Research Korner: Assessment Criteria Examples

Article Critique Marking Criteria

7021NRS - Research Evidence and Clinical Practice   Assessment 1 – Article Critique   Marking Guide   Students will be required to critically appraise ONE article supplied by the course convenor in Week 2/3 using a critical appraisal framework that has been reviewed during the workshops (see page 31 and beyond in the Study Guide). Appraisal of this article will require: - a summary of the method and findings of the article (10 marks) - a critical appraisal of the method and consequent relevance of results (20 marks) - highlighting of the value of this study in relation to practice change (10 marks).   Criterion Possible Mark Obtained Mark Summary of method and findings of article 10   Clear, concise summary of main aspects of method     Clear, concise summary of main aspects of results     Critical Appraisal 20   Information about groups at beginning of study     Information about groups throughout study     Intervention and measurements     Results     Assessment of Value of article 10   Consideration of study sample, interventions and outcomes     Consideration of benefits, harm and costs     Application to patient care     TOTAL 40     Comments: _____________________________________________________________________   _____________________________________________________________________   __________________________________________________________________   _____________________________________________________________________   _____________________________________________________________________   _____________________________________________________________________         ASSESSMENT Item Assessment Task Length Weighting Total Marks Relevant Learning Outcomes Due Day and Time 1. Article critique 2000 words 40% 40 2. Plan for practice change 3500 words 60% 60 Students are required to submit both assessment items to qualify for a passing grade. Assessment Item 1 – Article Critique: Students will be required to critically appraise ONE article supplied by the course convenor, via the  in Week 2. Students are to use the critical appraisal framework located on pages 30 – 31 of your study guide and titled ‘Critical Appraisal of Studies Assessing Health Care Interventions – Clinical Trials’. Appraisal of this article will require: - a summary of the method and findings of the article (10 marks) - a critical appraisal of the method and consequent relevance of results (using questions 1 – 13 of the critical appraisal framework) (20 marks) - a discussion of the value of this study in relation to practice change (10 marks).

Article Critique Marking Criteria

7021NRS - Research Evidence and Clinical Practice Assessment 1 – Article Critique Marking Guide Students will be requi...

Essay Instructions and Assessment Criteria on Managing Projects Assignment

School of Business, Law and Psychology   Level: 3 Module: SIM335 Managing Projects Assignment Code: SIM335 Module Leader: Issue date: Return date: Contribution to module assessment: 100%   This is an individual assignment - complete both tasks 1 and 2 Background: The assignment is intended to bring out the benefits and limitations of different approaches to project planning and control by relating these to the circumstances in the cases outlined. It is also intended to allow students to demonstrate their learning and competence in respect of the management of resources generally, but in particular elements of time, finance and human resource. Case 1: Derling Ltd is an organisation which sells fitness equipment to the leisure industry. The company has a wide range of products on offer including: cross-trainers, Jogging machines, steppers, rowing machines, and a wide variety of free weights and resistance equipment. You have produced a list of activities that need to be addressed to provide a new product (an inclined biceps machine) to the fitness market. The details are shown in the table provided. Please note: You must use the methodology detailed above table 1 headed “essential methodology”.  Task 1 (40% marks) 1)    Draw the network diagram (use activity on the node). (8 marks) 2)    Explain how you determined the timing of activities and the total float. (6 marks) 3)    Explain how you determined the project duration and the critical path. (6 marks) 4)    If the project starts on the  , what is the earliest date it can be completed using a 5 day working week? Assume no other holidays. (4 marks) 5)    If the following happened what would be the effect on the duration of the whole project? Explain the reasons. (6 marks) a)    A 2 day delay during activity F. b)    Activity Q is completed 2 days before schedule. c)    A  1 day delay during activity O. 6)    Explain and discuss the purpose of network diagrams. (10 marks)       Essential methodology (activity on the node): ·         All the timings (i.e. earliest start, earliest finish, latest start, latest finish, total float, duration and activity) must be included within each node of your diagram. This essential methodology is detailed in the text: Project Management, Field and Keller  (2007. p. 197,p.198 &  p. 391) ·         All timings must be in days – not dates ·         To complete your network diagram assume that: o   If task A has a duration of 4 days (task A, earliest finish would be day 4), therefore, task B earliest start time will be day 4. ·         This essential methodology is detailed in the text: Project Management, Field and Keller (2007. p. 197,p.198 &  p. 391), Table 1   Activity (Tasks)   Duration (Days) Preceded By A 4 - B 6 A C 1 B D 4 B E 6 B F 2 B G 1 C, D, E, F H 1 G I 4 H J 2 H K 1 J L 13 I M 4 J N 1 J O 1 K P 1 L, M, O Q 20 N, P         Case 2: Renton Clothing Company is a successful fashion brand. They supply their lines to high street shops. Specifically, their range includes: Shirts, jackets and accessories (cuff links, belts, and sunglasses). Traditionally, they have supplied retailers with their products. In January 2008, they acquired retail shops in prime city centre locations to sell there items direct to the consumer. At present they have five shops, and they plan to open a 6th shop in Leeds city centre.  They have acquired the shop and plan to sell only the Renton range of clothing. Each shop is approximately 2,000 sq metres in size and employs 10 sales staff, and 5 administration staff. Task 2 (60% marks) As Project Manager responsible for the opening of the new shop, you are contracted at the feasibility stage. You are required to prepare a report (2,000 words). Outline the activities required to successfully manage this major project of opening Renton Clothing, ensuring that it opens on time, and within budget. The analysis should include the skills and competencies required by the Project Manager, along with the project management process. Use examples of the concerns, stages, processes, leadership, administration and control problems associated with managing the lifecycle of this major project. Assignment presentation and assessment The answers to both tasks are independent and should be addressed separately. Task 1 (i.e. the network diagram information – (600 words) – completed as an individual task Task 2 a report that is produced for task two (2000 words) – completed as an individual task For your convenience both tasks should be submitted as one document, which contains both individual tasks. The criteria for assessing the first task - the network diagram tasks – are detailed on page 6. The criteria for assessing the task two report will be: Report presentation (20%) The extent to which the assignment represents an effective report. This will be judged on: Appearance: Is a word count included at the end of the report? Is it within the specified amount? Is the text double spaced? Structure: Does the report follow the conventions of the format? Does it have a clear introduction, explaining how it answers the questions? Do the sections of the report develop ideas in a logical sequence? Are diagrams or other subsidiary information shown in appendices? Spelling and grammar: Are all words spelled correctly and is the meaning of sentences clear? Referencing: Have appropriate references been included in the report. Has a recognised referencing system been used for notation? (see relevant section in the Guide to Basic Study Skills) Use of relevant theory (40%) Has the right theoretical content been chosen as the basis for answering the questions? Is there evidence of the use of course notes and books? Is the theory that is selected significant to the questions? Analysis (40%) This measures the extent to which students develop a structured argument for the points they make, by combining relevant theory with the information provided in the questions. Any work submitted is subject to the University's rules and procedures governing infringement of assessment regulations.       Grading Criteria SIM335   Managing Projects   Individual Assignment     First Class (70 – 100%) A creative and original response to the question. Critically reflecting on perceived theory and experiences.  Wide and appropriate use of sources (theory and practice) based on reading and experiences. Answer written fluently, with evidence of a highly developed capacity to structure work systematically and argue logically.   Upper Second Class (60 – 69%) Comprehensive knowledge of concepts and theories. Appropriate application of theory and experience to the question answered. Ability to inter-relate concepts and ideas. Some originality in approach and awareness of scope and limitations. Answer systematically structured and coherent.   Lower Second Class (50-59%) Evidence of knowledge of concepts and theories. Attempts to relate and balance theory and practice.  Main issues addressed appropriately.  Mainstream texts and lecture notes used. Work presented in a structured form but arguments weak in places.   Third Class (40-49%) Evidence of uncritical knowledge of main concepts and theories.  Limited attempts to relate theory and practice relaying on personal opinion or assertions.  Limited evidence of reading.  Presentation and structure weak in several places.   Fail  (0 – 39%) Some knowledge of main concepts and theory but major omissions and / or misunderstandings.  Style and structure weak and overly descriptive. Considerable limitations in ability to perceive the relationship of theory and practice.  Limited reading.       SIM335: Management of Projects ()   Task 1   1.    8 marks. 1 points to be taken off for each wrong node. A maximum of 5 wrong nodes, after which the student gets 0 for the question. No common start, 1 points off. No common end, 1 points off.   Please note: Marks are only awarded  if the methodology for Activity on the Node - detailed in Project Management, Field and Keller (2007. p. 197. p.198 & p. 391) is used.   Please note; Marks are only awarded if the timings are in days – not dates 2.    3 marks for  explaining how the timings were determined . 3 marks for explaining how the float was determined.   Please note:  Marks are only awarded if timings for all activities are included on the network diagram, and the explanation given. This approach is detailed in Project Management, Field and Keller (2007. p. 197. p.198 & p. 391)   3.    3 marks for correct project duration and explanation. 3 marks for correct critical path and explanation.   4.    4 marks for correct earliest date.   5.    a)   1 mark for the correct identification of the effect on the duration of the whole project, 1 mark for right reason b)   1 mark for the correct identification of the effect on the duration of the whole project, 1 mark for right reason c)   1 mark for the correct identification of the effect on the duration of the whole project, 1 mark for right reason   6.    10 marks for the discussions of key purposes (including benefits) of network diagrams. 1 mark will be awarded for each mentioned key purpose (including benefits) and 1 mark for the explanation of it.     Total: 40 marks   SIM335: Management of Projects (Academic Year 2007/08)   Task 2 Criteria 70% + 60-69% 50-59% 40-49% <40% Use of relevant theory   Indicative weighting = 40% of 60 mark (24 marks) The report identifies all the relevant theories to answer to complete the task. The theories used are described in detail. There is clear evidence that course notes, books and other sources are used. Theories used are significant in listing the activities required to successfully plan and manage a major project. The report identifies most of the relevant theories to answer to complete the task. On the whole, the theories used are described in detail. There is clear evidence that course notes and books are used. Theories used are largely significant in listing the activities required to successfully plan and manage a major project. On the whole, the report identifies the relevant theories required to answer to complete the task. The theories used are sometimes described in detail. Overall, there is clear evidence that course notes and books are used. Theories used are significant in listing the activities required to successfully plan and manage a major project. The report identifies some of the relevant theories to answer to complete the task. The theories used are partly described. There is some evidence that course notes, and books are used. Theories used are sometimes significant in listing the activities required to successfully plan and manage a major project. The report fails to identify the relevant theories to answer to complete the task. The theories used are not described. There is no evidence that course notes, books or other sources are used. Theories used are not significant in listing the activities required to successfully plan and manage a major project. Analysis   Indicative weighting = 40% of 60 mark (24 marks) There is evidence of extensive research from a variety of sources to provide better understanding to the background of the task. A structured argument is taken for the points made by combining relevant theories with information researched or provided in the task. The conclusions are clear and link into the requirements of the task. There is evidence of some extensive research from a variety of sources to provide better understanding to the background of the task. A structured argument is taken for the points made, often by combining relevant theories with information researched or provided in the task. The conclusions on the whole are clear and link into the requirements of the task. There is evidence of some research to provide better understanding to the background of the task but sources are not extensive. There is some structured argument taken for the points made. The relevant theories are not always combined with information researched or provided in the task. The conclusions are not clear and have only limited linkages into the requirements of the task.   There is evidence of limited research being conducted to provide better understanding to the background of the task but sources are not extensive. There is limited structured argument taken for the points made. There are only limited combinations of the relevant theories with information researched or provided in the task. The conclusions are descriptive and do not link into the requirements of the task. There is no evidence of research from a variety of sources to provide better understanding to the background of the task. There is no structured argument taken for the points made. The relevant theories are not combined with information researched or provided in the task. The conclusions are unclear and only descriptive. Conclusions also do not link into the requirements of the task.   Presentation and Structure   Indicative weighting = 20% of 60 mark (12 marks) The presentation is clear. There are no or few spelling or grammatical errors. The report has been referenced correctly, using the Harvard style of referencing. A word count is provided at the end of the report and is within the limit of 2000 words. The report is text double-spaced.   The structure of the project is clear, cohesive and logical. Each section has been clearly structured using sub-headings (signposts) and these follow a logical order. Additional diagrams and other subsidiary information are shown in the appendices and properly referenced. Appendices are relevant and are able to provide a better understanding to the report. The presentation is on the whole clear, there are no or few spelling or grammatical errors. The project has been referenced correctly, using the Harvard style of referencing. A word count is provided at the end of the report and is within the limit of 2000 words. The report is text double-spaced.   The structure of the project is on the whole clear, cohesive and logical. Each chapter has been clearly structured using sub-headings (signposts) and these on the whole follow a logical order. Additional diagrams and other subsidiary information are shown in the appendices and properly referenced. Appendices are mostly relevant and are able to provide a better understanding to the report. The presentation is partially clear. There are occasional spelling and or grammatical errors. The project has not always been referenced correctly, using the Harvard style of referencing. A word count is provided at the end of the report but is not within the limit of 2000 words. The report is text double-spaced.   The structure of the project is not entirely clear, cohesive or logical. Each section has partially been clearly structured using some sub-headings (signposts) but it is difficult to follow. Additional diagrams and other subsidiary information are sometimes shown in the appendices but not always properly referenced. Appendices are occasionally relevant and are at times able to provide a better understanding to the report.   The clarity of the presentation of the project is limited. There are spelling and or grammatical errors. The project has not been referenced correctly, using the Harvard style of referencing. The layout is loose and was difficult to follow.   The structure of the project is not clear, cohesive or logical. Each chapter has been limited structured using some or no sub-headings (signposts), which made it very difficult to follow. Additional diagrams and other subsidiary information are not shown in the appendices and not properly referenced. Appendices are irrelevant and are not able to provide a better understanding to the report. The presentation is unclear. There numerous spelling or grammatical errors. The report has not been referenced correctly, using the Harvard style of referencing. A word count is not provided at the end of the report and is not within the limit of 2000 words. The report is not text double-spaced.   The structure of the project is unclear, inconsistent and illogical. Sections are not clearly structured using sub-headings (signposts) and do not follow a logical order. Additional diagrams and other subsidiary information are not shown in the appendices and not properly referenced. Appendices are irrelevant and are not able to provide a better understanding to the report.    Total: 60 marks

Essay Instructions and Assessment Criteria on Managing Projects Assignment

School of Business, Law and Psychology Level: 3 Module: SIM3...

Facilitating Learning and Assesment In Practice

Facilitating Learning and Assessment In Practice       Introduction   . I am a student nurse mentor and needs to tell the examiner how I mentor her during my placement. The examiner (not the real name of the examiner) and as a student nurse mentor I have to assess and evaluate the examiner’s performance based on my style of mentoring thus, in providing basic posits of teaching for learning facilitation is imperative to the session we have in a daily set of activities with . There was other examiner in the area but I believe  needs extra attention in order for her to become effective examiner   Identifying Learning Needs, Planning and Managing the Student Experience   As a student nurse mentor I have full responsibility to whatever plan of actions there maybe upon mentoring the examiner,  as a fact that she agreed to be the examiner I allowed to experience orientation within the area in which I am a part of and thus, explaining to her several resource materials that is integrated within the process. As for  she has enhance and focus more on the programs of learning and education specs for the betterment of her career path working in the field of examination division into the nursing education unit and I said to her if there are problems or unclear situations, she should not hesitate to tell me right away. Being a student nurse mentor, it is my duty to ensure proper facilitation for learning to be realized and that certain assessments have to be in parallel with such activities as well as the availability of the learning materials such as aids is a must for me to check and confirm.  Then, after explaining to , we had agreed to write down our views and come up with a discussion plan for a particular period of time, one week to be specific. Indeed, identified certain objectives as well as the learning needs and the style of learning approach she wanted thus, as student mentor I have to allow such examination centered evaluation and be it return to the organization after having the details and will have to assess me as a student mentor. Working as a student nurse mentor is a challenging and rewarding activity that is pivotal to the effective development of such practitioners and as a nurse mentor I will be working collaboratively with other members of the care team and the academic staff as  experience and receives feedback on her role progress. I have some essential responsibilities as follows:  (cited in, (1996; , 2000) -         Provides social and professional induction to practice and health care team -         Has reasonable expectations of the student and be aware of their program of study -         Assesses  capabilities in order to help them progress through direct and indirect observation of practice -         Provides regular feedback on the progress -         Develops an action plan with the student should there be areas of improvement required -         Maintains own professional knowledge and updating   I believe there can be a number of strategies in place to support my assigned work as a student nurse mentor as I can be a Practice Experience Facilitator being responsible for supporting the mentor in practice and for placing student in practice settings that are designed to meet their educational needs. Aside, as a Lecturer in Practice Education being responsible for liaising with specific, identified practice areas and where possible they will visit the student nurse/midwife at least once during their practice experience to provide academic support. I do provide support and guidance using different kinds of supervision: :  (cited in, (1996; , 2000) Collaborative supervision – that takes place when  is new to the area of practice and requires opportunities to learn from direct contact with a qualified practitioner so she can observe and learn through active participation in care. Coaching – here  needed additional support through guidance and supervision to fulfill the activity which may involve a skill that is new to the student. Occasional supervision –  has demonstrated that they can work independently to deliver care and needs opportunities to consolidate and further develop her performance like the opportunity to take charge of the department under supervision.           Thus, certain learning strategies can be used respectively by the examiner in specific steps that could be taken upon building assessment consensus and provide enough basis for developing comprehensive learning strategy and the execution pertaining to a resource table for increased resources to be spent on education and learning as well as the establishment of ‘learning partnership’, bringing together relevant education and learning with view to considering the priority areas for action as enable students to engage in effective partnerships, using effective education experience and expert assistance from mentoring. The recent increase in published work relating to the supervision of nurses and in particular mentorship suggests that nurses value the opportunities that such schemes present for developing practice. Much of the literature surrounding mentorship concerns the supervision of students in practice settings but more recently, especially following the changes to post-registration education, attention has shifted to the supervision of qualified nurses. No one model is seen as more appropriate than another and choice usually depends upon the mentor's familiarity with a particular framework (cited in,  2003; 2004).   It is also evident that there is inconsistency in the length and level of preparatory courses for mentors. The teacher was the expert on nursing education, the aims set for each practice, as well as student nurses and their skills, but then again the nurse mentor knew the ward on which students were practicing. This was why collaboration between nurse mentors and nurse teachers was considered very necessary.       As a student nurse mentor, I have to incur ample guidance and support as the student examiner does experience competence and I agree that several students need much attention guidance as compared to others. The duration of activity with  are to be based on the learning needs and assessment as directed to her from knowing her capability to due the work assigned.    is diligent and can understand instructions well but, she lacks a charismatic touch in dealing to pressure oriented situations like, taking down proper minutes of the time needed for a successful examination. Then, I have the opportunity to ask her if she can handle pressure on both sides and she told me  that most of the time she’s hit by being too overly occupied in her actions, being too safe and careful to commit mistakes and failures at work. Furthermore, constructive feedback helps her to maybe twist her mind a bit on a brighter disposition so, I utilize constructive feedback strategy towards  hoping and wishing her the best in terms of her role as an examiner and that motivation is the core domain in strengthening such learning medium thus, through scaling approach in such questions is the one I used in discovering  more as an effective examiner.               The role  and I must work in synchrony for good learning outcomes. The setting is important and places limitations on time, space and access as the student is expected to be an active adult learner; the faculty is expected to assess the student's needs and arrange for learning environment consistent with program goals and to evaluate the student's work in providing better teaching while meeting education practice expectations. Meeting the expectations is not always easy for any of the parties. Successful teaching is a complex process that requires not only expertise in clinical content but also positive personal attributes. However, I adopted reflective practice to  as it can be focal notion dealing to professional development in nursing that has facilitated self-assessment of competence through reflective practice integration (cited in,  2003; 2004).   . The technique known as narrative reflection, I have narrated to  such approaches that she needs on a further weight knowing that narratives does provide important opportunities for uncovering nursing practices that often go unnoticed and innovative appreciation of the knowledge and skills of clinical practice as being embedded in practice and provide ways for knowledge and practice to be linked together in a meaningful dialogue that promote interpretation and reflection stance. As a mentor it is a must for me to be aware and understand the learning process that is ideal for       Research into the affective mode of continuing education fuelled research investigation into how learning explains changes in practice and the one assumption is through self directed learning and it is imperative that the student can surpass such stages as discussed (cited in,  1993; , 1997) Stage 1, the learning here is directed toward understanding and estimating personal levels of need to learn upon adopting change in practice Stage 2 – certain energies are applied to learning fresh competencies needed to practice diverse process Stage 3 – acquiring learning as organized around the problems of using specific skills, altering the practice environment to increase the goodness of fit     , as a learner will amicably need to understand how she learns and how her learning strategies may improve in order to become more efficient and effective in the process. Then, I do need to understand the natural patterns of assessment learning so that I can design learning programs and experiences that complement self-directed curriculums into nursing profession where change and learning are necessary to take place (cited in, and  2002; , 1993).                   Facilitating Learning Assessment     Learning assessments do play an important role in health care as for  she needs to learn more values pertaining to learning and its underlying as duly required to for the development of confidence and competence into the area thus, determining that opportunities is a must to take place and that I facilitated  through discussion plans we will be having into a form of learning documentation and the incorporation of such evaluation in such formative structure upon understanding behavior and personality thus, I do give suggestions to on how she can be effective driven examiner and by a targeted time, it does allow and me to acquire the needed learning and tell her to have specific goals and that should follow the following points and do take down notes   -         Introduce and discuss more about herself -         Ask about learning experience of the health care area she belongs -         Allow  to write 3-4 sentences on what is the learning condition on the process before examination take place               For making the learning objective and practical experience clear to  and the learning style had matched my teaching strategies was utilized accordingly and to gather evidence of learning is essential for facilitation success during feedback sessions. The process of documentation is important and that, I evaluate  performance by summation approach of assessment as it is found at the end of such placement, where there focuses on the whole information about how much learning there is for  to adopt. Then, I assess competency through tasking performance in providing some examinees that she will handle and observe her as an examiner if she has improved within the area successfully.   Then, I told her that, she have undertaken activity on several occasions and given the understanding of why it is important to document clearly and accurately any assessment that she do. Her skills at conducting exams have improved over the last weeks and you she is now confident and demonstrate understanding at the level of good examiner.                                                                                         Provide Support and Guidance     The mentoring program allowed to move into her job far more smoothly and comfortably than if she had just been tossed in alone.  It would have been far more difficult to provide good service without the support of me as her mentor thus, certain mentoring components have been adopted in the process wherein there are:                 Schedule by asking questions as: Does the potential mentor have the time? Can the mentor and the pre-professional be paired together for a real class? Without a shared class, the mentoring process is extremely difficult  Mentor Personality/Skill asking will the mentor be a good match in terms of personality?, Does the mentor have the requisite skills for mentoring?   The experienced partner will be specially trained to be the independent lead in the mentoring process as each experienced team member will be provided with lists of introspective questions to elicit professional skill development with regular updates on progress. As  said, mentoring allowed her to work at a pace which I could handle while still having sessions as my mentor saw things in my work which I would never have noticed, and by correcting those things I became a better examiner faster then I could have on my own.  can adapt and follow the rules and regulation and be more committed and she is lucky to experience humanistic approach in her workplace where teamwork plays an important role upon observing new procedures that contribute to learning and support for  achievement. In certain placements, media resources tend to be a few and that I do encourage to make use of the suggestions I gave because there is weight on such learning approach upon my effective and successful facilitation, I have provided needed guidance to  upon the support for learning and that the earning process continue within greater heights as present with complete education and the practice of learning experience within competence applicability and that systematic paradigm approach do provide the ideal stature for Catherine and anyone who is a part of the workplace   Summary   Learning to be composed student mentor is what I learn the most from the experience wherein I have made certain adjustments on how I communicate and interact to such intermittent situation wherein I should act as an ideal mentor and have understood the learning facilitation assessment and its related processes from within norms of standards and conformity and that being a mentor is not an easy role since, you have to be in rational aspect in terms of making decisions and imparting learning to others especially those within the other level of competence. Thus, it is a must for a mentor to be a good and effective listener in order to meet halfway with the attitude of a student as a focus of the mentoring agenda and that being a role model gives so much weight and relevance into professional development that astounds learning principles on direct and precise foundation and stance. Truly, proper management should play a vital part in mentoring like, time management wherein it is important to have such consideration of the things that are happening in black and white upon having a wonderful career realization in the field nursing education and study.                         APPENDIX    ONE             Developing professional and constructive relationships Evidence   Standard     Have high expectations of people including a commitment to ensuring that they can achieve their full educational potential and to establishing supportive and constructive relationships with them.     Hold positive values and attitudes and adopt high standards of behaviour in their professional role.                 Recognize that communication is a two-way process and encourage parents and careers to participate in discussions about the progress, development and well-being of children and young people.     aver a commitment to collaboration and co-operative working where appropriate.     Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy.     Use a range of behaviour management techniques and strategies, adapting them as necessary to promote the self-control and independence of learners.           Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.     Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfill.               Professional skills Evidence   Planning and assessment   Standard     Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.     Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.           Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.     Provide learners, colleagues, parents and careers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.     Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners.     Review the impact of the feedback provided to learners and guide learners on how to improve their attainment         Developing practice Evidence   Standard     Evaluate their performance and be committed to improving their practice through appropriate professional development.     Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.     Act upon advice and feedback and be open to coaching and mentoring.     Review the effectiveness of their teaching and its impact on learners’ progress, attainment and well-being, refining their approaches where necessary.             Introduction   . I am a student nurse mentor and needs to tell the examiner how I mentor her during my placement. The examiner  (not the real name of the examiner) and as a student nurse mentor I have to assess and evaluate the examiner’s performance based on my style of mentoring thus, in providing basic posits of teaching for learning facilitation is imperative to the session we have in a daily set of activities with  There was other examiner in the area but I believe  needs extra attention in order for her to become effective examiner   Identifying Learning Needs, Planning and Managing the Student Experience   As a student nurse mentor I have full responsibility to whatever plan of actions there maybe upon mentoring the examiner,  as a fact that she agreed to be the examiner I allowed  to experience orientation within the area in which I am a part of and thus, explaining to her several resource materials that is integrated within the process. As for she has enhance and focus more on the programs of learning and education specs for the betterment of her career path working in the field of examination division into the nursing education unit and I said to her if there are problems or unclear situations, she should not hesitate to tell me right away. Being a student nurse mentor, it is my duty to ensure proper facilitation for learning to be realized and that certain assessments have to be in parallel with such activities as well as the availability of the learning materials such as aids is a must for me to check and confirm.  Then, after explaining to, we had agreed to write down our views and come up with a discussion plan for a particular period of time, one week to be specific. Indeed,  identified certain objectives as well as the learning needs and the style of learning approach she wanted thus, as student mentor I have to allow such examination centered evaluation and be it return to the organization after having the details and will have to assess me as a student mentor. Working as a student nurse mentor is a challenging and rewarding activity that is pivotal to the effective development of such practitioners and as a nurse mentor I will be working collaboratively with other members of the care team and the academic staff as  experience and receives feedback on her role progress. I have some essential responsibilities as follows:  (cited in, (1996;, 2000) -         Provides social and professional induction to practice and health care team -         Has reasonable expectations of the student and be aware of their program of study -         Assesses capabilities in order to help them progress through direct and indirect observation of practice -         Provides regular feedback on the progress -         Develops an action plan with the student should there be areas of improvement required -         Maintains own professional knowledge and updating   I believe there can be a number of strategies in place to support my assigned work as a student nurse mentor as I can be a Practice Experience Facilitator being responsible for supporting the mentor in practice and for placing student in practice settings that are designed to meet their educational needs. Aside, as a Lecturer in Practice Education being responsible for liaising with specific, identified practice areas and where possible they will visit the student nurse/midwife at least once during their practice experience to provide academic support. I do provide support and guidance using different kinds of supervision: :  (cited in,  (1996; 2000) Collaborative supervision – that takes place when  is new to the area of practice and requires opportunities to learn from direct contact with a qualified practitioner so she can observe and learn through active participation in care. Coaching – here  needed additional support through guidance and supervision to fulfill the activity which may involve a skill that is new to the student. Occasional supervision – has demonstrated that they can work independently to deliver care and needs opportunities to consolidate and further develop her performance like the opportunity to take charge of the department under supervision.           Thus, certain learning strategies can be used respectively by the examiner in specific steps that could be taken upon building assessment consensus and provide enough basis for developing comprehensive learning strategy and the execution pertaining to a resource table for increased resources to be spent on education and learning as well as the establishment of ‘learning partnership’, bringing together relevant education and learning with view to considering the priority areas for action as enable students to engage in effective partnerships, using effective education experience and expert assistance from mentoring. The recent increase in published work relating to the supervision of nurses and in particular mentorship suggests that nurses value the opportunities that such schemes present for developing practice. Much of the literature surrounding mentorship concerns the supervision of students in practice settings but more recently, especially following the changes to post-registration education, attention has shifted to the supervision of qualified nurses. No one model is seen as more appropriate than another and choice usually depends upon the mentor's familiarity with a particular framework (cited in,  2003; 2004).   It is also evident that there is inconsistency in the length and level of preparatory courses for mentors. The teacher was the expert on nursing education, the aims set for each practice, as well as student nurses and their skills, but then again the nurse mentor knew the ward on which students were practicing. This was why collaboration between nurse mentors and nurse teachers was considered very necessary.       As a student nurse mentor, I have to incur ample guidance and support as the student examiner does experience competence and I agree that several students need much attention guidance as compared to others. The duration of activity with  are to be based on the learning needs and assessment as directed to her from knowing her capability to due the work assigned.    is diligent and can understand instructions well but, she lacks a charismatic touch in dealing to pressure oriented situations like, taking down proper minutes of the time needed for a successful examination. Then, I have the opportunity to ask her if she can handle pressure on both sides and she told me  that most of the time she’s hit by being too overly occupied in her actions, being too safe and careful to commit mistakes and failures at work. Furthermore, constructive feedback helps her to maybe twist her mind a bit on a brighter disposition so, I utilize constructive feedback strategy towards  hoping and wishing her the best in terms of her role as an examiner and that motivation is the core domain in strengthening such learning medium thus, through scaling approach in such questions is the one I used in discovering more as an effective examiner.               The role  and I must work in synchrony for good learning outcomes. The setting is important and places limitations on time, space and access as the student is expected to be an active adult learner; the faculty is expected to assess the student's needs and arrange for learning environment consistent with program goals and to evaluate the student's work in providing better teaching while meeting education practice expectations. Meeting the expectations is not always easy for any of the parties. Successful teaching is a complex process that requires not only expertise in clinical content but also positive personal attributes. However, I adopted reflective practice to  as it can be focal notion dealing to professional development in nursing that has facilitated self-assessment of competence through reflective practice integration (cited in, 2003; 2004).   . The technique known as narrative reflection, I have narrated to  such approaches that she needs on a further weight knowing that narratives does provide important opportunities for uncovering nursing practices that often go unnoticed and innovative appreciation of the knowledge and skills of clinical practice as being embedded in practice and provide ways for knowledge and practice to be linked together in a meaningful dialogue that promote interpretation and reflection stance. As a mentor it is a must for me to be aware and understand the learning process that is ideal for       Research into the affective mode of continuing education fuelled research investigation into how learning explains changes in practice and the one assumption is through self directed learning and it is imperative that the student can surpass such stages as discussed (cited in,1993;  1997) Stage 1, the learning here is directed toward understanding and estimating personal levels of need to learn upon adopting change in practice Stage 2 – certain energies are applied to learning fresh competencies needed to practice diverse process Stage 3 – acquiring learning as organized around the problems of using specific skills, altering the practice environment to increase the goodness of fit     , as a learner will amicably need to understand how she learns and how her learning strategies may improve in order to become more efficient and effective in the process. Then, I do need to understand the natural patterns of assessment learning so that I can design learning programs and experiences that complement self-directed curriculums into nursing profession where change and learning are necessary to take place (cited in, 2002; 1993).                   Facilitating Learning Assessment     Learning assessments do play an important role in health care as for  she needs to learn more values pertaining to learning and its underlying as duly required to for the development of  confidence and competence into the area thus, determining that opportunities is a must to take place and that I facilitated through discussion plans we will be having into a form of learning documentation and the incorporation of such evaluation in such formative structure upon understanding behavior and personality thus, I do give suggestions to  on how she can be effective driven examiner and by a targeted time, it does allow and me to acquire the needed learning and tell her to have specific goals and that  should follow the following points and do take down notes   -         Introduce and discuss more about herself -         Ask about learning experience of the health care area she belongs -         Allow  to write 3-4 sentences on what is the learning condition on the process before examination take place               For making the learning objective and practical experience clear to  and the learning style had matched my teaching strategies was utilized accordingly and to gather evidence of learning is essential for facilitation success during feedback sessions. The process of documentation is important and that, I evaluate  performance by summation approach of assessment as it is found at the end of such placement, where there focuses on the whole information about how much learning there is for  to adopt. Then, I assess  competency through tasking performance in providing some examinees that she will handle and observe her as an examiner if she has improved within the area successfully.   Then, I told her that, she have undertaken activity on several occasions and given the understanding of why it is important to document clearly and accurately any assessment that she do. Her skills at conducting exams have improved over the last weeks and you she is now confident and demonstrate understanding at the level of good examiner.                                                                                         Provide Support and Guidance     The mentoring program allowed  to move into her job far more smoothly and comfortably than if she had just been tossed in alone.  It would have been far more difficult to provide good service without the support of me as her mentor thus, certain mentoring components have been adopted in the process wherein there are:             Schedule by asking questions as: Does the potential mentor have the time? Can the mentor and the pre-professional be paired together for a real class? Without a shared class, the mentoring process is extremely difficult  Mentor Personality/Skill asking will the mentor be a good match in terms of personality?, Does the mentor have the requisite skills for mentoring?   The experienced partner will be specially trained to be the independent lead in the mentoring process as each experienced team member will be provided with lists of introspective questions to elicit professional skill development with regular updates on progress. As  said, mentoring allowed her to work at a pace which I could handle while still having sessions as my mentor saw things in my work which I would never have noticed, and by correcting those things I became a better examiner faster then I could have on my own.  can adapt and follow the rules and regulation and be more committed and she is lucky to experience humanistic approach in her workplace where teamwork plays an important role upon observing new procedures that contribute to learning and support for  achievement. In certain placements, media resources tend to be a few and that I do encourage  to make use of the suggestions I gave because there is weight on such learning approach upon my effective and successful facilitation, I have provided needed guidance to  upon the support for learning and that the earning process continue within greater heights as present with complete education and the practice of learning experience within competence applicability and that systematic paradigm approach do provide the ideal stature for  and anyone who is a part of the workplace   Summary   Learning to be composed student mentor is what I learn the most from the experience wherein I have made certain adjustments on how I communicate and interact to such intermittent situation wherein I should act as an ideal mentor and have understood the learning facilitation assessment and its related processes from within norms of standards and conformity and that being a mentor is not an easy role since, you have to be in rational aspect in terms of making decisions and imparting learning to others especially those within the other level of competence. Thus, it is a must for a mentor to be a good and effective listener in order to meet halfway with the attitude of a student as a focus of the mentoring agenda and that being a role model gives so much weight and relevance into professional development that astounds learning principles on direct and precise foundation and stance. Truly, proper management should play a vital part in mentoring like, time management wherein it is important to have such consideration of the things that are happening in black and white upon having a wonderful career realization in the field nursing education and study.                                         APPENDIX    ONE             Developing professional and constructive relationships Evidence   Standard     Have high expectations of people including a commitment to ensuring that they can achieve their full educational potential and to establishing supportive and constructive relationships with them.     Hold positive values and attitudes and adopt high standards of behaviour in their professional role.                 Recognize that communication is a two-way process and encourage parents and careers to participate in discussions about the progress, development and well-being of children and young people.     have a commitment to collaboration and co-operative working where appropriate.     Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy.     Use a range of behaviour management techniques and strategies, adapting them as necessary to promote the self-control and independence of learners.           Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.     Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfill.               Professional skills Evidence   Planning and assessment   Standard     Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.     Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.           Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.     Provide learners, colleagues, parents and careers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.     Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners.     Review the impact of the feedback provided to learners and guide learners on how to improve their attainment         Developing practice Evidence   Standard     Evaluate their performance and be committed to improving their practice through appropriate professional development.     Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.     Act upon advice and feedback and be open to coaching and mentoring.     Review the effectiveness of their teaching and its impact on learners’ progress, attainment and well-being, refining their approaches where necessary.

Facilitating Learning and Assesment In Practice

Facilitating Learning and Assessment In Practice Introduction . I am a student nurse mento...