Section 3 – Triennial Review – NMC Mentor Outcome NMC Mentor Standard: Assessment and AccountabilityAssess 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 | Descriptor * foster professional growth, personal development and accountability through support of students in practice * demonstrate breadth of understanding of assessment strategies and 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 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 and as a sign off mentor confirm that students have met or not met the NMC standards of proficiency and are capable of safe and effective practice | Suggested Examples of Evidence * Reflective accounts * Anonymous example of student learning contract * Anonymous records of dealing with challenging circumstances and non-achieving students * Anonymous records of feedback given to students * Examples of how to use the student assessment criteria and map to learning outcomes and students individual learning objectives * Examples of evidence used to determine student achievement of competencies and proficiency * Evidence of collaborative working with partners in education * Attendance at mentor forums |

Section 3 – Triennial Review – NMC Mentor Outcome NMC Mentor Standard : Establishing effective working relationshipsDemonstrate effective relationship building skills sufficient to support learning as part of a wider interprofessional team, for a range of students in both practice and academic learning environments | Descriptor * 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 * Have effective professional and interprofessional working relationships to support learning for entry to the register | Suggested Examples of Evidence * Reflective accounts * Anonymous records of student progression * Anonymous records of student action plans demonstrating how you dealt with non achieving students * Development of induction pack to support orientation to clinical environment * Development of teaching and learning resource pack to support clinical education * Supporting statements from colleagues/mentors/Practice Facilitators/Link Lecturers confirming team working and relationship building skills * Evaluation tools and reports |

Section 3 – Triennial Review – NMC Mentor Outcome NMC Mentor Standard: Evidenced Based PracticeApply evidenced based practice to their own work and contribute to the further development of such a knowledge and practice evidenced base | Descriptor * 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 | Suggested Examples of Evidence * Reflective accounts * Examples of how evidenced based practice has been introduced * Examples of any protocol or policies you have been involved in t guide clinical practice * Witness testimonies/statements from colleagues indicating your involvement in lading evidenced based practice |