Further information
For further details about this module and to apply, please contact the Module Leader:
Nickey Rooke
n.rookeucs.ac.uk|
This module can be APLed into the MA in Education for Health and Social Care Professionals programme on meeting the learning outcomes for the Learning and Teaching in Context module. This requires a small amount of additional work and attendance at UCS.
Dates
6 study days, starting in Jan 2012:
16 January 2012
30 January 2012
13 February 2012
5 March 2012
19 March 2012
2 April 2012
9.30am - 4.00pm at the Waterfront Building, Ipswich
An additional cohort will be available in September 2011:
20 September 2011
21 September 2011
11 October 2011
12 October 2011
29 November 2011
30 November 2011
9.30am - 4.00pm at the Waterfront Building, Ipswich
Student Hours
30 contact hours
3 hours academic tutorials
167 hours self directed study
Pre-requisites
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Students must have access to learners within a practice environment (learners must be those on a programme leading to; or possessing a qualification recognised by the NMC or HPC)
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Participants must have current registration with a relevant Professional Regulatory Body (NMC, HPC, GMC etc)
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Nurses and Midwives - Must have completed twelve months full time (or equivalent part-time) experience following initial registration with the appropriate professional body
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AHP's – Participants will need to have been involved in the supervision and assessment for a minimum of 20 weeks in the past year, or 40 weeks over the past five years
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Participants must be able to demonstrate an ability to achieve at Honours level and meet the requirements for entry onto a Masters level programme.
Rationale
This module is an optional module within the MA in Clinical Practice and MA in Leadership and Innovation in Health and Social Care programmes. Students will also be able to APEL this module towards the MA in Education for Health and Social Care Professionals.
Within this module the term 'Practice Educator' defines the role of any practitioner who is involved in facilitating learning, teaching and assessing learners in practice.
The purpose of this module is to help and support people to manage their own learning in order to maximise potential skills, performance and personal development. It aims to provide students with the theoretical understanding and experiential knowledge and skill necessary to equip them to support learning in a range of contexts and also to be able to develop others in the practical skills and understanding needed for successful one to one support.
Practice based learning is seen as an essential component in the development and enhancement of competence of learners within the practice environment, however, the models of practice support varies across health and social care professions (NMC 2002; Department of Health 2000; BMA 2004). This module will therefore, provide the opportunity for students to examine educational provision across a range of learning environments, for example health and social care; education and training; private and voluntary sector to facilitate the application of optimal learning and assessment strategies in the student's own area of professional practice.
This module is aimed at a wide range of health and social care professionals and offers the opportunities for networking, sharing of expertise and critical debate within interprofessional environment.
Aims of the Module
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To explore educational provision across a range of learning environments to enable the student to critically evaluate their own contribution to learning, teaching and assessment and effect change as appropriate within their practice environment.
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To facilitate the practice educator to develop the intellectual capacity to apply enquiring, reflective, critical and innovative approaches to learning, teaching and assessing in the practice environment.
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To enable practitioners to make informed judgments about the performance of self and others.
Learning Outcomes
On completion of the module students will be able to:
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Critically evaluate the role of the professional practitioner in relation to facilitating and enhancing learning, teaching and assessing in learning environments.
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Initiate, implement and maintain optimum learning environments within practice to ensure that the quality of learning, teaching and assessing of all learners is enhanced.
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Critically evaluate the theoretical and operational aspects of the assessment process to ensure that the reliability, validity and integrity of the process are ensured.
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Critically examine accountability in relation to the role of the mentor.
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Develop effective and efficient strategies to manage the competing demands of practice and education related to supporting different learners.
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Contribute to, critically analyse and act on the findings of evaluation of learning and assessment to develop practice education.
Assessment
The assessment comprises of two parts:
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Assessment type
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Comments (including word count or duration)
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Weighting (%)
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Critical incident analysis related to the assessment of a pre-registration or post-registration learner in practice
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2000 words
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50
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Critical evaluation of the student's own practice environment
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2000 words
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50
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