Introduce the Standards for learning and assessment in practice (SLAiP), identifying their development and evaluate their guidance about the mentorship role.

1. 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.