Education and Mentor
School of Health & Education
Module Leader : Nora Cooper
Group Leader : Kathy Wilson
Student Name : Neesha Ramnath
Student Number: M00046768
Coursework : Formative Assessment
Word count : 500 words
The aim of this assignment is to demonstrate that I can analyse a learning event I have planned, implemented and evaluated and meet student learning needs. This will include a plan that will evaluate my performance as a mentor to a student I have been working with on the ward.
According to the Nursing and Midwifery Council (NMC) (2006) the term mentor is used to denote the role of a registered nurse who facilitates learning and supervises and assesses students in the practice place. The council identify eight mandatory standards that must be achieved to become a mentor. Within the assignment I shall be referring to the Standards to Support Learning and Assessment in a clinical practice.
Initially I am required, with my mentor, to agree an action plan for the duration of the module. This will guide my learning activities in the clinical area and will highlight any support I need. We will work together and meet on arranged days in order to review and discuss my progress. We are both aware a formative assessment is to be submitted. I should also work towards a reflective diary which compromises of an initial action plan, six mentorship activities, a mid way review and final review.
My role as a mentor to a nursing student will be evaluated, through looking at the way she is supported on the ward and also how I facilitate this. I will critically reflect upon my teaching with a first year student nurse during a urine dipstick analysis. I will explain how I identify my students learning needs and how I develop a positive learning environment. I will analyse my role within the context of care and also promote an evidence-based practice in relation to the teaching session. I will appraise the learning and teaching
Module Leader : Nora Cooper
Group Leader : Kathy Wilson
Student Name : Neesha Ramnath
Student Number: M00046768
Coursework : Formative Assessment
Word count : 500 words
The aim of this assignment is to demonstrate that I can analyse a learning event I have planned, implemented and evaluated and meet student learning needs. This will include a plan that will evaluate my performance as a mentor to a student I have been working with on the ward.
According to the Nursing and Midwifery Council (NMC) (2006) the term mentor is used to denote the role of a registered nurse who facilitates learning and supervises and assesses students in the practice place. The council identify eight mandatory standards that must be achieved to become a mentor. Within the assignment I shall be referring to the Standards to Support Learning and Assessment in a clinical practice.
Initially I am required, with my mentor, to agree an action plan for the duration of the module. This will guide my learning activities in the clinical area and will highlight any support I need. We will work together and meet on arranged days in order to review and discuss my progress. We are both aware a formative assessment is to be submitted. I should also work towards a reflective diary which compromises of an initial action plan, six mentorship activities, a mid way review and final review.
My role as a mentor to a nursing student will be evaluated, through looking at the way she is supported on the ward and also how I facilitate this. I will critically reflect upon my teaching with a first year student nurse during a urine dipstick analysis. I will explain how I identify my students learning needs and how I develop a positive learning environment. I will analyse my role within the context of care and also promote an evidence-based practice in relation to the teaching session. I will appraise the learning and teaching
References: Duffy, K. 2004. Mentors Need to Learn to Fail Students. Available from http://www.nmc-uk.org/nmc/main/home (12h Dec 2007). Eaton, A and S. Howard. 2004. Evaluating Learning and Teaching. In: The Practitioner as Teacher, edited by S. Hinchcliffe. 3rd ed. Edinburgh: Chrchill Livingstone. Gopee, N. 2008. Mentoring and Supervision in Healthcare. Los Angeles; London: Sage Publications. Honey, P. and Mumford. 2000. The Learning Styles Helper’s Guide. Maidenhead: Peter Honey. Kolb, D. 1984. Experiential Learning as the source of Learning and Development. London: Prentice/Hall. NMC. 2004b. Standards of Proficiency for Pre-registration Nursing Education. London: NMC NMC Pulsford, D. et al. 2002. Are mentors ready to make a difference? A survey of mentors’ attitudes towards nurse education. Nurse Education Today. 22, 6,439-446. Rogers, A. 2002. Teaching Adults. 3rd edition. Buckingham: Open University Press. Rogers, C. 1983. Freedom to Learn in the 80s. Ohio: Charles Merrill.[pic] Watson, S