MENTOR/ PRECEPTOR PORTFOLIO
GUIDANCE AND EVIDENCE TO SUPPORT NURSE MENTORS IN
MEETING THE NMC STANDARDS TO SUPPORT LEARNING AND
ASSESSMENT IN PRACTICE (2008)
Name
Manager/ Professional
Supervisor
What three year period does this cover?
From: --------------------------------------------To:
---------------------------------------------
Where have you been working throughout this period?
(this document should be maintained throughout the three year period and be
transferable between organisations)
Mentor Up-dates and Practice Learning events
Date attended
Description
Annual Mentor Update
Annual Mentor Update
Annual Mentor Update
Learners Mentored
Learner ID
Course
Dates
Preceptor Activity
Preceptee
Date
From:
To:
GUIDANCE FOR MENTORS TO MEET THE NMC
STANDARDS TO SUPPORT LEARNING AND ASSESSMENT
IN PRACTICE (NMC 2008)
INTRODUCTION
The NMC Standards require that all mentors within a three year period provide
evidence that they:
- have mapped their practice against the 8 mentor domain standards
- participated in annual up-dating
- mentored at least two students (extenuating circumstances permitting)
- explored as a group activity the validity and reliability of their
judgements made when assessing practice
In addition, the NMC has stipulated that each student will need a Sign Off Mentor in
their final placement.
These standards apply to qualified mentors who support nursing students
commencing training from September 2007 onwards.
This portfolio is intended to act as a guide and support for qualified mentors to be
able to achieve these standards
GUIDANCE FOR TRIENNIEL REVIEW ON MAPPING OF DOMAINS
Mentors are required by the NMC to map themselves against the 8 domains that are
outlined in the mentor standards.
These 8 domains are
-
D1 Establish effective working relationships
D2 Facilitation of Learning
D3 Assessment and accountability
D4 Evaluation of Learning
D5 Creating an environment for learning
D6 Context of Practice
D7 Evidenced based practice
D8 Leadership
Overleaf you will find a self-assessment form. Each section within it relates to a
domain and there are suggestions for evidence; however, these suggestions are not
definitive and mentors are encouraged to produce varied and individualised sources
of evidence. Once complete this document needs to be discussed with your line
manager/ professional lead as part of your PDP or management supervision where
the decision for you to remain on the local mentor register will be made and entered
on the Triennial Review Declaration form (see Appendix A).
When the decision has been made the Triennial Review details are entered on to
Electronic Staff Records by your line manager and a copy of the Triennial Review
Declaration form is sent to the Practice Learning Facilitator and your details up-dated
on the local mentor register.
If you are struggling to find evidence for a particular domain and/or a decision
cannot be made an action plan will be jointly developed by you and your line
manager/ professional lead to identify issues and consider how these can be
achieved within an agreed timeframe.
GUIDANCE FOR SIGN-OFF MENTORS
The NMC (2006, 2008) has stated that a sign off mentor, who has met additional
criteria, must make the final assessment of (student) practice and confirm that the
recognised proficiencies for entry to the register have been achieved.
This assessment needs to occur within the students final placement and can be
undertaken either directly by the sign off mentor or by a mentor supported by a sign
off mentor. In addition the sign off mentor will have one hour per week per student in
order to reflect, give feedback and keep records of student achievements .
From September 2009 in order for a mentor to become a sign-off mentor they must
satisfy the following criteria:
-
Have clinical currency and capability in the field of practice in which the
student is being assessed
-
Have met the NMC requirements to remain on the register
-
Been supervised on at least three occasions* for signing off proficiency
at the end of a final placement by an existing sign off mentor
-
A period of 12 months post mentor qualification is required prior to sign
off status being achieved
In order to achieve the above, eligible mentors need to identify an existing sign off
mentor (SOM) ideally within their clinical area. If there is no existing SOM in the
clinical area one can be identified externally (liaise with Practice Learning Facilitator
if needed).
The Sign-Off Mentor needs to supervise and validate the mentor’s proficiency in
signing-off a final placement student on three separate occasions. The first and
second occasions can be undertaken through either simulation, role play, objective
structured clinical examinations (OSCEs), or interactive use of electronic resources
(NMC Circular(05/2010)). The third occasion needs to be undertaken with a final
placement student.
The overleaf form needs to completed as each assessment is successfully
undertaken and signed by the mentor and existing sign off mentor. Once all
occasions are completed it is signed by the mentor to self-certify they fulfil the above
criteria. This in turn needs to verified and signed by the mentor’s line manager. A
copy of the form needs then to be sent to the Practice Learning Facilitator so that the
details can be annotated on the Mentor Register.
SIGN-OFF MENTOR RECRUITMENT FORM
Observed Sign-Off Event
Date
1.
2.
3.
Signature of Sign Off
Mentor
Signature of Mentor
I declare that I meet the NMC sign off mentor requirements
Mentor Name:
………………………………..
Placement Area:
………………………………..
Mentor Signature:
………………………………..
Date:…/…./….
Line manager Signature: ………………………………..
Date:.../…./….
NMC DOMAIN 1: ESTABLISHING EFFECTIVE WORKING RELATIONSHIPS
Learning Outcome
1.1 Demonstrate an
understanding of factors that
influence how students
integrate into practice settings
KSF
G1 C1 C2
Examples for Evidence
Induction and orientation
Assessment of learning needs and
learning style
1.2 Provide ongoing and
constructive support to
facilitate transition from one
learning environment to
another
G1 C1 C2
Assessment and identification of
student strengths and areas for
development
1.3 Have effective professional
and inter-professional working
relationships to support
learning for the entry to
register
G1 C1 C2
Assessment and identification of
prior learning in context of current
placement
Mentor and placement multiprofessional involvement
Strategies to involve student in
multi-professional involvement
CPA, MDT meetings, etc..
Actual Evidence
Signed/ Date
NMC DOMAIN 2: FACILITATION OF LEARNING
Learning Outcome
2.1 Use of knowledge of the
student’s stage of learning to
select appropriate learning
opportunities to meet
individual needs
KSF
G1 G2
2.2 Facilitate a selection of
appropriate strategies to
integrate learning from
practice and academic
experiences
G1 G2
Examples for Evidence
Assessment of learning needs and
learning style
Planning learning events
Using theory in practice
Analysing practice with theory
1:1 mentoring
Practical experience
Role modelling
2.3 Support students in
critically reflecting upon their
learning experiences in order
to enhance future learning
G1 G2
Regular supervision
Team meetings
Actual Evidence
Signed/ Date
NMC DOMAIN 3: ASSESSMENT AND ACCOUNTABILITY
Learning Outcome
3.1 Foster professional
growth, personal
development and
accountability through
support of students in
practice
KSF
G1 C2 C4
3.2 Demonstrate a breadth of
understanding of assessment
strategies and ability to
contribute to the total
assessment process as part
of the teaching team
G1 C2 C4
3.3 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
3.4 Be accountable for
confirming that students have
met or not met the NMC
competencies in practice
3.5 As a sign-off mentor
confirm that students have
met or have not met the
NMC standards of
proficiency and are capable
of safe and effective practice
G1 C2 C4
Examples for Evidence
Planning and facilitation of learning
experiences
Appropriate, timely and accurate
feedback
Supervision and support
Application of various methods of
assessing students in the clinical
environment
Observation
Competence frameworks
Appropriate, timely and accurate
feedback
Supervision and support
Frequent 1:1 time
Liaison with link tutor/ student’s tutor
G1 C2 C4
Understanding of competencies and
working knowledge of student
documentation/ profiles
G1 C2 C4
Evidence of decision-making in
assessment
Evidence of student’s competency
mapped against NMC
competencies/ profile/ learning
outcomes
Actual Evidence
Signed/ Date
NMC DOMAIN 4: EVALUATION OF LEARNING
Learning Outcome
4.1 Contribute to the
evaluation of student learning
and assessment
experiences, proposing
aspects for change resulting
from such evaluation
KSF
Examples for Evidence
Evaluate experience with student
and action with student or clinical
area if needed
Mentor up-date and Mentor/ Nurse
Forums
Liaise with colleagues/ HEI
regarding feedback and student
evaluation through Healthcare
Placement Website
4.2 Participate in self and
peer evaluation to facilitate
personal development and
contribute to the
development of others
Participation in triennial review
Clinical supervision
Reflectice learning from mentoring
process
Actual Evidence
Signed/ Date
NMC DOMAIN 5: CREATING AN ENVIRONMENT FOR LEARNING
Learning Outcome
5.1 Support students to
identify both learning needs
and experiences that are
appropriate to their level of
learning
KSF
G1 C2 C4 C5
5.2 Use a range of learning
experiences, involving
patients, clients, carers and
the professional team, to
meet defined learning needs
G1 C2 C4 C5
Examples for Evidence
1:1 time reviewing past progress,
current competencies and needs
Identifying areas for development
and providing and supporting
appropriate learning opportunities
Student involvement in care delivery
system (ie: Primary Working/
Nursing) and Multi-Disciplinary
learning
Observation/ participating
Experiential learning
5.3 Identify aspects of the
learning environment which
could be enhanced,
negotiating with others to
make appropriate changes
G1 C2 C4 C5
Supervision
Involvement in educational audit/
healthcareplacement website
evaluations
Developing student resources
Discussion of learning/ student
issues in team meetings
5.4 Act as a resource to
facilitate personal and
professional development of
others
G1 C2 C4 C5
Role modelling
Teaching sessions – individual and
group
Actual Evidence
Signed/ Date
NMC DOMAIN 6: CONTEXT OF PRACTICE
Learning Outcome
6.1 Contribute to the
development of an
environment in which
effective practice is fostered,
implemented, evaluated and
disseminated
KSF
C2 C4 C5
Examples for Evidence
Attendance at training/ practice
forums for own clinical/ professional
development
Involvement in audit/ service
evaluation
Implementation of new interventions/
services
6.2 Set and maintain
professional boundaries that
are sufficiently flexible for
providing inter-professional
care
6.3 Initiate and respond to
practice developments to
ensure safe and effective
care is achieved and an
effective learning
environment is maintained
C2 C4 C5
C2 C4 C5
Team meetings
Understand and communicate your
role and clarity of own and
professional accountability and
responsibility
Demonstrates understanding by
reflection
Clinical and risk assessments and
related care-plan development
Changing role in relation to serviceuser need
Awareness of national and local
policy/ procedures and translation in
practice
Areas of interest in the clinical area
and evidence of initiating or being
involved in change
Actual Evidence
Signed/ Date
NMC DOMAIN 7: EVIDENCE BASED PRACTICE
Learning Outcome
7.1 Identify and apply
research and evidence
based practice to their area
of practice
KSF
C2 C5
Examples for Evidence
Attendance at relevant training and
implementation in practice
Demonstrate knowledge base is
current
Discussions with student about
evidence/ research base
Discussions with student about lack
or gaps in research/ evidence base
7.2 Contribute to strategies
to increase or review the
evidence base used to
support practice
C2 C5
Development of resources based on
research/ evidence
Attendance/ participation in forums
Knowledge of evidence-based
policies and guidelines
7.3 Support students in
applying an evidence base to
their own practice
C2 C5
Provide environment where student
can challenge practice from an
evidence-based perspective
Critique and analyse practice with
student from evidence-based
perspective
Students supported to critique and
use analytical skills
Actual Evidence
Signed/ Date
NMC DOMAIN 8: LEADERSHIP
Learning Outcome
8.1 Plan a series of learning
experiences that will meet
students’ defined learning
needs
KSF
G1 G6 G7 C1
C2
Examples for Evidence
Implement and evaluation learning
needs in relation to assessment
guidelines
Use of Multi-Disciplinary-Team
meetings, Care-programme
meetings etc..
8.2 Be an advocate for
students to support them
accessing learning
opportunities that meet their
individual needs, involving a
range of other professionals,
patients, clients and carers
G1 G6 G7 C1
C2
8.3 Prioritise work to
accommodate support of
students within their practice
roles
G1 G6 G7 C1
C2
8.4 Provide feedback about
the effectiveness of learning
and assessment and practice
G1 G6 G7 C1
C2
Access to other professionals and
learning events both within and
outside the clinical area/ community
Access to learning environments/
events in less traditional arenas: ie,
Service-User led groups, notstatutory organisations
Prioritise and protect clinical time
with students
Prioritise and protect time for
supervision
Attendance at mentor up-dates/
other forums
Liaison with University staff
Evaluation of learning/ mentor
experience with student
Actual Evidence
Signed/ Date
Where a evidence or a recommendation cannot be given please identify the domain and specific area that has not been met and indicate the
actions and timeframe to enable the criteria to be met
TRIENNIAL REVIEW MENTOR DECLARATION
Once the domain evidence is completed you should sign below to confirm that you have achieved this and that you:
-
Have mentored two students in the previous three years
Have attended a Mentor Up-date session or completed an on-line Mentor up-date in the previous year
Have explored as a group activity the validity and reliability of my judgements made when assessing practice in the previous
three years (covered in facilitated mentor up-date session)
Mentors Name:
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Mentor Signature
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Area of Practice
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Directorate
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Date:
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LINE MANAGER/ PROFESSIONAL LEAD TRIENNIAL REVIEW DECLARATION
I have read the mentor’s evidence in relation to the mentor domains and have verified this with the mentor. I am satisfied that he/
she meets the NMC competence domains
Name
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If not line manager, line manager to sign here:
Signature
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Signature
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Position
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Name
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Date
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Date
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