To analyse the literature from the introduction of Project 2000, providing insight into the evolution of the role of the mentor and the understanding of assessment in practice, highlighting areas for development.

The challenges of assessment in practice have been the subject of much research, but none taking a historical perspective of the UK experience.

The following databases were searched from 1990 to 2024; CINAHL+ , PubMed, APA PsycArticles, SCOPUS, Web of Science and Google Scholar.

First level screening of titles and abstracts was undertaken by 3 reviewers (n = 7888). Second level screening on full text articles (n = 145) identified 33 articles for inclusion. A rerun from 2022 to 2024 produced 3 more articles for inclusion. Quality appraisal excluded 6 articles, leaving 30 articles for inclusion in the review.

Articles were categorised into pre- and post-introduction of the NMC standards and codes identified from findings. Themes and sub-themes were identified, with four factors emerging as integral to effective assessment in practice. Lack of a clear, shared definition of competence is reflected in confusing documentation. Time to undertake assessments and trusted support were also highlighted.

While standards (NMC, 2008) brought about important changes, this review has highlighted the need for an agreed definition of competence to guide the development of appropriate assessment documentation. Research exploring the benefits in building trusting relationships through the tripartite assessment process is also needed.

Only views of UK assessors were considered, while timespan and heterogeneity of data may influence the quality and generalisability of findings.

Practice assessment

Nursing students

Practice assessors

Mentors

Student competence

Failure to fail

Practice learning

Systematic review

© 2026 The Author(s). Published by Elsevier Ltd.