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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.

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