The following are pointers that may help you structure your report.You will need a brief introduction to your report. This needs to set out what is to follow. The body of your report should begin with your rationale for your required action. For example you may have chosen this because of student evaluations or from the educational audit. It may however be an area that is not addressed in either evaluations or audit but is something that you and your manager feel needs improvement or introducing. You should use literature to support your choice. You must also discuss the importance and/or relevance of this aspect to promoting effective learning drawing on literature to support your discussion. Your report should then focus on the actions you propose in your plan namely:§ Discuss how these actions will improve the learning experience again drawing on the literature to support your discussion. § Identify the resources needed to achieve the planned outcome? Discuss how these resources will be used and how they will be found. Again use literature to support the discussion.§ Discuss the timeframe ie how long will it take to put your plan into action and for the improvements to take affect? How have you arrived at this timeframe?§ Identify and discuss how will you monitor and evaluate the success or affects of the change ie how will you know you planned outcome has been achieved?§ Discuss also the threats to the success of the actions ie what might prevent these actions occurring and how will you address these.In conclusion, summarise the main points of your report.This action plan forms the basis of the formative assessment. Once you have agreed your plan with your manager, write a report outlining your reason for focusing on this particular aspect of the learning experience and discussing the rationale for your action plan. Within this report you should draw on supporting literature and documents (eg NMC standards, Key Skills Framework, National Service Frameworks, etc) to justify your proposals. You may also find the following reading list useful:CHAPMAN L AND HAWKINS E 2001. Developing a learning culture. Nursing Mangement 8(4) 10-13CHOW, F. L. W. AND SUEN, L. K. P., 2001. Clinical staff asmentors in pre-registration undergraduate nursing education: students’ perceptions of the mentors’ roles and responsibilities. Nurse Education Today, 21, 350-358. EARNSHAW, G., 1995. Mentorship: the student’s views.Nurse Education Today, 15, 274-279. GRAY, M. AND SMITH, L., 2000. The qualities of an effective mentor from the student nurse’s perspective: findings from a longitudinal study. Journal of Advanced Nursing, 32 (6), 1542-1549. PRICE B 2004. Mentoring learners in practice 3: Building your learning environment. Nursing Standard 19(9) SUEN, L. K. AND CHOW, F. L. W., 2001. Students’ perceptions of the effectiveness of mentors in an undergraduate nursing programme in Hong Kong. Journal of Advanced Nursing, 36 (4), 505-511. WILSON, P. P. AND VALENTINE, D., 2002. Perceptions of new social work faculty about mentoring experiences. Journal of Social Work Education, 38 (2), 317-332.