentorship Programme (2,500 words)||Submission of a summary of specific learning experiences and supporting evidence to cover all four of the learning outcomes.|
Before taking this module you must have successfully completed the following:
No restrictions apply.
Barnett, R (1994) The Limits of Competence. Milton Keynes: Society for Research into Higher Education and Open University Press.
Barnett, R (1997) Higher Education: A Critical Business. Milton Keynes: Society for Research into Higher Education and Open University Press
Bastable S.B. (2003), The Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (2nd.ed), Jones & Bartlett
Boud, D. & Felleti, G. (1997) The Challenge of Problem-based Learning (2nd Edition) London: Kogan Page.
Brockbank, A & McGill, I (1998) Facilitating Reflective Learning in Higher Education Milton Keynes: Society for Research into Higher Education and Open University Press
Burkitt, I; Husband, C; Mackenzie, J: Torn, A. & Crow, R. (2001). Nurse Education and Communities of Practice. Researching Professional Education. London: ENB
Burns, S & Bulman, C. (2000). Reflective Practice in Nursing: The Growth of the Professional Practitioner. (2nd Edition). Oxford: Blackwell Science
Canham J (2002) Mentorship in community Nursing: Challenges and Opportunities, Oxford, Blackwell Science
Day C, Fraser D, & Mallik, M (1998) The Role of the Teacher/Lecturer in Practice: Researching Professional Education. London: ENB
Department of Education (1998) Report of the National Committee of Inquiry into Higher Education (Dearing Report), DoE: Norwich
Department of Health (1999). Making a Difference: Strengthening the nursing, midwifery and health visiting contribution to health and health care. London: DoH:
Department of Health (2000a). Meeting the Challenge: A Strategy for the Allied Health Professions. London: DoH
Department of Health (2000b). A Health Service of All the Talents. London: DoH
Downie, C.M. Basford, P. (1998) Teaching and Assessing in Clinical Practice. London: Greenwich: University Press
Duffy K. (2004) Failing Students: A UKCC financed Study. Online: Available http://www.nmc-uk.org/main/publications/research [29.06.04]
English National Board for Nursing, Midwifery and Health Visiting (2001) Preparation of Mentors and Teachers: A New Framework for Guidance. London: ENB / DoH
Fish D. & Twinn S. Quality Clinical Supervision in the Health Care Professions, Oxford, Butterworth-Heinemann
Glen. S. & Parker P. (2003), Supporting Learning in Nursing Practice. A Reader. London: Greenwich University Press
Knowles M (1990) The Adult Learner; A Neglected Species (4th Edition) Houston: Gulf Publishing
Morton-Cooper A. Palmer A, (2000) Mentoring, Preceptorship and Clinical Supervision: A guide to Professional Roles in Clinical Practice: Oxford: Blackwell Scientific Publications.
Neary M (2000) Supporting Students Learning and Professional Development through process of Continuous Assessment and Mentorship. Nurse Education Today Vol. 20 No 6 pp 463-473.
Nursing and Midwifery Council (2004)
Standards for the preparation of teachers of nurses, midwives and specialist community public health nurses. London: NMC
Nicklin P & Kenworthy N (2000) Teaching and Assessing in Nursing Practice – An Experiential Approach. Edinburgh: Bailliere Tindall
Phillips, T; Schostack, J. & Tyler, J. (2000). Practice and Assessment in Nursing and Midwifery: doing it for real. Researching Professional Education. London: ENB
Quinn F.M. (2000) The Principles and Practices of Nurse Education (4th Edition). Cheltenham: Stanley Thornes (Publishers) Ltd
Reed J, Proctor S (1993) Nurse Education: A Reflective approach. London: Edward Arnold
United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1999) Fitness for Practice. London: UKCC
Welsh I. & Swann C. (2002) Partners in Learning: a guide to support and assessment in nurse education, Oxon, Radcliffe Medical Press Ltd.
|Host Subject Group:||Health, Social and Community Studies|
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