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Preparation for Mentorship and Assessing

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Preparation for Mentorship and Assessing

Introduction.

Learning in practice is an important part of the curriculum and

accounts for approximately 50% of the pre-qualifying nursing programme

in the UK (Andrews and Roberts, 2003). Supporting students to learn

is an important function for both educators and practitioners and thus

teaching, assessing and mentoring are fundamental aspects of nurses'

roles and responsibilities.

The quality of the clinical learning environment is a national

priority for both Trusts and Higher Education Institutes (Rapson,

Holding and Shepherd, 2003). In recent years, the impetus for review

can be attributable to a variety of sources including recommendations

made by the government in 'Making a Difference' (Department of Health

(DoH), 1999) and the emphasis on 'Fitness for Practice' by the United

Kingdom Central Council (1999). More recently, the 'Placements in

Focus' document stressed that the environment should provide an area

in which students can experience good quality care and treatment of

patients (DoH, 2001). It is recognized that clinical staff exercise a

major influence on the quality of pre-registration programmes (Eraut

et al, 1995, cited in Stuart 2003 p33). They do much of the teaching,

supervision and assessment of students and, as it is likely that this

will continue it is imperative that they are capable of fulfilling

these roles (Clifford, 1995; White et al, 1994; cited in Stuart 2003

p33).

Various definitions of the terms 'mentor', 'teacher' and 'assessor'

have been offered through the years and choosing one in favour of

another is a difficult task. The English National Board...

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...e: A Guide for Nurses, Midwives and Other Health Professionals.

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