Name. Clinical Area/Speciality. Base

Size: px
Start display at page:

Download "Name. Clinical Area/Speciality. Base"

Transcription

1 Supporting Learners and Promoting Best Practice Mentor/ Educator Record incorporating Triennial Review Name Clinical Area/Speciality Base Revised by LCfT PEFs Oct 2011

2 CONTENTS Page Introduction to Supporting Learners and Promoting Best Practice 1 Mentor and Student Responsibilities Triennial Review Guidance for Mentors Triennial Review Guidance for Managers Examples of evidence Stage 2 Mentor Competencies Mentor Self- Assessment Sign-Off Mentor Status Mentor Profile Qualifications / Updates / Triennial review Mentor Profile Record of students assessed Record of students signed off at final placement by Sign-Off Mentor 17 Useful Resources 18 APPENDICES Appendix 1-19 Triennial Review Evidence Statement Action Plan Appendix 2 Reflective Template for Mentors/Educators 22 Appendix 3 Knowledge and Skills Framework mapped against mentor role 24 Revised by LCfT PEFs Oct 2011

3 Introduction This document has been designed to support Mentors, Practice Teachers, Educators, Assessors and Supervisors supporting learners in practice. From this point on the document will refer to anyone supporting learner in practice as mentors, irrespective of discipline or course being studied. This document has been produced to be a mentor record support and guidance for completion of Triennial review a framework for mentors to demonstrate competencies a framework against which qualifications and ongoing experience can be mapped against the Nursing Midwifery Council (NMC) Standards to Support Learning and Assessment in Practice (SLAiP), 2 nd edition published in July The NMC standards take the form of a competency framework which describe the knowledge and skills that nurses/midwives need to apply in practice when they support and assess students undertaking NMC approved nursing programmes that lead to registration or a recordable qualification on the register. The standards are available to download at The standards are also aligned to Health Profession Council (HPC) standards of education. This document contains: Guidance on Triennial Review for both Managers and Mentors. Examples of evidence A table containing all the 8 NMC Mentor Stage 2 competencies A Triennial Review Evidence Statement (Appendix 1) Reflective templates to assist Mentors in the development of their supportive evidence at triennial review (Appendix 2). An outline of the requirements for Sign-Off Mentor status. A template for Mentors to record their annual learner support activity (mentor updates, students supported, students sign-off, dates of triennial review). Please use this Mentor record to store all of your evidence and ongoing development within your Mentor role. Revised by LCfT PEFs Oct

4 Mentor and Student Responsibilities Mentors are responsible for: Organising and co-ordinating student learning in practice. Supervising students in learning situations and providing them with constructive feedback on their achievements. Setting and monitoring achievement of realistic learning objectives. Assessing total performance; including skills, attitudes and behaviour. Providing evidence as required by programme providers of student achievement or lack of achievement. Liaising with other professionals involved with the student (Link Lecturer, Personal Tutor, other Mentors/ Educators / Associate Mentors) to provide feedback, identify any concerns about the student s performance and agreed action as appropriate. Provide evidence to Sign-Off Mentors with regard to decisions about evidence of proficiency at the end of the programme. Students are responsible for: Providing the assessment documentation to their Mentors when required. Negotiating dates and times with Mentors for all reviews of assessment in practice. Maintaining their Practice Assessment Documentation (PAD) and Personal Portfolio and ensuring that these are available to Mentors at designated meetings. Utilising learning resources to ensure that learning opportunities specific to individual placements are included in the personal learning contract. Establishing specific learning needs and developing appropriate action plans within a written learning contract in collaboration with their mentor/educator. Advising their Mentor of any circumstances that may affect their performance during the placement. Revised by LCfT PEFs Oct

5 Triennial Review Guidance for Mentors / Practice Teachers Mentors must demonstrate their knowledge, skills and competence on an ongoing basis (SLAiP NMC 2008) The NMC stipulate that in order to remain on the Trust Mentor database and undertake Mentor/Practice Teacher role, the following criteria must be met: Mentored at least two students within a three year period of which there is flexibility around this depending upon your professional role. (Practice Teachers to have signed off one student entering the SCPHN part of the register within a three year period). Participated in annual updating and explored assessment and supervision issues with others Mentors/Practice Teachers Have mapped ongoing development in their role against the current NMC eight Mentor/Practice Teacher Competencies. Have current knowledge of NMC approved nursing programmes and curricula. Have Triennial Review with their manager every three years to demonstrate that all of the above has taken place. In the first instance, the first Triennial Review should take place three years after completion of an NMC recognised Mentorship qualification. Mentors must demonstrate their knowledge, skills and competence on an ongoing basis. At Triennial Review mentors will need to provide the evidence to support this. (SLAiP NMC 2008) At Triennial Review, it is the Mentor/Practice Teacher s responsibility to: Provide a portfolio of evidence that demonstrates their ongoing competence as a Mentor/Practice Teacher in accordance with the above criteria. Inform their Manager of when their Triennial Review is due. Complete the Evidence Statement together in discussion with their manager. Develop an action plan to address any unmet competencies. Send a copy of the completed Triennial Review Evidence Statement to the Practice Education Facilitator administrator. Revised by LCfT PEFs Oct

6 Triennial Review Guidance for Line Managers / Professional Leads It is the Line Manager s responsibility to: Ensure that Mentors / Practice Teachers in their team have their Triennial review completed every three years. To assess the portfolio of evidence that the Mentor/Practice Teacher has submitted to demonstrate their ongoing competence as a Mentor/Practice Teacher in accordance with the NMC Triennial review criteria (see page 3). Complete the Mentor Evidence Statement (Appendix 1) together with Mentor/Practice Teacher. Negotiate and draw up an action plan with Mentor/Practice Teacher to address any unmet criteria/standards and set a review date if they are not satisfied that all criteria have been met. Ensure Mentor/Practice Teacher sends completed Triennial Review Evidence Statement and action plan (if completed) directly to the Practice Education Facilitator administrator. Mentors/Practice Teachers who fulfil all NMC criteria at Triennial review will be recorded on the Trust Mentor Database. Mentors/Practice Teachers who do not meet the NMC criteria at Triennial review will have names removed from the Trust Mentor Database until such time that they have demonstrated that they have met the NMC Mentor/ Practice Teacher Standards. Revised by LCfT PEFs Oct

7 Examples of Evidence In order to demonstrate achievement of the competence for each of the criteria, evidence is required. This is not intended to be an onerous task and remember the same piece of evidence could be utilised to demonstrate achievement of a number of the criteria. Listed below are some examples of evidence however this list is not exhaustive and you are actively encouraged to think creatively as to how your knowledge, experience and qualifications map to the specified standards. Practical mentoring experience examples of evidence: Examples of evidence-based practice introduces and shared with colleagues/students (presentations. seminars, workshops) Individual/team placement learning support materials developed by Mentor/Team Anonymised student reflective accounts on their learning whilst on placement with student s consent Anonymised clinical supervision documentation Anonymised student action plans/learning contracts with student s consent Attendance of mentor updates Reflection on mentoring experience alone, with colleagues, students, Link Lecturer, PEF Supporting other learners in practice; staff from other disciplines undertaking placements, supporting new registrants through preceptorship, participating in the induction of new staff, appraising staff as part of the KSF/individual performance reviews Developing learning resources within the clinical area; student induction packs, teaching packages, in-house training sessions based on research/best available evidence Participation in the annual educational Audit Utilising available information to inform approaches to mentoring in practice; NMC website, RCN toolkits Guidance for mentors of nursing students and midwives and Helping students get the best from their practice placements, University Placement Learning Support Websites and additional practiced based learning website Utilisation of other educational material/articles e.g. Mentoring Learners in Practice series (Nursing Standard 2004) Revised by LCfT PEFs Oct

8 Stage 2 Mentor Competencies Standards to Support Learning and Assessment in Practice (NMC 2008) (Practice Teachers will need to demonstrate evidence for Stage 3 Mentor Competencies) Mentor Self-Assessment Demonstrate effective relationships building skills to support learning, as part of a wider interprofessional team, for a range of students in both practice and academic learning environments Domain Stage 2 1.Establish effective working relationships Criteria To be Demonstrated Demonstrate an understanding of factors that influence how students integrate into practice settings Achieved/not achieved Examples of Evidence Managers initials Providing ongoing and constructive 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 Revised by LCfT PEFs Oct

9 Mentor Self-Assessment Facilitate learning for a range of students, within a particular area of practice where appropriate, encouraging self-management of learning opportunities and providing support to maximise individual potential Domain Stage 2 2 Facilitation of learning Criteria To be Demonstrated Use knowledge of the student s stage of learning to select appropriate learning opportunities to meet individual needs Achieved/not achieved Examples of Evidence Managers initials Facilitate the selection of appropriate learning strategies to integrate learning from practice and academic experience Support students in critically reflecting upon their learning experience in order to enhance future learning Revised by LCfT PEFs Oct

10 Mentor Self-Assessment Assess learning in order to make judgements related to the NMC standards of proficiency for entry to the register or for recording a qualification at a level above initial registration Domain Stage 2 3 Assessment and accountability Criteria To be Demonstrated Foster professional growth, personal development and accountability through support of students in practice Achieved/not achieved Examples of Evidence Managers initials Demonstrate a breadth of understanding of assessment strategies and ability to contribute to the total assessment process as part of the teaching team Revised by LCfT PEFs Oct

11 Mentor Self-Assessment Assess learning in order to make judgements related to the MNC standards of proficiency for entry to the register or for recording a qualification at a level above initial registration Domain Stage 2 Criteria To be Demonstrated Achieved/not achieved Examples of Evidence Managers initials 3. Continued Assessment and accountability 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 the students have met or not met the NMC competencies in practice and as a sign-off mentor confirm that the students have met or not met the NMC standards of proficiency and are capable of safe and effective practice Revised by LCfT PEFs Oct

12 Mentor Self-Assessment Determine strategies for evaluating learning in practice and academic settings to ensure that the NMC standards of proficiency for registration or recording a qualification at a level above initial registration have been met Domain Stage 2 Criteria To be Demonstrated Achieved/not achieved Examples of Evidence Managers initials 4. Evaluation of learning Contribute to evaluation of student learning and assessment experiences, proposing aspects for change resulting from such evaluation Participate in self and peer evaluation to facilitate personal development and contribute to the development of others Revised by LCfT PEFs Oct

13 Mentor Self-Assessment Create an environment for learning, where practice is valued and developed, that provides appropriate professional and interprofessional learning opportunities and support for learning to maximise achievements for individuals Domain Stage 2 5. Create an environment for learning Criteria To be Demonstrated Support students to identify both learning needs and experiences that are appropriate to their level of learning Use a range of learning experience, 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 Achieved/not achieved Examples of Evidence Managers initials Revised by LCfT PEFs Oct

14 Mentor Self-Assessment Support learning within a context of practice that reflects health care and educational policies, managing change to ensure that particular professional needs are met within a learning environment that also supports practice development Domain Stage 2 6. Context of practice Criteria To be Demonstrated Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated Achieved/not achieved Examples of Evidence Managers initials 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 environment is maintained Revised by LCfT PEFs Oct

15 Mentor Self-Assessment Apply evidence-based practice to their own work and contribute to the further development of such knowledge and practice evidence base Domain Stage 2 7. Evidencebased practice Criteria To be Demonstrated Identify and apply research and evidence based practice to their area of practice Achieved/not achieved Examples of Evidence Managers initials 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 Revised by LCfT PEFs Oct

16 Mentor Self-Assessment Demonstrate leadership skills for education within practice and academic settings Domain Criteria To be Stage 2 Demonstrated 8. Leadership Plan a series of learning experiences that will meet students defined learning needs Achieved/not achieved Examples of Evidence Managers initials 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 Prioritise work to accommodate support of students within practice roles Provide feedback about the effectiveness of learning and assessment in practice Revised by LCfT PEFs Oct

17 Revised by LCfT PEFs Oct

18 Sign-Off Mentors (In relation to pre-registration student nurses) In order to ensure public protection the NMC needs to be assured that students have been assessed and signed off as capable of safe and effective practice at the end of a programme. Additional criteria have been defined for the mentor to be able to sign off proficiency in practice at the end of a programme. Only sign-off mentors that are on the same part of the register and in the same field of practice may confirm to the NMC that students have met the relevant standards of proficiency for the particular programme leading to registration that is recordable on the NMC register. To be a sign-off mentor you must have: Clinical currency and capability in the field of practice in which the student is being assessed. Met the NMC requirements to remain on the local 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 working knowledge of current programme requirements, practice assessment strategies and relevant changes in education and practice for the student they are assessing. An understanding of the NMC registration requirements and the contribution they make in meeting these requirements. An in-depth understanding of their accountability to the NMC for the decision they make to pass or fail a student when assessing proficiency requirements at the end of the programme. In order to become a Sign-Off Mentor within this organisation, you must be prepared to undertake one or more development session. Following this, an existing Sign-Off Mentor will take responsibility for superivisng you in your assessment of final placement students. Once you have been deemed competent in doing this, you will become a Sign-Off Mentor and be annotated on the Trust Mentor Database accordingly. You may then be required to supervise other Mentors who are working towards sign-off status. If you are interested in becoming a Sign-Off Mentor, please obtain approval from your Line Manager, then contact your Practice Education Facilitator (PEF). Revised by LCfT PEFs Oct

19 Mentor Qualifications Date Course Title Name of awarding institution Mentor Updates Attended Date Venue Topic covered during the session Facilitator signature Revised by LCfT PEFs Oct

20 Record of students assessed Dates of Placement Total number of days/weeks of placement / supervision period Type of student Adult / Child / Mental Health / Learning Disability Year of Study Name of University where student is studying Record of students signed-off at final placement (Sign-Off Mentors only) Dates of Placement Total number of days/weeks of placement/ supervision period Type of student Adult/Child/Mental Health/Learning Disability Name of University where student is studying Revised by LCfT PEFs Oct

21 Useful Resources Higher Education Institute Websites: Professional Standards NMC (2008) Standards to support learning and assessment in practice. NMC: London NMC standards & proficiencies and Duffy report (2004) available from Making Practice Based Learning Work British Association of Occupational Therapists (2008) Guidance on accreditation of practice Placement Educators Scheme (APPLE) College of Occupational Therapists: London Other resources There are also pages set up on the Trust intranet site which contains a range of resources related to Mentorship. Revised by LCfT PEFs Oct

22 APPENDIX 1 Triennial Review Evidence Statement for Mentors / Sign-off Mentors / Practice Teachers Revised by LCfT PEFs Oct

23 Line Manager Recommendations for Triennial Review I have read the mentors self-assessment documentation and appropriate evidence. I held a follow up interview with the mentor, who is working in the role of: Mentor Sign-Off Mentor Practice Teacher. (Please circle) As the Mentor s Line Manger, I can confirm that I am / am not (please delete as appropriate) satisfied that he / she meets the NMC Standards required to support students on placement. Assessment Criteria Achieved Not achieved Has successfully completed an NMC accredited mentorship programme Has regularly attended annual mentor update Has a working knowledge of current University programmes Has assessed a minimum of 2 student learners over a 3 year period Has supported students throughout the entire assessment process Has evidence of the validity and reliability of judgements made when assessing practice in challenging circumstances, through group activity Has evidence of continuing professional development mapped against the current NMC mentor standards I am recommending / not recommending (please delete as relevant) as a competent mentor and should remain on the Live mentor database. As line manager I will ensure that this decision is communicated to the Practice Education Facilitator to be recorded on the local Mentor Database within 28 days. Line Manager (Print name. Signature:. Date:. Where a recommendation cannot be given please identify which mentor criteria have not been met and indicate the actions and timeframe agreed with the mentor to enable the criteria to be met (Detailed action plan overleaf) Please send a copy of this completed document to the Practice Education Facilitator administrator PEF@lancashirecare.nhs.uk Revised by LCfT PEFs Oct

24 Action Plan Competencies/Evidence identified which require further development Mentor Competency/Evidence in need of development Action/s required By Whom By When Review date Line Manager (Print name): Signature: Date: Mentor (Print name): Signature: Date: Date of Next Review Meeting:..(as identified in action plan) Date of Next Triennial Review Meeting:.. Side 2 Revised by LCfT PEFs Oct

25 APPENDIX 2 Reflective template for Mentors Revised by LCfT PEFs Oct

26 Reflective Mentoring Account What was the nature of the activity? Briefly describe the activity; for example, I mentored a first year pre-registration student undertaking placement three or I undertook the final assessment interview with a second year student on placement two. Description of the activity Give a more detailed description of what you did; for example I helped the student develop an action plan. Or I observed the student completing their Direct Observation of Nursing Activity. What was the outcome of the activity? Give a personal account of how your involvement in this activity contributes to your personal practice and/or your continued professional development. Remember to link this to the requirements of your personal development review and to the requirements of your triennial (3 yearly) NMC review. Date: Print Name:... Signed: Revised by LCfT PEFs Oct

27 APPENDIX 3 Knowledge and Skills Framework in relation to role of Mentors Revised by LCfT PEFs Oct

28 Knowledge and Skills Framework in relation to Mentor Role Core Level Level Descriptors Dimensions 1. Communication 3 D Provides feedback to other workers on their communication at appropriate times. 2. Personal and People Development 3. Health, Safety and Security 4. Service Improvement 3 E, F & G 4 F 2 A,F 3 C 2 D 4 C Enables others to develop and apply their knowledge and skills in practice. Contributes to the development of others in a manner that is consistent with legislation, policies and procedures. Contributes to developing the workplace as a learning environment. Actively promotes the workplace as a learning environment encouraging everyone to learn from each other and from external good practice Identifies and assesses the potential risks involved in work activities and processes for self and others Supports others in maintaining health, safety and security. Monitors work areas and practices and ensures they: are free from hazards conform to health, safety and security legislation, polices, procedures and guidelines. Evaluates own and others work when required to do so completing relevant documentation. Works effectively with others to continually review values, direction and policies including guidance on how to respond when these are under pressure or interests are in conflict 5. Quality 3 E Evaluates the quality of own and others work and raises quality issues and related risks with the relevant people. Takes appropriate action when there are persistent quality problems. 6. Equality and Diversity 2 D 3 D Identifies and takes action when own or others behaviour undermines equality and diversity. Enables others to promote equality and diversity and a non-discriminatory culture. Revised by LCfT PEFs Oct

29 Practice Education Facilitator Contact Details Diane Bradley Central & West Lancs. Tel: Mobile: Gail Davies North Lancs. Tel: Mobile: Susan Smith East Lancs. Tel: Mobile: Michelle Batchelor Preston and South Ribble (Community - TCS) Mobile: michelle.batchelor@lancashirecare.nhs.uk Rachael Mitchell East Lancs and Blackburn with Darwen (Community - TCS) Mobile: rachael.mitchell@lancashirecare.nhs.uk Teresa Smith Blackburn with Darwen, Chorley, Leyland and West Lancs (Community - TCS) Mobile: teresa.smith@lancashirecare.nhs.uk DOCUMENT MANAGEMENT DATE October 2011 REVIEW DATE: March 2012 AUTHORS: LCFT Practice Education Facilitators - T Smith (Ed) Michelle Batchelor (Second Edition 2010) Diane Bradley (LCFT Mentor Mapping Tool 2010) OWNING Clinical and Professional Development Team / Nursing Directorate DEPARTMENT Lancashire Care NHS Foundation Trust FILE NAME VERSION NUMBER Supporting Learners and Promoting Best Practice (Mentor Record) 3 Revised by LCfT PEFs Oct

Standards to support learning and assessment in practice

Standards to support learning and assessment in practice NURSING & MIDWIFERY COUNCIL Standards to support learning and assessment in practice NMC standards for mentors, practice teachers and teachers Protecting the public through professional standards NURSING

More information

Mentor Portfolio of Evidence for Nurses: Recognition of Mentorship Skills, Guidance and Mapping Framework for Stage 3 mentors/practice Teachers.

Mentor Portfolio of Evidence for Nurses: Recognition of Mentorship Skills, Guidance and Mapping Framework for Stage 3 mentors/practice Teachers. Mentor Portfolio of Evidence for Nurses: Recognition of Mentorship Skills, Guidance and Mapping Framework for Stage 3 mentors/practice Teachers. School of Nursing, Midwifery and Social Work: Working in

More information

MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND

MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND QUEEN S UNIVERSITY BELFAST UNIVERSITY OF ULSTER OPEN UNIVERSITY and BELFAST HEALTH AND SOCIAL CARE TRUST NORTHERN HEALTH AND SOCIAL CARE TRUST

More information

MENTOR POLICY FOR PRE-REGISTRATION STUDENTS OF NURSING AND MIDWIFERY

MENTOR POLICY FOR PRE-REGISTRATION STUDENTS OF NURSING AND MIDWIFERY Faculty of Health and Life Sciences MENTOR POLICY FOR PRE-REGISTRATION STUDENTS OF NURSING AND MIDWIFERY 1. Introduction In 2008, the Nursing and Midwifery Council (NMC) published the second edition of

More information

Standards to support learning and assessment in practice. NMC standards for mentors, practice teachers and teachers

Standards to support learning and assessment in practice. NMC standards for mentors, practice teachers and teachers Standards to support learning and assessment in practice NMC standards for mentors, practice teachers and teachers Front cover, from left to right: Julie Dalphinis, Clinical Learning Environment Lead (West)

More information

Nursing and Midwifery Council mentor domains and outcomes and the NHS Knowledge and Skills Framework

Nursing and Midwifery Council mentor domains and outcomes and the NHS Knowledge and Skills Framework Nursing and Midwifery Council mentor domains and outcomes and the NHS Knowledge and Skills Framework Contents Preface 1 Introduction 2 Partnership Approach 3 Aims 4 The mentor and other practice education

More information

A HANDBOOK FOR MENTORS School of Nursing, Midwifery & Social Work The University of Manchester

A HANDBOOK FOR MENTORS School of Nursing, Midwifery & Social Work The University of Manchester A HANDBOOK FOR MENTORS School of Nursing, Midwifery & Social Work The University of Manchester School of Nursing, Midwifery & Social Work The University of Salford Faculty of Health, Psychology and Social

More information

Where does this all originate from?

Where does this all originate from? Sign-off Mentors Where does this all originate from? Standards to support learning and assessment in practice (NMC, 2008) Mentor register/database Annual updating Triennial review Ongoing achievement record

More information

Hub and Spoke Policy for Undergraduate Nursing and Midwifery Programmes

Hub and Spoke Policy for Undergraduate Nursing and Midwifery Programmes Hub and Spoke Policy for Undergraduate Nursing and Midwifery Programmes 1 1.0 Introduction 1.1 The three Higher Education Institutions (HEIs) are committed to providing practice placements which maximise

More information

Practice guidance for Specialist Community Public Health Nurse [SCPHN] Practice Teachers and Mentors (health visiting and school nursing)

Practice guidance for Specialist Community Public Health Nurse [SCPHN] Practice Teachers and Mentors (health visiting and school nursing) Practice guidance for Specialist Community Public Health Nurse [SCPHN] Practice Teachers and Mentors (health visiting and school nursing) 1 Table of Contents Introduction... 3 The Support of Learners...

More information

Mentorship of Pre-registration Nurses (learning

Mentorship of Pre-registration Nurses (learning Lead Executive Click here to enter text. Mentorship of Pre-registration Nurses (learning and assessment in clinical practice) Policy Version Number: V4 Name of originator/author: Practice Education Facilitator

More information

Mentor / Sign-off Mentor Guide including Portfolio of evidence EXAMPLE PORTFOLIO

Mentor / Sign-off Mentor Guide including Portfolio of evidence EXAMPLE PORTFOLIO Faculty of Health and Social Science School of Nursing & Midwifery Mentor / Sign-off Mentor Guide including Portfolio of evidence EXAMPLE PORTFOLIO Caroline Hudson Mentorship Co-ordinator In partnership

More information

BA (Hons) Applied Nursing and Social Work (Learning Disability) GENERIC SOCIAL WORK PLACEMENT

BA (Hons) Applied Nursing and Social Work (Learning Disability) GENERIC SOCIAL WORK PLACEMENT BA (Hons) Applied Nursing and Social Work (Learning Disability) GENERIC SOCIAL WORK PLACEMENT Additional evidence for achievement of NMC Standards of Proficiency. Student Name: Student Number: Cohort:

More information

NMC Mentor and Practice Teacher Handbook

NMC Mentor and Practice Teacher Handbook FACULTY OF HEALTH, SOCIAL CARE AND EDUCATION In partnership with local NHS Trusts and Organisations in London and Surrey NMC Mentor and Practice Teacher Handbook School of Midwifery and Child Health School

More information

Mentor Passport. Repro-323-WH-07.11

Mentor Passport. Repro-323-WH-07.11 Mentor Passport Repro-323-WH-07.11 Introduction and background Introduction and background for all stages of mentors In August 2006 the Nursing and Midwifery Council (NMC) approved a single framework

More information

Triennial Review for N.M.C. Mentors

Triennial Review for N.M.C. Mentors Triennial Review for N.M.C. Mentors Quality assurance record sheet for managers. (please print 2 copies, 1 for personal file, 1 for mentor to keep) Mentors name:.. Ward/Department: Date: / / Triennial

More information

Mentoring student nurses an update on the role and responsibilities of. the mentor

Mentoring student nurses an update on the role and responsibilities of. the mentor Mentoring student nurses an update on the role and responsibilities of the mentor Word count: 2894 words Deborah C. Casey Liz Clark Senior Lecturers Faculty of Health Leeds Metropolitan University For

More information

MENTORS HANDBOOK Supporting Students in Practice. 2 nd Edition

MENTORS HANDBOOK Supporting Students in Practice. 2 nd Edition MENTORS HANDBOOK Supporting Students in Practice 2 nd Edition 1 Table of Contents Introduction... 5 Section 1- Mentoring... 8 1.1 NMC documents that you will need to be familiar with... 8 1.2 Role & Responsibilities

More information

National Approach to Mentor Preparation for Nurses and Midwives

National Approach to Mentor Preparation for Nurses and Midwives National Approach to Mentor Preparation for Nurses and Midwives Core Curriculum Framework (Second Edition) Incorporating Guidance for: identification and selection of mentors supervising mentor role continuing

More information

De Montfort University. Course Template

De Montfort University. Course Template De Montfort University Course Template 1. Basic information Course Name: PG Cert Practice Education Course Code: PN079T Level (UG, PG): Postgraduate Taught Academic Period: 2015 Faculty: HLS - Faculty

More information

FAQs for Standards to support learning and assessment in practice

FAQs for Standards to support learning and assessment in practice FAQs for Standards to support learning and assessment in practice Background In August 2006, the NMC published Standards to support learning and assessment in practice (SLAiP), replacing previously published

More information

JOB DESCRIPTION. Community Palliative Care Clinical Nurse Specialist

JOB DESCRIPTION. Community Palliative Care Clinical Nurse Specialist JOB DESCRIPTION Post: Band: Responsible to: Accountable to: Community Palliative Care Clinical Nurse Specialist 7 (SAH adapted Agenda for Change) Team Leader Clinical Operational Manager Job Summary Work

More information

The role and responsibilities of the mentor/sign off mentor Contents

The role and responsibilities of the mentor/sign off mentor Contents The role and responsibilities of the mentor/sign off mentor Contents NMC Standards for mentors and sign-off mentors... 2 Tips for Mentors: providing an effective learning experience... 4 Practice Assessment

More information

N.B. Mentors should have an awareness of the Standards for pre-registration nursing education (NMC, 2010)

N.B. Mentors should have an awareness of the Standards for pre-registration nursing education (NMC, 2010) The Practice Assessment Process for Nursing Students N.B. Mentors should have an awareness of the Standards for pre-registration nursing education (NMC, 2010) Contents Approval and monitoring of the practice

More information

Guidelines for Mentors and Practice Teachers Working with Nursing Students at Mersey Care NHS Trust to meet NMC Standards

Guidelines for Mentors and Practice Teachers Working with Nursing Students at Mersey Care NHS Trust to meet NMC Standards TRUST-WIDE CLINICAL GUIDELINES Guidelines for Mentors and Practice Teachers Working with Nursing Students at Mersey Care NHS Trust to meet NMC Standards Policy Number: Scope of this Document: Recommending

More information

PGCert/PG Dip/MSc Higher Professional Education

PGCert/PG Dip/MSc Higher Professional Education Programme Specification PGCert/PG Dip/MSc Higher Professional Education Incorporating NMC standards to support learning and assessment in practice (2008) practice teacher and teacher Valid from: September

More information

Mentor Policy for Pre-Registration Learners

Mentor Policy for Pre-Registration Learners Mentor Policy for Pre-Registration Learners Document Control Version 2 Ratified by Human Resources and Organisational Development Policy and Planning Group Date Ratified 5 May 2012 Name of Originator Author

More information

Practice Educator Professional Standards for Social Work

Practice Educator Professional Standards for Social Work Practice Educator Professional Standards for Social Work Revised version May 2012, transition starts from September 2012 These Practice Educator Professional Standards (PEPS) set out requirements at two

More information

Career & Development Framework for Health Protection Nursing (Levels 5-9 Career Framework for Health)

Career & Development Framework for Health Protection Nursing (Levels 5-9 Career Framework for Health) & Development for Health Protection Nursing (s 5-9 for Health) & Development for Health Public Health Protection Nursing Nursing - Health Visiting and School Nursing & Development for Health Protection

More information

Graduate Profile. DipHE Mental Health Nursing

Graduate Profile. DipHE Mental Health Nursing Graduate Profile DipHE Mental Health Nursing The following information, in conjunction with the graduate's individual practice portfolio and C.V., constitutes the graduate profile for the named award.

More information

Nursing & Midwifery Learning Disability Liaison Nurse Acute Services Band 7 subject to job evaluation. Trustwide

Nursing & Midwifery Learning Disability Liaison Nurse Acute Services Band 7 subject to job evaluation. Trustwide PLYMOUTH HOSPITALS NHS TRUST JOB DESCRIPTION Job Group: Job Title: Existing Grade: Directorate/Division: Unit: E.g., Department, Area, District Location: Reports to: Accountable to: Job Description last

More information

Programme Specification. MSc Children s Nursing (Pre-Registration) Valid from: September 2014 Faculty of Health and Life Sciences

Programme Specification. MSc Children s Nursing (Pre-Registration) Valid from: September 2014 Faculty of Health and Life Sciences Programme Specification MSc Children s (Pre-Registration) Valid from: September 2014 Faculty of Health and Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location:

More information

Career & Development Framework for District Nursing

Career & Development Framework for District Nursing & Development for District Nursing & Development for District Nursing Contents Introduction 5 6 7 8 Practitioner Senior Advanced Practitioner Consultant Practitioner Appendices Appendix 1 Appendix 2 Appendix

More information

Guidelines for Practice Placements

Guidelines for Practice Placements Guidelines for Practice Placements In order to register with the NMC the student must have acquired experience in specified nursing practice placements. 50% of all courses are in practice with associated

More information

Mentor Resource Booklet. Achieving the NMC standards for mentors

Mentor Resource Booklet. Achieving the NMC standards for mentors Mentor Resource Booklet Achieving the NMC standards for mentors Introduction Page 2 Introduction The Nursing and Midwifery Council (NMC) is the professional body and regulator for nurses, midwives and

More information

CONTENTS. Section 1 [Cream] Assessment of practice-guidance for mentors, students and lecturers. Section 2 [Pink] Outcomes for grading 13-32

CONTENTS. Section 1 [Cream] Assessment of practice-guidance for mentors, students and lecturers. Section 2 [Pink] Outcomes for grading 13-32 CONTENTS Section 1 [Cream] Assessment of practice-guidance for mentors, students and lecturers Table: guidance for supervision and assessment of students Pages 3-12 12 Section 2 [Pink] Outcomes for grading

More information

Job Description Nurse Practitioner

Job Description Nurse Practitioner Job Description Nurse Practitioner The post holder is responsible for the delivery of general practice nursing to the whole practice population and specialised care to patients with HIV, their carers,

More information

Triennial Review - How you maintain your status as a mentor/sign off mentor

Triennial Review - How you maintain your status as a mentor/sign off mentor Who can be a mentor? Following registration the registered nurse (RN) will have to complete 12 months as a registered nurse before being eligible to start the mentor preparation programme. Places on the

More information

MODULE SPECIFICATION WORD TEMPLATE POSTGRADUATE PROGRAMMES

MODULE SPECIFICATION WORD TEMPLATE POSTGRADUATE PROGRAMMES MODULE SPECIFICATION WORD TEMPLATE POSTGRADUATE PROGRAMMES KEY FACTS Module name Module code School Department or equivalent UK credits 15 ECTS 7.5 Level 7 Delivery location (partnership programmes only)

More information

Level 8 - Job description for an advanced nurse practitioner in general practice

Level 8 - Job description for an advanced nurse practitioner in general practice Level 8 - Job description for an advanced nurse practitioner in general practice Title: Advanced nurse practitioner in general practice Agenda for Change (AfC) banding: 8 Hours of duty: Responsible to:

More information

SCDHSC0033 Develop your practice through reflection and learning

SCDHSC0033 Develop your practice through reflection and learning Develop your practice through reflection and learning Overview This standard identifies the requirements for reflecting on and developing your practice within settings where individuals are cared for or

More information

Summary and introduction

Summary and introduction ROYAL COLLEGE OF NURSING Summary and introduction The work contained in this publication began in June 2000 with the aim of updating the existing Royal College of Nursing (RCN, 1996) position statement

More information

A developmental framework for pharmacists progressing to advanced levels of practice

A developmental framework for pharmacists progressing to advanced levels of practice ACLF Advanced to Consultant level Framework A developmental framework for pharmacists progressing to advanced levels of practice Version 2009(a) CoDEG www.codeg.org ADVANCED AND CONSULTANT LEVEL COMPETENCY

More information

Health visiting. Introduction

Health visiting. Introduction Health visiting Introduction 1 This document has been drafted to reflect the NMC's position on health visiting (HV) and to support the application of NMC standards as flexibly as possible. It supports

More information

Guidance on professional conduct. For nursing and midwifery students

Guidance on professional conduct. For nursing and midwifery students Guidance on professional conduct For nursing and midwifery students 1 We are the nursing and midwifery regulator for England, Wales, Scotland, Northern Ireland and the Islands. We exist to safeguard the

More information

Practice Education Facilitator Band 6 Part Time 18.75 hours per week Salary Range 25,783-34,530 per annum (pro rata)

Practice Education Facilitator Band 6 Part Time 18.75 hours per week Salary Range 25,783-34,530 per annum (pro rata) Practice Education Facilitator Band 6 Part Time 18.75 hours per week Salary Range 25,783-34,530 per annum (pro rata) This is a great opportunity to join a small team dedicated to delivering high quality

More information

The guidance 2. Guidance on professional conduct for nursing and midwifery students. Your guide to practice

The guidance 2. Guidance on professional conduct for nursing and midwifery students. Your guide to practice The guidance 2 Guidance on professional conduct for nursing and midwifery students Your guide to practice The Nursing & Midwifery Council Vision, mission and values Our vision To safeguard the public by

More information

Practice-Based Learning

Practice-Based Learning making Practice-Based Learning work Developing New Supervisors and Assessors of Practice Learning: a profiling tool for registered practitioners A resource commissioned by the Making Practice Based Learning

More information

Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult)

Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult) PROGRAMME SPECIFICATION KEY FACTS Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult) Award MSc School School of Health Sciences Department Division

More information

Career & Development Framework for Nursing in Occupational Health

Career & Development Framework for Nursing in Occupational Health & Development for Nursing in Occupational Health & Development for Nursing in Occupational Health Contents Introduction 5 6 7 8 9 Practitioner Senior Advanced Practitioner Consultant Practitioner Senior

More information

Mentor Information Pack

Mentor Information Pack Faculty of Health and Life Sciences Mentor Information Pack For placement staff mentoring students undertaking pre-registration nursing programmes Version: Updated April 2008 Contents Introduction 2 Overview

More information

RETURN TO PRACTICE AND MAINTENANCE OF PROFESSIONAL COMPETENCE PROGRAMME (NURSING) Mentor Handbook

RETURN TO PRACTICE AND MAINTENANCE OF PROFESSIONAL COMPETENCE PROGRAMME (NURSING) Mentor Handbook . RETURN TO PRACTICE AND MAINTENANCE OF PROFESSIONAL COMPETENCE PROGRAMME (NURSING) Mentor Handbook Programme Leader: Clare Clarke RTP Mentor Handbook CC/KH Aug 2014 RTP Mentor Handbook CC/KH Aug 2014

More information

Career & Development Framework for General Practice Nursing

Career & Development Framework for General Practice Nursing & Development for General Practice Nursing & Development for General Practice Nursing Contents Introduction 5 6 7 8 Practitioner Senior Advanced Practitioner Consultant Practitioner Appendices Appendix

More information

PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES

PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS Programme name Public Health (Health Visiting, School Nursing or District Nursing) Award Postgraduate Diploma/MSc School School of Health Sciences

More information

Standards for pre-registration nursing education

Standards for pre-registration nursing education Standards for pre-registration nursing education Contents Standards for pre-registration nursing education... 1 Contents... 2 Section 1: Introduction... 4 Background and context... 4 Standards for competence...

More information

Criteria for education providers and registrants. Approval criteria for approved mental health professional (AMHP) programmes

Criteria for education providers and registrants. Approval criteria for approved mental health professional (AMHP) programmes Criteria for education providers and registrants Approval criteria for approved mental health professional (AMHP) programmes Contents Foreword 1 Introduction 2 Section 1: Education providers 5 Section

More information

Senior Social Worker - Children & Young People s Services (CYPS) Various throughout Devon. Effective date of JD 1 November 2010 JE Job Number 561

Senior Social Worker - Children & Young People s Services (CYPS) Various throughout Devon. Effective date of JD 1 November 2010 JE Job Number 561 Role Title Location Reporting to Senior Social Worker - Children & Young People s Services (CYPS) Various throughout Devon Practice Manager (PM) Post Number Grade G Directorate/Section Various throughout

More information

How to revalidate with the NMC Requirements for renewing your registration

How to revalidate with the NMC Requirements for renewing your registration How to revalidate with the NMC Requirements for renewing your registration CONTENTS WHAT DOES THIS DOCUMENT DO?...3 WHAT IS REVALIDATION?...5 CHECKLIST OF REQUIREMENTS AND SUPPORTING EVIDENCE... 7 THE

More information

SAMPLE. School of Health & Social Work. MSc in Nursing Year 2 Adult Field Practice Assessment Document (PAD) Student Name:... Student Number:.

SAMPLE. School of Health & Social Work. MSc in Nursing Year 2 Adult Field Practice Assessment Document (PAD) Student Name:... Student Number:. Student Name:... Student Number:. Cohort: September 2012 Module Code: School of Health & Social Work MSc in Nursing Year 2 Adult Field Practice Assessment Document (PAD) 1 Welcome to your Practice Assessment

More information

Career & Development Framework for Public Health Nursing Health Visiting and School Nursing

Career & Development Framework for Public Health Nursing Health Visiting and School Nursing & Development for Public Health Nursing Health Visiting and School Nursing & Development for Public Health Nursing Health Visiting and School Nursing Contents Introduction 5 6 7 8 Practitioner Senior Advanced

More information

South East London Social Work Reform Group Partnership CPD programme

South East London Social Work Reform Group Partnership CPD programme South East London Social Work Reform Group Partnership CPD programme Social Work practice and interpersonal skills in community empowerment course Appendices Appendix one: Continuing Professional Development

More information

PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES

PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS Programme name Public Health (Health Visiting, School Nursing or District Nursing) Award Postgraduate Diploma/MSc School School of Health Sciences

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty

More information

JOB DESCRIPTION/ CANDIDATE SPECIFICATION

JOB DESCRIPTION/ CANDIDATE SPECIFICATION JOB DESCRPTON/ CANDDATE SPECFCATON POST DEPARTMENT SALARY HOURS RESPONSBLE TO Lecturer Electrical and Electronic Engineering Maths, Computing, Engineering & Technology 20,271-36,072 per annum inclusive

More information

Doctor of Clinical Psychology

Doctor of Clinical Psychology Doctor of Clinical Psychology Programme of study for the degree of Doctor of Clinical Psychology 1. The following may be accepted as a candidate for the degree of Doctor of Clinical Psychology: Graduates

More information

How to revalidate with the NMC Requirements for renewing your registration

How to revalidate with the NMC Requirements for renewing your registration How to revalidate with the NMC Requirements for renewing your registration CONTENTS WHAT DOES THIS DOCUMENT DO?...3 WHAT IS REVALIDATION?...5 CHECKLIST OF REQUIREMENTS AND SUPPORTING EVIDENCE... 7 THE

More information

Nurse Practitioner Mentor Guideline NPAC-NZ

Nurse Practitioner Mentor Guideline NPAC-NZ Nurse Practitioner Mentor Guideline NPAC-NZ Purpose To provide a framework for the mentorship of registered nurses to prepare for Nurse Practitioner (NP) registration from the Nursing Council of New Zealand.

More information

THIS POST IS FOR THOSE EMPLOYED IN A HEALTH & SOCIAL CARE ORGANISATION (NI) JOB DESCRIPTION

THIS POST IS FOR THOSE EMPLOYED IN A HEALTH & SOCIAL CARE ORGANISATION (NI) JOB DESCRIPTION THIS POST IS FOR THOSE EMPLOYED IN A HEALTH & SOCIAL CARE ORGANISATION (NI) Ref No: 73513004 JOB DESCRIPTION JOB TITLE Practice Education Facilitator (Midwifery) (Temporary / Secondment until 30 th June

More information

ST JOHN OF GOD COMMUNITY MENTAL HEALTH SERVICES JOB DESCRIPTION

ST JOHN OF GOD COMMUNITY MENTAL HEALTH SERVICES JOB DESCRIPTION ST JOHN OF GOD COMMUNITY MENTAL HEALTH SERVICES JOB DESCRIPTION TITLE: LOCATION: SALARY: Senior Psychologist St John of God Community Mental Health Services, Lucena Clinic or any service/facility attached

More information

Job description: Occupational Therapist

Job description: Occupational Therapist Job description: Occupational Therapist Organisational Chart Responsible to: Therapeutic Services Manager Salary: PURPOSE OF THE JOB: To ensure that you fulfil your role as an Academy Occupational Therapist,

More information

Churchill School. Job Description: Occupational therapist

Churchill School. Job Description: Occupational therapist Job Description: Occupational therapist Responsible to: Headteacher Job Purpose/ Summary of Role: To provide a high quality specialist Occupational Therapy service to a caseload of children with Autism

More information

JOB AND PERSON SPECIFICATION

JOB AND PERSON SPECIFICATION Central Northern Adelaide Health Service LYELL McEWIN HOSPITAL JOB AND PERSON SPECIFICATION Position Title: Associate Clinical Services Coordinator Diabetes Classification Code: Registered Nurse and/or

More information

Level 3 Certificate in Community Justice (7499-01)

Level 3 Certificate in Community Justice (7499-01) Level 3 Certificate in Community Justice (7499-01) Qualification handbook QCA Number 500/1868/1 www.cityandguilds.com February 2008 Version 1.0 About City & Guilds City & Guilds is the UK s leading provider

More information

BSc/PGDip Public Health Nursing

BSc/PGDip Public Health Nursing MSc/PGDip Public Health Nursing For students entering in 2006 Awarding Institution Teaching Institution Faculty Programme length Programme Directors: Board of Studies Accreditation: The University of Reading

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling

More information

How To Write A Code Of Conduct For A Trust

How To Write A Code Of Conduct For A Trust Healthcare Assistant, Clinical Support Worker and Assistant Practitioner Code of Conduct DOCUMENT CONTROL Policy Title Author/Contact Author has attended Equality and Diversity Impact Assessment Training

More information

Programme Specification BSc (Hons) Nursing (Adult)

Programme Specification BSc (Hons) Nursing (Adult) Programme Specification BSc (Hons) Nursing (Adult) NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably

More information

PONTVILLE SCHOOL Occupational Therapist. Job Description

PONTVILLE SCHOOL Occupational Therapist. Job Description PONTVILLE SCHOOL Occupational Therapist Job Description JOB TITLE: Paediatric Occupational Therapist GRADE: Band 5 /6 JOB SUMMARY: The post holder will provide a service to The Witherslack Group of Schools.

More information

Learning Disability Nursing

Learning Disability Nursing Career & Development Framework for Learning Disability Nursing in Scotland March 2013 NHS Education for Scotland 2013. You can copy or reproduce the information in this document for use within NHSScotland

More information

Queensmill School Occupational Therapy Service Job Description

Queensmill School Occupational Therapy Service Job Description Queensmill School Job Description and Person Specification Queensmill School Occupational Therapy Service Job Description Job Title: Grade: Base: Hours: Pay: Responsible to: Occupational Therapist Band

More information

Message from the Chief Executive of the RCM

Message from the Chief Executive of the RCM Message from the Chief Executive of the RCM The Midwifery Leadership Competency Framework has been derived from both the NHS Leadership Qualities Framework and the Clinical Leadership Competency Framework.

More information

Mentor s Handbook. Division of Nursing. 5th Edition 2015. The University of Nottingham. School of Health Sciences

Mentor s Handbook. Division of Nursing. 5th Edition 2015. The University of Nottingham. School of Health Sciences The University of Nottingham Division of Nursing School of Health Sciences Mentor s Handbook 5th Edition 2015 1 Doc ref: 14/11/2011-mentorhandbook-5thed Preface The Mentor Handbook is produced for all

More information

Position Title: Nurse Practitioner Define

Position Title: Nurse Practitioner Define POSITION DESCRIPTION Practitioner Define Date Produced/Reviewed: Position Holder's Name: Position Holder's Signature :... Manager / Supervisor's Name: Manager / Supervisor's Signature :... Date :... Page

More information

TAE40110 - Certificate IV in Training and Assessment

TAE40110 - Certificate IV in Training and Assessment TAE40110 - Certificate IV in Training and Assessment This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector.

More information

Nurse Mentor Update Workbook 2014. With practice, for practice, transforming practice

Nurse Mentor Update Workbook 2014. With practice, for practice, transforming practice Nurse Mentor Update Workbook 2014 With practice, for practice, transforming practice Content The NMC and mentoring student nurses 3 Frequently asked questions 4 Recording your mentor activities 6 Student

More information

Accreditation of Advanced Nurse Practitioners and Advanced Midwife Practitioners

Accreditation of Advanced Nurse Practitioners and Advanced Midwife Practitioners NATIONAL COUNCIL FOR THE PROFESSIONAL DEVELOPMENT OF NURSING AND MIDWIFERY Accreditation of Advanced Nurse Practitioners and Advanced Midwife Practitioners 2nd Edition NOVEMBER 2008 A Celebration of Life

More information

New Scheme Teacher Accreditation Policy

New Scheme Teacher Accreditation Policy New Scheme Teacher Accreditation Policy This policy addresses issues in relation to: Staff Teaching Staff Responsible for Delivering the Curriculum 3.2.1 Safe and Supportive Environment Student Welfare

More information

MSc, PG Dip, PG Cert in Advanced Nursing Practice

MSc, PG Dip, PG Cert in Advanced Nursing Practice Programme Specification MSc, PG Dip, PG Cert in Advanced Nursing Practice Valid from: January 2016 Faculty of Health and Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution

More information

The Care Certificate Framework Guidance Document

The Care Certificate Framework Guidance Document The Care Certificate Framework Guidance Document Copyright Health Education England, Skills for Care and Skills for Health 1 Overall goal of the Care Certificate The introduction of the Care Certificate

More information

Job Description. Job Title Occupational Therapist Mainstream Schools /Special Schools Inclusion Support team as part of the Redbridge Children s Trust

Job Description. Job Title Occupational Therapist Mainstream Schools /Special Schools Inclusion Support team as part of the Redbridge Children s Trust Job Description Job Title Occupational Therapist Mainstream Schools /Special Schools Inclusion Support team as part of the Redbridge Children s Trust Service Area Children s Trust SEN/Disability Function

More information

Programme Specification and Curriculum Map

Programme Specification and Curriculum Map Programme Specification and Curriculum Map 1. Programme title Graduate Diploma Specialist Social Work Award Adults Code: 189L502 2. Awarding institution Middlesex University 3. Teaching institution Middlesex

More information

Postgraduate Diploma in Practice Education (Social Work) For students entering in 2008

Postgraduate Diploma in Practice Education (Social Work) For students entering in 2008 Postgraduate Diploma in Practice Education (Social Work) For students entering in 08 Awarding Institution: University of Reading Teaching Institution: University Of Reading Faculty of Social Sciences Relevant

More information

Standards for specialist education and practice

Standards for specialist education and practice Standards for specialist education and practice This document is now the UKCC s exclusive reference document specifying standards for specialist practice. Any previous documentation, as detailed below,

More information

Newly Qualified Social Worker (NQSW) Fixed Term Post

Newly Qualified Social Worker (NQSW) Fixed Term Post Newly Qualified Social Worker (NQSW) Fixed Term Post ROLE PROFILE Role Title: Service: Accountable to: Grade: JE Code: Social Worker (NQ) Children and Families Team Manager F JE1043 Purpose of Role To

More information

Programme Specification. Graduate Diploma in Professional and Clinical Veterinary Nursing

Programme Specification. Graduate Diploma in Professional and Clinical Veterinary Nursing Programme Specification Graduate Diploma in Professional and Clinical Veterinary Nursing 17 1. Awarding institution The Royal Veterinary College 2. Teaching institution The Royal Veterinary College (University

More information

An NMC guide for students of nursing and midwifery

An NMC guide for students of nursing and midwifery & NURSING MIDWIFERY COUNCIL An NMC guide for students of nursing and midwifery Protecting the public through professional standards An NMC guide for students of nursing and midwifery As a pre-registration

More information

Guidelines for Competence Assessment

Guidelines for Competence Assessment Guidelines for Competence Assessment Contents Introduction..........3 Purpose of the guidelines......... 3 Nursing Council documents which support competence assessment..3 Continuing competence requirements.4

More information

NMC Standards of Competence required by all Nurses to work in the UK

NMC Standards of Competence required by all Nurses to work in the UK NMC Standards of Competence required by all Nurses to work in the UK NMC Standards of Competence Required by all Nurses to work in the UK The Nursing and Midwifery Council (NMC) is the nursing and midwifery

More information

Senior Academic Research Nurse (band 7) Academic Research Nurse (band 6)

Senior Academic Research Nurse (band 7) Academic Research Nurse (band 6) LANCASHIRE TEACHING HOSPITAL NHS TRUST HUMAN RESOURCES DIRECTORATE JOB DESCRIPTION JOB TITLE: DIRECTORATE: REPORTS TO: ACCOUNTABLE TO: Senior Clinical Research Fellow in Health Services Research Workforce

More information

CPP30411 Certificate III Security Operations Recognition of Prior Learning & Current Competency Kit. Evidence Matrix and Collation Report

CPP30411 Certificate III Security Operations Recognition of Prior Learning & Current Competency Kit. Evidence Matrix and Collation Report CPP30411 Certificate III Security Operations Recognition of Prior Learning & Current Competency Kit Evidence Matrix and Collation Report Applicant Name Date of Application Personal &Organisational details

More information