|The student will be expected to produce a portfolio that contains a statement identifying the focus of the award endorsement, their learning aims and outcomes, specifying what is to be learned, how it will be learned and how it will be verified. It will contain specific details regarding knowledge and skills to be acquired and how this will be accomplished, with dates, and how this evidence will be validated.
This will be explored within an academic reflection.
2000 words (100%)
|This module is the planning module for the individually focused BSc Professional Practice (Negotiated Award). It focuses on your personal and professional development through a reflective and supportive approach and cumulates with the creation of individual aims and learning outcomes for your personally tailored degree programme.
|On completion of the module, the student should be able to:
Subject knowledge and understanding
• identify appropriate personal learning strategies that can be used in practice
• demonstrate an understanding of the key aspects of their field of study.
• identify and reflect on personal attributes and qualities in the context of personal and professional development
• explore the needs of self, to assist in developing personal learning
• utilise appropriate learning strategies and evaluate their effectiveness within their learning environment, to ensure quality.
• apply the skills and knowledge gained in developing a personalised approach to development
• demonstrate an ability to identify personal competence exercising initiative and personal responsibility.
Key / transferable skills
• demonstrate ability in communication and self management skills
• demonstrate an ability to reflect on self learning and achievement
• develop an enquiry-based, problem solving approach to learning
• retrieve and utilise information via a range of methods.
|The focus of the module is personal and professional development with the exploration ranging from the philosophical nature of self, the concept of development, professional role, the nature of knowledge and the value of experience, leading on to self-assessment, reflexivity and deep learning.
Students will explore the focus of their study within their organisation and consider their journey of discovery and development.
|Methods of Teaching/Learning
|200 hours total student workload
In order to demonstrate achievement of learning for each module within the programme, it is expected that each student will attend all of the taught component. However, it is acknowledged that difficulties may arise preventing an individual’s attendance. Therefore the minimum attendance required will be 80% of the taught component of each module. This includes allowing for Annual leave. Any absence should be discussed in advance, with the module organiser. Any students failing to meet the attendance criteria for a module will be unable to submit their assessment.
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Schon DA 1987 Educating the Reflective Practitioner Oxford, Jossey-Bass
Benner P 1984 From Novice to Expert California, Addison-Wesley
Clarke A 2004 E-Learning Skills Palgrave Macmillan, Basingstoke
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Rose M, Best D (eds) 2005 Transforming Practice Through Clinical Education, Professional Supervision and Mentoring Elsevier, Edinburgh
Weinstein K 2001 Action Learning: a practical guide 2nd edn Gower Publishing Ltd London
British Journal of Nursing
Journal of Advanced Nursing
Journal of Community Nursing
Technic – The Journal of Operating Department Practice
MIDIRS Midwifery Digest
|29TH JULY 2010