MSc Advanced Leadership for Professional Practice (Nursing) / Course details

Year of entry: 2021

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Course unit details:
Multiprofessional Support for Learning and Assessment in Practice (Mentorship)

Unit code NURS67000
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Variable teaching patterns
Offered by Nursing & Midwifery
Available as a free choice unit? No


In this unit, key areas of supporting learning, teaching and assessing clinical achievement will be considered, which is relevant to nurses working in any specialty, as well as midwives, speech and language therapists, and other health professionals.
The course unit considers the theory and practice of learning, teaching and assessing in practice. Course members will be supported in enhancing their ability to reflect on and evaluate critically and synthesise their practice in supporting learning. The emphasis will be on student-centred, active learning.
On successful completion of the course unit nurses and midwives will have met the NMC (2008) mandatory standard for mentors. AHPs (allied health professionals) will have met the relevant HCPC (2012) standards.
After successful completion of the course unit all practicing midwives and nurses who support final placement students must complete additional preparation in practice to become sign-off mentors.


  • Meet key standards identified by the NMC, Health and Care Professions Council and Higher Education Academy in relation to your continuing professional development.
  • Enable you to develop the skills necessary to support learning and assessment in practice as part of an effective, supportive and dynamic learning process.
  • Empower you to critically analyse your role as a student mentor and develop innovative approaches to supporting students’ learning in practice

Knowledge and understanding

  • Demonstrate critical analytical understanding of the need to develop your self-awareness to facilitate effective and trusting educational relationships, in a learner centred educational environment.
  • Empower students to enable them to reflect critically upon their learning experiences in order to enhance their future learning and engender positive role models for the future.

Intellectual skills

  • Critically examine the teaching and learning styles, theories and models that can be used as part of the mentorship process to enhance student learning in practice.
  • Critically evaluate the impact that working and learning in an interprofessional context can have on the placement learning environment.
  • Furnish students with critically reflective and appropriate feedback regarding their performance/competence as potential registrants or newly qualified staff. 

Practical skills

  • Prioritise work and demonstrate flexibility and adaptability within the mentorship process to meet the personalised learning needs of student with a range of abilities/disabilities
  • Work with students to realise their full potential as effective members of the clinical team

Transferable skills and personal qualities

  • Further develop and enhance skills in effective communication to a range of audiences in a variety of settings.
  • Effectively utilise a range of information sources including information technology/health informatics
  • Critically evaluate assimilate and disseminate research findings as part of your mentorship role in your unique practice domain.

Assessment methods

Method Weight
Written assignment (inc essay) 50%
Practical skills assessment 50%

Feedback methods

Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.

Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit. 

Study hours

Scheduled activity hours
Lectures 40
Tutorials 2
Independent study hours
Independent study 108

Teaching staff

Staff member Role
Margaret Lynch Unit coordinator
Heather Sigley Unit coordinator

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