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Level and Year
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HE Level 7 Year 1 or 2
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Duration and Credit Rating
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5 taught sessions
10 Credits HE Level 7
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Student Learning Hours
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The course will consist of 100 hours of student learning
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Aims
The aim of this module is to enable students to meet the NMC standards for recording their teaching qualifications on the NMC register. It builds on the core practice modules and provides the professional context of teaching and learning in HE and in clinical practice.
Intended Learning Outcomes
By the end of this course, participants will be able to:
1 through critical engagement with relevant pedagogical literature, design learning and assessment strategies that will enable students to develop their professional knowledge and expertise;
2 reflect critically and systematically on ways in which the organisation and co-ordination of learning activities, and the setting and monitoring of the achievement of learning objectives might be enhanced, in both academic and practice settings;
3 with reference to aims and roles in HE, critically assess the nature of effective supervision of students in a variety of learning situations and the means to provide them with constructive feedback on their achievements.
Indicative Module Content
This is an NMC pathway module and would normally be taken alongside its sister module – HIC. If the modules will not be taken concurrently this module would normally be taken first. The content will address the professional context and issues of learning and teaching within health programmes. It will build on knowledge and skills gained in the workplace, staff development workshops & related activities from the core practice modules within the PGCLT. Each week will address a different theme.
Theme 1 - Communication and effective working relationships:
this theme will explore the effects of relationships on the learning experience and will consider how relationships can be built with peers, practice colleagues and learners. The potential for students to learn from each other through peer assisted learning and assessment will be examined. Roles such as: personal tutor, module leader will be explored.
Theme 2 - Facilitating learning for a range of students:
facilitating learning for a range of students: Participants will be encouraged to explore the factors that impact on their students' ability and motivation to learn, and how to facilitate a reflective, enquiring and critical approach to learning and development of professional knowledge and expertise.
Theme 3 - Assessment, evaluation and accountability:
which will explore the teacher's role and accountability in relation to ensuring students are Fit for Purpose, development of assessment strategies that ensure that standards of proficiency are met, promoting student progression in HE and the practice setting, the provision of support for the student who is not achieving in HE and the role of the mentor when standards are not being met in practice.
Theme 4 - The practice learning environment:
which will look at the role of the lecturer in supporting, enhancing and monitoring the practice learning environment and an exploration of health policies and how they impact on professional education.
Theme 5 - Leadership in HE and practice setting:
looking at the development, leadership and review of educational programmes; working in partnership with students, peers and practice colleagues and strategic vision.
Throughout the module there will be a focus on evidencing the NMC standards for lecturers; ongoing development as a lecturer: the role of peer review, self-awareness and reflection to promote personal continuing professional development. The module will also provide explicit opportunities for participants to provide evidence of engagement with UK PSF areas of activity 1 & 4, core knowledge 2 & 4, and PSF and values 3 & 5.
Learning and Teaching Strategies
A variety of learning and teaching strategies will be used to enhance collaborative activities and peer group learning, such as action learning sets and participant-led tutorials. Maintenance of an evidential record towards NMC professional requirements will be supported by tutorials and the allocation of an NMC recorded mentor. Individual learning contracts will be used to identify specific learning needs and participants will be encouraged to attend staff development workshops and undertake experiential activities to complement the theoretical component of this module.
Assessment
A critical narrative - in the order of 2,000 words. A critical narrative seeks to address a pedagogical issue by consulting relevant scholarly literature, and in the light of that, engaging in systematic critical discussion and personal self-reflection. It should conclude with a series of recommendations or suggestions to enhance aspects of related pedagogical practice, in the light of the previous discussion.
A critical narrative should have the following structure – but not necessarily as headings, or as separate sections:
Identification of the nature and relevance of an issue to one's own pedagogic practice;
References to relevant academic literature;
Discussion, which is systematic and critical, and personal self-reflection;
Application, and suggested enhancements, to one's own professional context.
A critical narrative should be read in the form of: outline of an issue; discussion of that issue; resolution of that issue.
llustrative Bibliography
Brockbank, A. & McGill, I. (2007) Facilitating reflective learning in higher education. Maidenhead: Open University Press.
Grace, S. (2008) Inclusion and diversity: meeting the needs of all students. New York: Routledge.
Jarvis, P. (2006) Towards a comprehensive theory of human learning. Abingdon: Routledge.
Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
Quinn, F. & Hughes, S. (2007) Quinn's principles and practice of nurse education. Cheltenham: Nelson Thornes.
Websites
http://www.health.heacademy.ac.uk/ |
http://www.nmc-uk.org |
http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx|/ |
http://www.skillsforhealth.org.uk|
http://www.hefce.ac.uk/widen/ |
Journals
Assessment and Evaluation in Higher Education
Nurse Education in Practice
Nurse Education Today