According to nmc (2008) while supporting and assessing learners the mentor should have the following qualities to establish an effective working relationship, facilitation of learning, assessment and accountability, evaluation of learning, creating an environment for learning, context of practice, evidence based practice and leadership. Setting smart—specific, measurable, action-oriented, realistic, and timely— learning goals is one of the most daunting challenges mentors and mentees face although both mentor and mentee must play active roles in the goal-setting process, the responsibility for facilitating it lies with the mentor. Those involved in facilitating learning as part of their role in the workplace, who require to develop their knowledge and skills in delivery education and training this can include those who work within health and other sectors (voluntary social care etc. This article, the fourth in a series of 11, discusses the context for the facilitation of learning it outlines the main principles and theories for understanding the process of learning, including examples which link these concepts to practice. Facilitating learning and assessment this is an important approach for assessing skills, knowledge and attitudes among nursing students (price, 2007) and is complex in nature with the focus of promoting objectivity in the assessments (bradshaw & merriman, 2008.
The standards to support learning and assessment in practice (slaip) were published in 2008 they replace the 2006 standards for the preparation of teachers of nursing, midwifery and specialist community public health nursing these standards outline the requirements for supporting the learning and assessment of students in the practice learning environment. Facilitating the learning of student nurses in the work place is an integral role of the registered nurse this article aims is to provide an overview of the role and responsibilities of the mentor in supporting pre – registration nursing students in clinical practice the professional obligations for the mentor to. Vi) having time to plan your learning and working with support from your mentor or associate/co-mentor and to debrief from your practice experiences these strategies are designed to ensure patient care has been conducted safely and effectively.
Working with different mentors in the past, has helped me to understand the different characteristics of being a mentor and develop my own style of facilitating learning within a clinical setting i have experience of conveying knowledge to others in a way that is comprehensible and significant through my work as a multi-skilled theatre. The paper deals with a theoretical approach on several aspects of learning facilitation in mentoring, specifying the fact that learning facilitation produces changes both in the mentee and the mentor’s role taking into account the fact that facilitation represents a new learning culture, that involves support,. • develop facilitation, coaching and/or mentoring programmes, including session plans and materials • conduct group or individual facilitation, coaching and/or mentoring sessions • provide learners with guidance and support around learning and career path choices.
Mentoring could be described as the facilitation of learning towards long term goals dr beverly kaye (2003) pronounced that ‘behind every successful person, there is one elementary truth: somewhere, somehow, someone cared about their growth and development, this person was a mentor. Mentor portfolio of evidence for nurses: recognition of mentorship skills, guidance and mapping successful completion of an “approved” or “recognised” preparation for mentorship course teaching learning and assessment modules as part of a degree of masters facilitation of learning 3 assessment and accountability 4 evaluation. In this sense, facilitating for good learning experiences does not solely rely on the mentor, but it is an organizational matter as well many of the interviewees thought it was an advantage to have two supervisors who supplemented each other. The standards update the previously published standards to support learning and assessment in practice (nmc 2006) which replaced the previously published standards for the preparation of teachers of nurses, midwives and specialist community public. The second domain of the nursing and midwifery council's standards to support learning and assessment in practice relates to the facilitation of learning to fulfil this domain, mentors and practice teachers are required to demonstrate their ability to recognise the needs of learners and provide appropriate support to meet those needs.
Facilitating learning, teaching, assessment and mentorship in the context of practice aim of the module the aim of this 40-credit module is to enable the student to build on and develop their knowledge and skills to support learning, teaching and mentorship of students and other practitioners within the context of practice. The mission of peer learning & mentoring is built on the belief that everyone can have a successful future through the facilitation of workshops, coaching, and serving as a mentor, peer will educate our youth and young adults on how to better prepare for their future. Together, these two articles will provide mentors and practice teachers with knowledge of the learning process, which will enable them to meet the second domain of the nursing and midwifery council’s standards to support learning and assessment in practice on facilitation of learning. 1 the mentor’s guide: facilitating effective learning relationships second edition by lois j zachary transition guide according to larry daloz, a thought leader in adult development and.
Be competent to develop facilitation, mentoring or coaching programmes, including session plans and materials conduct group or individual facilitation, mentoring and/or coaching sessions provide learners with guidance and support around learning and career path choices. Facilitating reflective learning: coaching, mentoring and supervision is written by two leading experts in the field the text explains how coaching and mentoring works in different situations. Facilitating teaching, learning and assessment in practice – mentor module foreword welcome by the dean of the school of health – professor christina cunliffe.
Chapter 1 the development of mentorship 5 this chapter maps to the following nmc mentor domains from the standards to support learning and assessment in practice(nmc, 2008b) and to the following nhs knowledge and skills framework elements. Facilitating learning is a core part of any healthcare practitioner’s role whether you are supporting undergraduates in practice, contributing to academic teaching or providing learning opportunities for colleagues, we all need skills in teaching and learning. In week 1, you were given an overview of the facilitating learning in practice course and introduced to mentorship and the nursing and midwifery council (nmc) (2008) standards that support learning and assessment in practice. Supervised by an existing mentor (who is recorded as such on the organisations mentor database) the module will give you an insight into facilitating learning and assessment with the use of reflection and learning theories.