Last updated by C. Hudson 28.11.08 1 Faculty of Health and Social Science School of Nursing & Midwifery Mentor / Sign-off Mentor Guide including Portfolio of evidence EXAMPLE PORTFOLIO Caroline Hudson Mentorship Co-ordinator In partnership with Education partners‚ Placement Learning Facilitators and SNM lecturer representatives.Last updated by C. Hudson 28.11.08 2 Welcome to your Mentor Portfolio Pack. This Pack has been devised by the University of Brighton to help you to gather the
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Marr‚ H and Giebing‚ H (1994). Quality Assurance in Nursing. Edinburgh: Campion Press. Nursing and Midwifery Council. (2010). Mentoring. Available: http://www.nmc-uk.org/Educators/Standards-for-education/Standards-to-support-learning-and-assessment-in-practice/Standards-to-support-learning-and-assessment-in-practice-settings-SLAiP/Mentorship/. Last accessed 14th Feb 2013. Nursing and Midwifery Council. (2008). The code: Standards of conduct‚ performance and ethics for nurses and midwives. Available:
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do midwifery I want to become a midwife for several reasons: The physical process of pregnancy and birth has fascinated me since my mother’s pregnancy with my sister‚ and it leaves me amazed at how strong and powerful women truly are even now. I believe knowledge is very important and making sure that women know of all available options for pregnancy and birth is very important to me‚ but promoting a good‚ healthy lifestyle also appeals to me‚ as‚ midwifery is partly primary care Midwifery‚ one
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The Nursing and Midwifery council (NMC) standards of proficiency for pre-registration nursing education (2010) sets out exactly what student nurses must achieve to enable registration onto the first part of the register. Another NMC publication; Standards to support learning and assessment in practice (2006) lays out what a post registration nurse requires to fulfil in order to formally assess student nurses. These two sets of standards make it clear what is expected of both students and mentors
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theory and literature to illustrate how I have developed as a mentor and educator in practice. For the purpose of this assignment‚ the key aspect I will be focusing on will be standard 4 – creating an environment for learning‚ from the Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice: mentors. Throughout this assignment‚ I will incorporate the principles of Gibb’s (1988) reflective cycle to help guide me through this process. I will also be referring to my
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Allison is a 2nd year Midwifery student. Whilst on her clinical placement on an Antenatal and Postnatal ward‚ has been observed by her Mentor and associate Mentor‚ to fail in her actions to show competence in her practice whilst caring for the women. The key areas identified by her Mentor are: failing to explain her actions to a women in her care who has more complex needs‚ failed to gain verbal consent and failed to maintain privacy or dignity. Her associate Mentor has been concerned on shift
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(20)39‚ pp. 55-63. HAIDAR E (2007) Coaching and mentoring nursing students. Nursing Management. 14(8)‚ pp. 32-35. HAND H (2006) Promoting effective teaching and learning in the clinical setting. Nursing Standards. (20)39‚ pp. 55-63. HINCHLIFF S (2006) The Practitioner as Teacher. 3rd ed.‚ London: Churchill Livingstone. HONEY P‚ MUMFORD A (2006) What kind of learner are you? London: Campaign for Learning. Cited in HAIDER‚ E (2007) Coaching and mentoring nursing students. Nursing Management‚ 14(8)‚ pp
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role to a student nurse and clinical care of patients it can be a success‚ ‘Mentors have a dual role‚ balancing the clinical care of patients with student assessment‚’ (Harding and Greig‚ 1994). It does prove difficult though as the Nursing and Midwifery Council’s (NMC) Professional Code of Conduct‚ 2002 focuses primarily on the patient not the student is relation to accountability‚ which can sometimes then deem the student nurse assessment a low priority (Philip et al 2000). To summarise‚ it really
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situations (Johns & Freshwater‚ 2005). In accordance with Nursing and Midwifery Council (2008)‚ confidentiality will be maintained. Learning in practice is an important part of the curriculum and accounts for approximately 50% of the pre-qualifying nursing programme in the UK (RCN‚ 2009). Supporting students to learn is an important function for both educators and practitioners and thus teaching‚ assessing and mentoring are fundamental aspects of
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(2000) Mentoring‚ Preceptorship and Clinical Supervision. 2nd ed. Blackwell‚ Oxford. Nicklin PJ‚ Kenworthy N (2000) Teaching and Assessing in Nursing Practice. An Experiential Approach. Baillière Tindall‚ London. Nursing and Midwifery Council (2004b) Standards of Proficiency for Pre-registration Nursing Education. NMC‚ London Nursing and Midwifery Council (2008) The Code: Standards of Conduct‚ Performance and Ethics for Nurses and Midwives. NMC‚ London Price b‚ (2004) Mentoring learners
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