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Level and Year
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HE Level 7 Year 1 and 2
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Duration and Credits
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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
This module will create opportunities to critically evaluate theoretical perspectives related to interprofessional approaches to learning and teaching in higher education and practice settings. The module will encourage participants to adopt a reflective approach to the practice of teaching and learning in an interprofessional context and consider how collaborative thinking can be promoted, assessed and evaluated in different settings.
Intended Learning Outcomes
By the end of this course, participants will be able to:
1 identify and evaluate critically the relationship between approaches to, and the outcomes of, interprofessional learning in a range of learning contexts and modes of delivery;
2 offer a critical perspective on issues that arise within the delivery and evaluation of an interprofessional curriculum;
3 display critical awareness of self in any interpersonal interactions and the influence of human relationships on the effectiveness of learning and teaching, working as part of a team.
Indicative Module Content
This is an NMC pathway module and would normally be taken alongside its sister module – HPP. If the modules will not be taken concurrently this module would normally be taken second. This module is designed to provide opportunities to achieve the above learning outcomes in the context of day-to-day work as teacher in a Higher Education institution underpinned by an interprofessional philosophy. It will use the Collaborative Potential Framework created in the Faculty (Colyer and Jones, 2008) as a spiral thread that will help the participant to work through interprofessional themes and how these translate into their own practice.
This module will focus on three broad themes, each of which will provide evidence from the participant's day-to-day work set in the context of professional and statutory regulations, Government policy and relevant literature.
Theme 1 - Interprofessional learning (What is it and why is it important?):
this theme will focus on the four areas integral to the Collaborative Potential Framework and consider how collaborative thinking can be promoted in relation to: Professionalism in practice, Reciprocity in practice, Relational practice, Collaborative practice.
Theme 2: Promoting and managing a positive learning environment:
This theme will focus on the learning environment across a range of contexts and will consider how positive relationships can be built between learners of different professional groups; supporting practice learning facilitators; responding to feedback and monitoring and enhancing the learning environment; promoting interprofessional learning in practice through peer strategies such as peer assisted learning; reflection on performance.
Theme 3: Interprofessional working:
this theme will look at how effective team working is integral to the success of interprofessional learning, and include discussion of: professional and interprofessional working relationships, professional boundaries versus the contribution of the wider interprofessional team, and new ways of working and the impact this can have on established professional roles.
The module will provide explicit opportunities for participants to provide evidence of engagement with UK PSF areas of activity 1 & 4, core knowledge 2 & 4, and values 3 & 5.
Learning and Teaching Strategies
Participants will be helped to develop a theoretical framework through which they can examine interprofessional learning and teaching and their own personal development needs. Formal input in the form of lectures and seminars will be built on through the use of action learning sets and review of teaching and learning activity in HE and practice settings. The participants will be observed and assessed teaching as an integral part 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.
Illustrative Bibliography
Barr, H. (et al.) (2005) Effective interprofessional education, assumption and evidence. Oxford: Blackwell publishing.
Barr, H. (2005) Interprofessional Education: Today, Yesterday and Tomorrow, [on-line:http//www.health.heacademy.ac.uk/publications/occasionalpaper/
occp1revised.pdf ]
Freeth, D. (et al.) (2005) Effective interprofessional education: development, delivery and evaluation. Oxford: Blackwell publishing.
Howkins, E. & Bray, J. (2008) Preparing for Interprofessional Teaching: Theory and Practice. Oxford: Radcliffe publishing.
Jarvis, P. (2006) Towards a comprehensive theory of human learning. Abingdon: Routledge.
Websites
http://www.hcsu.org.uk/index.php?option=com_weblinks&catid=
91&Itemid=4|
http://www.health.heacademy.ac.uk/ |
http://www.nmc-uk.org |
http://www.practicebasedlearning.org/ |
Journals
Active Learning in Higher Education
Journal of Interprofessional Care
Mentoring and Tutoring for Partnership in Learning