Developing mentors to support students in practice, Part assessment and Accountability; – Assessment in practice. Summary



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Sherwin S, Muir F, (2011) Assessing and evaluating students on placement. British Journal of School Nursing, 6, 5, 233-236

Steinaker N, Bell R (1979) The experiential taxonomy: A new approach to teaching and learning, Academic Press, London.

Stuart C.C (2007) Assessment, Supervision and Support in Clinical Practice, Second edition Churchill Livingstone, Edinburgh

Tichen A, (2003) The practice development diamond, Paper presented at the 2003 International Nursing Research Conference, London

Walsh D (2010) The Nurse Mentor’s Handbook. Supporting Students in Clinical Practice, Open University Press, Berkshire.
Box 1

Purpose of assessment (Walsh 2010)

To monitor student progress

To give feedback

To uncover learning needs

To motivate students

To assess level of competence

To measure the effectiveness of teaching

To safeguard the patient and protect the public




Box 2

NMC (2008a) SSLAP

Domain 3 – Assessment and Accountability

Stage 2 - mentor

Foster professional growth, personal development and accountability through support of students in practice

• Demonstrate a breadth of understanding of assessment strategies and ability to contribute to the total assessment process as part of the teaching team.

• Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future.

• Be accountable for confirming that students have met or not met the NMC competencies in practice and as a sign-off mentor confirm that students have met or not met the NMC standards of proficiency and are capable of safe and effective practice

Stage 3 – Practice teacher

• Set effective professional boundaries whilst creating a dynamic constructive teacher –student relationship

• In partnership with other members of the teaching team use knowledge and experiences to design and implement assessment frameworks.

• Be able to assess practice for registration and also at a level beyond that of initial registration

• Provide constructive feedback to students and assist them in identifying future learning needs and actions, manage failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future.

• Be accountable for conforming that students have met or not met the NMC standards of proficiency in practice for registration at a level beyond initial registration and are capable of safe and effective practice.


Box 3

Domains (NMC 2008a)

Establishing effective working relationships

Facilitation of learning

Assessment and accountability

Evaluation of learning

Creating an environment for learning

Context of practice

Evidenced based practice



Leadership.



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