Feedback from module leader mentorship course

mentor is interesting it digresses  somewhat from the role of a mentor as applied to nursing ( see paragraph 4). The  definition of a mentor you provide requires referencing. There is some ambiguity with the terms mentor and tutor and it is unclear whether you are using these terms interchangeably. You should be referencing the NMC standards with regards to the NMC definition of a mentor; so NMC (2008). It is unclear what studies you are referring to that the NMC have conducted. There needs to be a stronger emphasis here on the assessment role of a mentor has. You also needed to consider how this role differs from anyone else’s e.g what sets a stage 2 mentor apart from a stage 1 mentor?

Part 2

It is unclear what you mean by the term ‘ medical midwives’. Nursing understudies should be referred to as nursing students. You appear to suggest that the NMC standards were revised in 2015; this is not the case. I think you may be confusing the NMC standards with the NMC code; they are separate publications. Much of what you discuss in this section appears to relate to The Code rather than the the standards to support learning in practice ( SLAiP). You do not adequately address what the standards are or identify clearly what they comprise of ( ( domains,principles and mentor stages). You have not chosen 2 domains to focus on and therefore there is no discussion on their importance and the challenges faced within your clinical area with meeting these domains.

Part 3

You have made some reasonable attempts to discuss relevant theory associated with assessment. There is some ambiguity in what you are trying to convey due to your writing style. You have replaced the term assessment with evaluation and these are not necessarily the same thing. Therefore your reference to making an evaluation plan should read assessment plan. You provide some rationale for your assessment. It is unclear who you are referring to by ‘my partner’.  Some terms you use are inappropriate ‘ grown up patient’ should be referred to as ‘adult patient’. Your reflections are ambiguous and it is not clear how the assessment progressed. You do not actually apply the Gibbs reflective cycle to your reflections.

Part 4

Please note that preceptors are usually those who support newly qualified nurses and not nursing students; this is what you will be doing as a mentor. There are some attempts to discuss some educational theories underpinning teaching  and learning. Again your writing style makes it unclear what you are trying to convey. Your reflections are unclear and it is not obvious that you have applied the Gibbs reflective model to your reflections.

Part 5

You have highlighted what you have learnt from undertaking the Mentorship module reasonably well. Unfortuantely as you did not highlight the challenges faced  in part 2 of the assignment in  your clinical area with mentoring and supporting students you have consequently omitted to devise a developmental plan to address these challenges.

References

Your list does not quite conform to the Harvard referencing style as per the help sheet on the Moodle module site e.g you have used quotation marks to identify journal titles. However it is consistent. Your list appears quite sparse. The NMC standards do not appear on your list. Page numbers need citing when using direct quotes. You have cited authors first names rather than surnames on a reference (Ness, Kathleen , Jacqueline and Lesley). There are some references cited in the assignment that do not appear on your reference list e.g Goldstein and Shapiro. You have not referenced Bloom either.

Grammar

Unfortunately this assignment has been very difficult to read. Your writing style does not enable clarity of meaning. You are strongly advised to seek some support either from your employer or student support services at the university e.g library services to enable you to

Your opening paragraph provides a good introduction. Whilst your discussion on what a

improve your written English