Introduce the Standards for learning and assessment in practice (SLAiP), identifying their development and evaluate their guidance about the mentorship role.
- Summative assessment:
Part A Undertake a competency based assessment of a student in practice
- Undertake a competency based assessment
- For nurses and midwives this must be observed by a Stage 2 Mentor, Sign-
off Mentor, Senior Nurse, Senior Midwife, Line Manager, Practice Educator or
Link Lecturer using the designated forms.
- Please ensure that your observer complies with all mandatory requirements,
has attended an annual mentor update and is currently on the Trust Mentor
Database held by your practice placement manager.
- Alternatively, the observer may be employed in an educational role that has
formalised assessment as a significant component of their workload.
- Upon completion of this assessment and during the feedback session, participate in a reflective discussion about the application of the 8 NMC outcomes to your current practise.
- This discussion will record a minimum of three future developmental needs relevant to the mentorship role. These will be agreed with your observer and then revisited in part B.
Part B Academic essay – 2000 words
- Introduce the Standards for learning and assessment in practice (SLAiP), identifying their development and evaluate their guidance about the mentorship role.
- Critically reflect on the outcomes for assessment and accountability and demonstrating links between your practice observation and the educational theory supporting competency based education you have explored during the module.
- Review the leadership outcome and reflect upon how you will demonstrate this outcome in your current role.
- Conclude by identifying an action plan based on your future developmental needs identified during your practice observation
Things to consider:
- Underpin the assignment with theories, eg key principles of behaviourist theory, key principles of Humanistic theory, key principles of cognitive theory.
- Malcolm Knowles on the concept of adult learning.
- Kolb experimental learning cycle.
- Honey and Mumford learning style.
- Bloom’s Taxonomy (the three domains) (cognitive, psychomotor, affective).
- Apply the principles of Miller’s PRISM of clinical competence. How it is used and applied, each step.
- Justify how it is used. Characteristics of assessment. Validity (tests what it sets out to test), reliability (measures consistency under different but comparable conditions), Practicability (realistically).
- Involving service user. Effective feedback.
100% Plagiarism Free & Custom Written,
Tailored to your instructions