20 credits at level HE6
The aim of this module is:
To prepare students to undertake the role of 'Mentor' and fulfill 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
What is a mentor? Roles and responsibilities
Establishing effective working relationships:
Exploration of the role; role modelling; self-awareness skills; counselling skills and communication skills; building relationships; skills required for feedback
Facilitation of Learning: Definition of roles; Learning needs and styles; learning theories; motivation; evaluation of teaching and learning; objectives and outcomes; identifying and utilising learning strategies; adult learning and student centred approaches to teaching and learning; learning contracts
Knowledge and Practice: How do students acquire knowledge in practice: The nature of knowledge; integration of theory and practice; experiential learning; critical reflection; critical thinking
Assessment: The Nature and Purpose of Assessment: Defining competence; assessment of competence, levels of achievement; taxonomies; current policy and practice in assessment; methods and approaches to assessment; validity and reliability; triangulation; self assessment
Current issues in health professional practice and education: contemporary health policy and itsí impact on education in practice; life long learning and professional development; evidence based practice
Creating an environment for learning: Managing the learning environment; Teaching, planning and implementation; identifying learning resources and experiences; working with others to enhance learning for all learners in practice; developing a practice curriculum; evaluation of learning and assessment; quality assurance and audit.
The strategies for teaching and learning are consistent with those adopted for the provision of professional education in health care. It is recognised that participants in the programme are extending their previous professional education to develop their contribution to education and training in the practice setting. Accordingly approaches to teaching and learning seek to utilise and build upon the participants' current knowledge and experience as practitioners. The outcomes of the programme are rooted in the development of an education role in the practice setting and therefore practice based learning is valued and draw upon throughout. Participants will undergo a programme which balances exposure to subject knowledge theoretical perspectives and professional/practical skills to be linked to their participation in mentoring processes in the work place. This is reflected in the designation of learning hours.
Student portfolios/profiles and SWOT analyses will be used as a method to facilitate integration of learning which takes into account the individuality of the participants and the context within which they are practicing.
Online learning will make use of participants' experiences in respect of their individual portfolios and SWOT analyses and thus will focus learning activities upon the learning outcomes of the programme. In particular activities will utilise appropriate theory, research, policy and skills to engage participants in critical analysis and evaluation of their abilities to fulfil the role of mentor reflecting upon their experiences in the practice/educational contexts represented within the group. Such activities will include online materials, collaborative online group work, use of stimulus materials such as scenarios, problem solving and planning. These activities will facilitate participants' reflection upon their role development in the light of a variety of perspectives on practice-based learning.
In accordance with the NMC requirements equal weighting for theory and practice will be adopted in the assessment strategy for this module. Students undertaking this module must successfully pass all components in order to achieve the academic award.
The assessment method will require students to complete a SWOT analysis and action plan (1,000 words) and a portfolio based on the learning outcomes of the module. By adopting this approach the integration of theory and practice will be enhanced They will then be required to complete a 3,500 word assignment which will require them tocritically analyse and evaluate their achievement of the learning outcomes 2-5 in relation to their overall development into the role of mentor
The mentor will verify the evidence provided by the mentee by stating whether the mentee has carried out the exemplars of evidence. The evidence will also have to be verified by the mentees line manager, practice educator or clinical placement facilitator. The mentor will not be expected to make a judgement on the evidence. The final assessment will be made by the course tutor based on the verified evidence from practice and the written assignment. Evidence has to be provided of achievement of all the learning oucomes in practice.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Critically analyse your own actions in developing and maintaining a supportive relationship with the learner that promotes socialisation and integration in the workplace and develops plans for ongoing support.
Complete a SWOT analysis of your abilities as a mentor to develop and maintain a supportive relationship with the learner and create and critically analyse your action plan.
|2.||Critically analyse the process of diagnosing and mobilising resources to meet learning need(s) and analyses their own actions in promoting patient centred critical reflection on the learning experience.
Provide portfolio evidence of diagnosing learning need; creating plans to meet learning needs and the promotion of patient centred critical reflection on the learning experience. Critically analyse the process and your own actions through your reflective writing
|3.||Critically evaluate the role and professional responsibilities of the mentee as part of the teaching team in the effective deployment of assessment strategies and processes to ensure safe and effective practice
Provide portfolio evidence of effective deployment of assessment strategies and processes and related decision making. Critically analyse your role, responsibilites and accountability both individually and as part of a teaching team.
|4.||Critically review and consolidate the key factors in the development and maintenance of the practice placement as an environment for interprofessional learning in which safe and effective evidence-based care is delivered
Produce a plan for development and maintenance of the practice placement as an environment for interprofessional learning which is underpinned by evidence-based practice in order to ensure the delivery of safe and effective care. Critically analyse your plan through your reflective writing.
|5.||Critically evaluate the student learning and assessment experience by utilising evidence from a range of sources and proposes a plan of action to meet shortcomings
Demonstrate through portfolio evidence and in your essay the application of appropriate methodologies in order to evaluate the student learning and assessment experience and produce a plan of action to meet shortcomings
|6.||Prioritises learner support and advocacy by exercising appropriate judgement in the planning and prioritising of workloads; through collaborating with other professionals, patients, clients and carers; acting as a resource for others and promoting feedback on the quality of the practice and learning and assessment
Demonstrate in your SWOT analysis and action plan you ability to prioritise, communicate and collaborate with others whilst acting as an advocate for the learner to ensure the quality of practice learning and assessment.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A 3,500 word reflective essay demonstrating development by the mentee of a practice curriculum||The completion of a SWOT analysis and action plan and presentation of the findings to the group in a workshop.||Submission of a checklist verified by the mentor in practice relating to evidence that has been collected and activities that have been undertaken in practice to achieve the learning outcomes of the module in practice.|
There are no prerequisites for this module.
No restrictions apply.
Barker J (2010) Evidenced Based Practice for Nurses. London Sage Publications.
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See Subject electronic links on Univeristy of Bolton web pages for Education and Health Studies.
Department of Health: http://www.dh.gov.uk
Health Professions Council http://www.hpc-uk.org
Higher Education Academy http://www.heacademy.ac.uk
Nursing and Midwifery Council: http://www.nmc-uk.org
The Coaching & Mentoring Network www.coachingnetwork.org.uk
Chartered society of physiotherapists http://.www.csp.org.uk/
Perioperative practitioners http://www.afpp.org.uk/home
Occupational therapists http://www.cot.org.uk/
Social workers http://www.basw.co.uk/
Quality Assurance Agency for Higher Education http://www.qaa.ac.uk
Higher Education Academy http://www.health.heacademy.ac.uk/
Practice Based Learning http://www.practicebasedlearning.org
***Indicates those text/articles recommended for those students undertaking HE6 & 7 preparation
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