The toolkit

These six values have been identified as being fundamental to the accountability and gatekeeping responsibilities of the mentor role.


  • Encourages others to see the bigger picture
  • Seeks improvements in care and
    embraces change
  • Is an advocate and treats everyone with dignity and respect
  • Celebrates and shares good practice
  • Promotes professional identity with pride

Illuminator and Reflector

  • Makes themselves available and actively listens
  • Challenges others and provides constructive feedback
  • Enables others to reflect and generate new ideas, open to discussion

Professional Role Model

  • Is committed to the patient experience, getting the fundamentals of care-safety, effectiveness and patient experience right every time
  • Is well respected by members of the multi-disciplinary team
  • Conducts themselves in a way others can hold in high regard, value and adopt their behaviours

Broker of Learning

  • Encourages personal and professional development and actively shares knowledge
  • Facilitates a range of learning opportunities and resources including non-clinical e.g. research, finance, audit
  • Delegates an appropriate level of
    responsibility to others
  • Enables others to develop problem solving skills

Promoter of Standards

  • Maintains the highest standards of care and service, treating every individual with compassion, dignity and respect
  • Courage to question and seeks to improve standards
  • Demonstrates evidence based practice and up to date knowledge
  • Supports others to think critically and challenge views and prevailing norms


  • Motivates, inspires and enthuses others
  • Seeks to make the most of every learning opportunity
  • Gives freely of their time, knowledge and experience
  • Demonstrates and fosters resilience

This toolkit has used extracts from Danny Walsh, The Nurse Mentor’s Handbook: Supporting Students in Clinical Practice © 2010. Reproduced with the kind permission of Open University Press. All rights reserved.

©  Copyright of the University of Southampton 2015. All rights reserved.