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Resources for Supporting Learning in Practice

Portfolio documentation and guidance for Mentors and Practice Teachers of Nurses and Midwives

Contact details: Clinical Education Team

@ clinicaleducationteam@iow.nhs.uk

01983 822099 ex 5410

UoS IOW Study Centre

01983 534112

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1.0 Introduction The NMC (Nursing & Midwifery Council) standards to Support Learning and Assessment in Practice (2008, 2009) have outcomes and responsibilities for mentors and practice teachers. There are also responsibilities for employers and higher education institutions (Universities). As a Trust we need to provide evidence to assure the NMC, Health Education Wessex and the Universities of Southampton, Bournemouth and Hertfordshire that we have sufficient and capable mentors and practice teachers to support students on practice placements. Isle of Wight NHS Trust aims to achieve this by:

maintaining the Trust’s mentor / practice teacher register

ensuring that face to face mentor updates are readily available

working collaboratively with the universities to develop learning in practice

producing clear information and guidelines for mentors and practice teachers offering advice, guidance and support as required.

2.0 Entry onto the register Having a mentorship qualification or practice teacher qualification is a mandatory requirement for any registered nurse or midwife assessing a proficiency or competency for a pre/post-qualification or post-graduate student on a programme which leads to a registered or recordable qualification with the NMC. All practicing mentors and practice teachers are required to be registered as ‘active’ on the Trust’s mentor register. The process for this is as follows: 2.1 New mentors/practice teachers On completion of a mentorship or practice teacher module all newly qualified mentors & practice teachers are required to contact the Clinical Education Team and complete and return an application form for NEW mentors / practice teachers (appendix 1). The Clinical Education Team will enter the details onto the register and issue a letter which confirms mentorship status related to relevant field of practice, due date of face to face update and due date of triennial review.

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2.2 Existing mentors practice teachers Existing mentors who are new to the Trust are required to contact the Clinical Education Team and complete and return an application form for EXISTING mentors /practice teachers (appendix 2). The Clinical Education Team will enter the details onto the register and issue a letter which confirms mentorship status related to relevant field of practice, due date of face to face update and due date of triennial review.

3.0 Remaining active on the register 3.1 Triennial Review All mentor’s/practice teacher’s must meet the requirements for Triennial Review to remain active on the database (appendices 3/4). The requirements for mentors are:

have mentored at least 2 students in last 3 years.

have updated face to face annually over each 3 year period.

demonstrate that they meet the NMC competencies and outcomes for a mentor / sign off mentor (see appendix 5)

The requirements for Practice Teachers are:

have mentored at least 1 specialist practice student in last 2 years.

have updated face to face annually over each 3 year period.

demonstrate that they meet the NMC competencies and outcomes for practice teacher (see appendix 6)

The mentor / practice teacher must complete the Triennial Review Form (appendix 4) with their line manager by the due date and forward to the Clinical Education Team. On receipt of this form the entry will be updated and a new date will be issued. Failure to provide this information when asked will lead to the mentor / practice teacher becoming inactive on the register and will compromise their ability to continue to support students in practice. If the requirements of the triennial review are not met the mentor must be prepared to undertake a programme of updating before being recorded as active again.

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3.2 Amendments to the register It is the responsibility of the mentor / practice teacher to inform the Clinical Education Team of any changes which will affect the accuracy of the information held on the local register. For example a change of name/ place of work.

4.0 Becoming a Sign off Mentor The next stage of the NMC competency framework is to become a sign off mentor. A pre-registration student must be supervised and assessed by a sign off mentor at progression points during their training and in their final placement. Mentors who wish to undertake further development to become a sign off mentor must contact the Clinical Education Team and ask for the ‘Becoming a sign – off mentor’ booklet to guide you through this development. Once the criterion for sign off mentor has been verified, the evidence should be sent to the Clinical Education Team who will annotate the mentor’s entry on the register as a sign off mentor.

5.0 Resources for Mentors / Practice Teachers 5.1 Annual Updates The NMC standards require mentors and practice teachers to participate in annual updating. These updates will be “face to face” group updating sessions which includes the validity and reliability of judgements made when assessing practice in challenging circumstances. The face to face group update will be jointly facilitated by a member of the University’s academic staff and the Trusts Clinical Education Team. The delivery will be a facilitated, mentor centred, scenario based session. These are available monthly and can be booked by contacting the IOW study centre.

A record of attendance at the updates will be shared with the Clinical Education Team who will amend the mentors register entry. 5.2 Portfolio resources The templates within this guide can be used to record any of the following activity:

Attendance at a conference/training event that has relevance to the development of the mentor’s / practice teacher’s role.

Attendance at a workshop on completing Assessment of Practice documentation.

A witness testimony in consultation with the university link lecturer/Practice Academic Co-Ordinator (PAC) or Practice Education Lead (PEL) of a challenging student situation within the learning environment.

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A witness testimony from the University link lecturer / PAC or PEL of the mentor’s /practice teacher’s role in developing a learning resource within the learning environment.

5.3 Online resources There is an ever increasing body of on line resources to support the role of mentor and practice teacher. These can be found by accessing the following: Intranet/Trust website http://www.iow.nhs.uk/Working-With-Us/learning-zone/clinical-education.htm Internet www.alps.soton.ac.uk 5.4 Face to face support The Clinical Education Team works in partnership with our partner Universities to support the role of mentors and practice teachers. This can be by offering advice, guidance and information on all aspects of mentorship and managing all student issues from all professions. Contact us Clinical Education Team

@ clinicaleducationteam@iow.nhs.uk

01983 822099 ex 5410

University of Southampton Practice Academic Co-ordinators Moira Sugden & Dr. Mark Rawlinson are based on the Island and are available for support specific to University of Southampton Students.

@ m.sugden@soton.ac.uk; m.rawlinson@soton.ac.uk

01983 534112 University of Bournemouth Link Lecturer for Midwifery Jan Stosiek is available for support specifically to Bournemouth University Midwifery students.

@ JStosiek@bournemouth.ac.uk

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Appendices

A1 Application form for entry to the local register for mentors/practice teachers NEW MENTORS / PRACTICE TEACHERS – INITIAL REGISTRATION

A2 Application form for entry to the local register for mentors/practice teachers EXISTING MENTORS / PRACTICE TEACHERS

A3 The Triennial Review Process for Mentors of Pre- Registration Nurses and Midwives and Practice Teachers (PT) for Specialist Practice Nursing Students A4 Triennial Review Form

A5 NMC Domains and Outcomes for Mentors (Stage 2) A6 NMC Domains and Outcomes for Practice Teachers (Stage 3) A7 Record of Students Assessed A8 Record of additional activity to support learning in practice

A9 Managing student issues in practice A10 Reflective practice template

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A1 - Application form for entry to the local register for mentors/practice teachers NEW MENTORS / PRACTICE TEACHERS – INITIAL REGISTRATION

Surname: Forename(s):

Dept & Ward/Unit:

Line Manager:

Professional Qualification / s:

Part of NMC register: Nurse / Midwife / SCPHN Field of Practice: Adult, Children, MH, LD, Midwifery, HV, SN,OH

Title of Mentor / Practice Teacher qualification:

Date of mentor / practice teacher qualification:

STATEMENT OF COMPETENCE

Learning Plan

Ask yourself the following questions

1 I have completed all elements of an accredited course to become a mentor / practice teacher?

Yes / No

2. I have accessed and understood the NMC standards to support learning and assessment in practice?

Yes / No

3. I understand my accountability and responsibility as a mentor?

Yes / No

4. I am aware of the procedures to support and assess a challenging/failing student and the protocols to follow?

Yes / No

5. I am aware of sources of support for myself in this role?

Yes / No

6. I am able to demonstrate that I have regularly updated my knowledge and practice with regards to the NMC competences for mentor / practice teacher?

Yes / No

PART 1 If you answered yes to all questions please complete and sign the declaration below

I am competent to perform the role of mentor/practice teacher (please circle)

Signature: Date:

PART 2 If you answered no to any questions please sign the declaration below and with discussion with your line manager agree an action plan on the reverse and once all actions are complete revisit this document.

I require further support/development before I can perform this role in a competent manner. Please complete

Signature: Date:

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Keep a copy of this form in your personal portfolio or training record. When completed

please forward to

Clinical Education Team, Education Centre, St. Mary’s Hospital, Newport, Isle of Wight,

PO30 5TG

Any questions or queries that you may have surrounding mentorship please contact

Donna Baker (Practice Education Lead)

Sarah Stuart (Clinical Education Support Officer)

Tel: 01983 822099 ext 5410; 6428

Email:

Clinicaleducation@iow.nhs.uk

What is to be achieved? How is this to be achieved?

Review date.

Summary of evidence.

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A2 - Application form for entry to the local register for mentors/practice teachers EXISTING MENTORS / PRACTICE TEACHERS

Surname: Forename(s):

Dept & Ward/Unit:

Line Manager:

Professional Qualification / s:

Part of NMC register: Nurse / Midwife / SCPHN Field of Practice: Adult, Children, MH, LD, Midwifery, HV, SN,OH

Title of Mentor / Practice Teacher qualification:

Date of mentor / practice teacher qualification:

Ask yourself the following questions

1 I have completed all elements of an accredited course to become a mentor / practice teacher?

Yes / No

2. I can provide evidence that I have mentored and assessed at least two students in the last three years? Dates of assessments: 1) 2)

Yes / No

2. I have accessed and understood the NMC standards to support learning and assessment in practice?

Yes / No

3. I understand my accountability and responsibility as a mentor/sign off mentor/ practice teacher?

Yes / No

4. I am aware of the local procedures to support and assess a challenging/failing student and the protocols to follow?

Yes / No

5. I am aware of sources of support for myself in this role?

Yes / No

6. I am able to demonstrate that I have updated my knowledge and practice with regards to the NMC competences for mentor / sign off mentor/ practice teacher?

Yes / No

Date of last face to face update: Date of last triennial review:

PART 1 If you answered yes to all questions please complete and sign the declaration below

I am competent to perform the role of mentor/practice teacher (please circle)

Signature: Date:

PART 2 If you answered no to any questions please sign the declaration below and with discussion with your line manager agree an action plan on the reverse and once all actions are complete revisit this document.

I require further support/development before I can perform this role in a competent manner. Please complete

Signature: Date:

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Learning Plan

Any questions or queries that you may have surrounding mentorship please contact

Donna Baker (Practice Education Lead)

Sarah Stuart (Clinical Education Support Officer)

Tel: 01983 822099 ext 5410; 6428

Email:

Clinicaleducation@iow.nhs.uk

Keep a copy of this form in your personal portfolio or training record. When completed

please forward to

Clinical Education Team, Education Centre, St. Mary’s Hospital, Newport, Isle of Wight,

PO30 5TG

Any questions or queries that you may have surrounding mentorship please contact

What is to be achieved? How is this to be achieved?

Review date.

Summary of evidence.

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The form is completed and returned to the LET. The mentor / PT is recorded as ‘active’ on the

database and a new date for TR is then set.

A development plan is agreed with the line manager. This plan is recorded on the TR form and returned to the LET. The

mentor / PT is recorded as ‘active’ but annotated that a development plan is in place. A date for the plan to be

completed is set (within six months).

The mentor/PT is recorded as ‘inactive’ on the database and will be unable to undertake the role of

mentor /PT with pre-reg students or Specialist Practice Students unless overseen by an active

mentor/PT until the mentor /PT can demonstrate the outcomes for TR.

If applicable a development plan is agreed with the line manager. This plan is recorded on the TR

form and returned to the LET.

A3 The Triennial Review Process for

Mentors of Pre- Registration Nurses and Midwives and Practice Teachers (PT) for Specialist Practice Nursing Students

Initial Triennial Review (TR) date is set following initial recording of mentor/PT details onto the

mentor database.

3 months prior to the TR date the Learning Environment Team (LET) will email mentor/PT and their line manager alerting them that the TR is due and attach a TR form.

During this 3 year period the mentor/PT is responsible for annually updating their mentorship skills and knowledge to meet the requirements for TR.

The mentor/PT and their line manager undertake the TR by the due date.

The mentor demonstrates the outcomes required for TR?

The mentor/ PT / line manager reviews the plan by the due date.

Yes No

The mentor / PT demonstrates the outcomes required for TR?

The mentor/PT does not demonstrate the outcomes required for TR?

The mentor /PT / line manager reviews the plan by the due date.

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A4 - Triennial Review Form The NMC Standards (2008) require that every mentor/practice teacher must have evidence of the following criteria every 3 years. Failure to provide the required evidence will lead to the mentor being recorded as inactive on the ‘live’ mentor register and unable to mentor students unless overseen by an active mentor until the evidence is available. To prevent this occurrence the following form should be updated triennially, (year due as indicated by annual mentor register report). The mentor should retain a copy in their portfolio and return a signed copy to the Clinical Education Team, Education Centre, St. Mary’s Hospital. Once received the entry for the mentor will be updated on the register. Department: ___________________________ Mentor’s Name:_________________________________ Date:_____________________ Line Manager: ________________________________

Statement Development Plan Required? *

Review Date (if development plan

implemented

For use Post Development Plan

if applicable

I can provide evidence that I have mentored at least 2 students in last 3 years? yes / no yes / no yes / no

I can provide evidence that I have updated annually over the last 3 years, including attendance at face-to-face mentors update session?

yes / no yes / no yes / no

I can demonstrate that I meet the NMC competencies and outcomes for a mentor / sign off mentor/practice teacher. (please circle)

yes / no yes / no yes / no

* In the event that the Line Manager is not satisfied that all of the criteria are being or have been met then a development plan should be instigated between the mentor and their appraiser / manager (see next page).

Line Manager (print name)_ _ _ _ _ _ _ _ _ _ _ _ _ Line Manager (signed)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Date_ _ _ _ _ _ _ _ _ _

Following this triennial review I certify that I am competent to perform the role of:

Mentor Please tick appropriate boxes Sign off mentor Practice Teacher Signed _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Print Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Designation _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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TRIENNIAL REVIEW DEVELOPMENT PLAN (if required)

Mentor name

Department

My Learning Needs are:

Date

Indicate how you plan to meet your learning needs

Date

Progress Report

Date

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A5 NMC Domains and Outcomes for Mentors (Stage 2)

Domains and Outcomes for Mentors

Link to KSF

Examples of Evidence

Actual Evidence available

1 – Establish effective working relationships

Demonstrate an understanding of the factors that influence how students integrate into practice

Core Dimensions 1 - 6, Dimensions IK1, IK2, IK3, G1, G2, G6, G7

Attendance at Face to Face update.

Mentor hand over

Assessment of Practice Document(AOP)

Provide ongoing support to facilitate transition from one learning environment to another

Have effective professional and interprofessional working relationships to support learning for entry to the register

2 - Facilitation of Learning

Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet their individual needs

Core Dimensions 1 – 6 Dimensions IK2, IK3, G1, G2, G6, G7

AOP documentation Student Evaluations Mentor Testimony Record of assessing

students

Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences

Support students in critically reflecting upon their learning experiences in order to enhance future learning

3 - Assessment and accountability

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

Core Dimensions 1 – 6 Dimensions IK1, IK2, IK3, G1, G6

Planning learning opportunities

Completing learning plans within AOP document

Completing formative/ summative assessments within the AOP document

Record of assessing students

Demonstrate a breadth of understanding of assessment strategies and the 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 either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and implications of this for the future

Be accountable for confirming that students have met, or not met, the NMC competencies in practice. Confirm that students have met, or not met the NMC standards of proficiency in practice and are capable of safe and effective practice

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Domains and Outcomes for Mentors

Link to KSF

Examples of Evidence

Actual Evidence available

4 - Evaluation of learning

Contribute to the evaluation of student learning and assessment experiences – proposing aspects for change resulting in such evaluation.

Core Dimensions 1 – 6 Dimensions IK1, IK2, IK3, G1, G2, G6, G7

Completing the AOP documentation

Mentor testimony

Participate in self and peer evaluation to facilitate personal development, and contribute to the development of others

5 - Creating an environment for learning

Enable students to identify learning needs and experiences appropriate to their level of learning

Core Dimensions 1 – 6 Dimensions IK2, IK3, G1, G2, G6, G7

Taking part in the learning environment audits

Appraisal

CPD portfolio

Use a range of learning experiences, involving service users, carers and the professional team, to meet defined learning needs

Identify aspects of the learning environment, which could be enhanced – negotiating with others to make appropriate changes

Facilitate personal and professional development of others

6 - Context of practice

Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated

Core Dimensions 1 – 6 Dimensions HWB1 – HWB10, IK1, IK2, IK3, G1, G2, G6, G7

Taking part in the learning environment audit

Active in clinical audits/development of standards /guidelines /protocols

Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care

Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained

7 - Evidence based practice

Identify and apply research and evidence based practice to area of practice Core Dimensions 1 – 6 Dimensions HWB1 – HWB8, IK1, IK2, IK3, G1, G2, G6, G7

Taking part in the learning environment audit

Active in clinical audits/development of standards /guidelines /protocols

Contribute to strategies to increase the evidence base to support practice

Support students in applying an evidence base to their practice area

8 – Leadership

Plan a series of learning experiences that will meet students defined learning needs

Core Dimensions 1 – 6 Dimensions G1, G2, G6

Record of mentoring students

Completing the AOP document

Be an advocate for students to support them in accessing learning opportunities and meet their individual needs – involving a range of other professionals, service users and carers

Prioritise work to accommodate support of students within their practice roles

Provide feedback about the effectiveness of learning and assessment in practice

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A6 - NMC Domains and Outcomes for Practice Teachers (Stage 3)

Domains and Outcomes for Practice Teachers

Link to KSF

Examples of Evidence

Actual Evidence available

1 – Establish effective working relationships

Have effective professional and interprofessional working relationships to support learning for entry to the register, and education at a level beyond initial registration

Core Dimensions 1 - 6, Dimensions IK1, IK2, IK3, G1, G2, G6, G7

Attendance at Face to Face update.

Mentor hand over

Assessment of Practice Document(AOP)

Evidence of supporting developing mentors

Be able to support students moving into specific areas of practice – or a level of practice beyond initial registration, identifying their individual needs in moving to a different level of practice.

Support mentors and other professionals in their roles to support learning across practice and academic learning environments.

2 - Facilitation of Learning

Enable students to relate theory to practice whilst developing critically reflective skills.

Core Dimensions 1 – 6 Dimensions IK2, IK3, G1, G2, G6, G7

AOP documentation Student Evaluations Mentor Testimony Record of assessing students

Foster professional growth and personal development by use of effective communication and facilitation skills. Facilitate and develop the ethos of interprofessional learning and working

3 - Assessment and accountability

Set effective professional boundaries whilst creating a dynamic, constructive teacher-student relationship.

Core Dimensions 1 – 6 Dimensions IK1, IK2, IK3, G1, G6

Planning learning opportunities

Completing learning plans within AOP document

Completing formative/ summative assessments within the AOP document

Record of assessing students Designing practice related

competency packs

In partnership with other members of the teaching team, use knowledge and experience 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 in identifying future learning needs and actions, managing failing students so that they may either enhance their performance and capabilities for safe and effective practice, or are able to understand their failure and the implications of this for their future.

Core Dimensions 1 – 6 Dimensions IK1, IK2, IK3, G1, G2, G6, G7

Be accountable for confirming 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.

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Domains and Outcomes for Practice Teachers

Link to KSF

Examples of Evidence

Actual Evidence available

4 - Evaluation of learning

Design evaluation strategies to determine the effectiveness of practice and academic experience, accessed by students, at both registration level and those in education at a level beyond initial registration.

Core Dimensions 1 – 6 Dimensions IK2, IK3, G1, G2, G6, G7

Completing the AOP documentation

Mentor testimony Summary of evaluations

from learners Student evaluation data Involvement in education

audits

Collaborate with other members of the teaching team to judge and develop learning, assessment and to support appropriate practice and levels of education.

Collect evidence on the quality of education in practice, and determine how well NMC requirements for standards of proficiency are being achieved.

5 - Creating an environment for learning

Enable students to access opportunities to learn and work within interprofessional teams.

Core Dimensions 1 – 6 Dimensions HWB1 – HWB10, IK1, IK2, IK3, G1, G2, G6, G7

Taking part in the learning environment audits

Appraisal

CPD portfolio Evidence of collaborative

working

Initiate the creation of optimum learning environments for students at registration level and for those in education at a level beyond initial registration.

Work closely with others involved in education – in practice and academic settings – to adapt to change and inform curriculum development.

6 - Context of practice

Recognise the unique needs of practice and contribute to development of an environment that supports achievement of NMC standards of proficiency

Core Dimensions 1 – 6 Dimensions HWB1 – HWB8, IK1, IK2, IK3, G1, G2, G6, G7

Taking part in the learning environment audit

Active in clinical audits/development of standards /guidelines /protocols

Set and maintain professional boundaries, whilst at the same time recognising the contribution of the wider interprofessional team and the context of care delivery.

Support students in exploring new ways of working, and the impact this may have on established professional roles.

7 - Evidence based practice

Identify areas for research and practice development based on interpretation of existing evidence

Core Dimensions 1 – 6 Dimensions HWB1 – HWB8, IK1, IK2, IK3, G1, G2, G6, G7

Taking part in the learning environment audit

Active in clinical audits/development of standards /guidelines /protocols

Use local and national health frameworks to review and identify developmental needs.

Advance their own knowledge and practice in order to develop new practitioners, at both registration level and education at a level beyond initial registration, to be able to meet changes in practice roles and care delivery.

Disseminate findings from research and practice development to enhance practice and the quality of learning experiences.

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8 – Leadership

Provide practice leadership and expertise in application of knowledge and skills based on evidence.

Core Dimensions 1 – 6 Dimensions G1, G2, G6

Record of mentoring students

Completing the AOP document

Demonstrate the ability to lead education in practice, working across practice and academic settings

Manage competing demands of practice and education related to supporting different practice levels of students.

Lead and contribute to evaluation of the effectiveness of learning and assessment in practice

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A7 Record of students assessed

Use this to record all assessments undertaken

Duration Level Type of Assessment Comments

From To Pre-Reg Post-Reg Formative Summative

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A8

Record of additional activity to support learning in practice

Use this to record any additional activity that you have participated in to support learning in practice. Examples can include: Inter-professional learning facilitation, development of learning resources, learning environment audits, journal articles, link nurse training.

Date Type of activity Comments

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A 9 Managing Student Issues in Practice

There is a concern relating to an aspect of student performance that has been brought to the

attention of the mentor / clinical area.

Student is witness to an aspect of observed care/conduct which is a

cause for concern whilst on placement.

Mentor / Practice Educator informs senior practitioner on duty in the clinical area. Activate Trust process for reporting incidents in practice

Follow appropriate University’s

process for managing student

issues.

Log concern with the Clinical

Education team

If appropriate record the

incident on Datix. Select sub

category: student – clinical

Follow the relevant

organisational policies and

procedures appropriate to

incident. For example, Raising

Concerns, SIRI, Safeguarding

vulnerable adults, safeguarding

children.

E:clinicaleducationteam @iow.nhs.uk T: 822099 5410

Does the issue require the student to be removed from

practice?

YES

Student removed from practice. Issue investigated in accordance with local policies and in partnership with the appropriate University, Practice Education Lead (PEL) and practice colleagues.

No

Student remains in practice. Issue addressed using the Universities Assessment of Practice procedures Practice addresses any actions as a result of the issue with support of the University and Practice Education Lead (PEL)

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A10

This template can be used as evidence towards your mentorship domains and outcomes. Name: ________________________________ Personal Reflection Based on ‘The What, So What, Now What’ Model (Driscoll 2000) The What (provides a description of the event); So What (an analysis) Now What (the proposed actions following the event)

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Further Reading/Information The NMC Standards: www.nmc-uk.org/aFrameDisplay.aspx?DocumentID=1914 The Code of Conduct: ‘You must facilitate students and others to develop their competence’ www.nmc-uk.org/aFrameDisplay.aspx?DocumentID=3954 Guidance for mentors of nursing students and midwives: www.rcn.org.uk/__data/assets/pdf_file/0008/78677/002797.pdf Assessment and Learning in Practice Settings Mentorship Pages from the University of Southampton: www.alps.soton.ac.uk/ NMC (2011) FAQ’s for Standards to support learning and assessment in practice. www.nmc-uk.org