Portfolio of Evidence Essay Example

an ongoing basis during the mentor preparation programme.

You are required to undertake the following

Teach, supervise and assess at least two students for at least four continuous weeks for each student Be directly observed by your designated practice supervisor whilst teaching, supervising and assessing students Undertake a range of activities with the students and related learning activities Demonstrate competence in assessing students on at least three occasions at progression points for pre-registration midwifery programmes

The documentation in the portfolio includes suggested activities that will help you in meeting the required competencies. It should be noted that these are only intended to facilitate your learning and the majority of activities will be undertaken whilst teaching, supervising and assessing your allocated students. In addition the suggested activities do not reflect the totality of your learning experiences.

You are required to meet with your designated practice supervisor at the beginning of the programme, and mid way to discuss your development needs and progress. Your portfolio of evidence will inform this process.

You are required to meet with your designated practice supervisor at programme completion for summative assessment of your progress. This will be informed by your portfolio of evidence and your designated practice supervisor’s observation of competence in practice to determine if you have achieved the required competencies. Your designated practice supervisor is required to complete the assessment of competencies form and sign the certificate of completion. If you have successfully completed the programme a copy of the certificate of completion will be forwarded to your line manager or professional lead for entry of your name to the local register of mentors

and practice teachers. This will be accompanied by required biographical data for inclusion on the local register.

Competencies and Outcomes for a Mentor

Establishing effective working relationships

- Develop effective working relationships based on mutual trust and respect.

- Demonstrate an understanding of factors that influence how students integrate into practice settings.

- Provide ongoing and constructive support to facilitate transition from one learning environment to another.

Facilitation of learning

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

- 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.

Assessment and accountability

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

- 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 the implications of this for their future.

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

Evaluation of learning

-

Contribute to evaluation of student learning and assessment experiences

– proposing aspects for change as a result of such evaluation.

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

Creating an environment for learning

- Support students to identify both learning needs and experiences that are appropriate to their level of learning.

- Use a range of learning experiences, involving patients, clients, 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.

- Act as a resource to facilitate personal and professional development of others.

Context of practice

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

- 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.

Evidence-based practice

- Identify and apply research and evidence-based practice to their area of practice.

- Contribute to strategies to increase or review the evidence-base used to support practice.

- Support students in applying an evidence base to their own practice.

Leadership

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

- 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.