| Module Code: NURM014 |
Module Title: EFFECTIVE LEARNING IN PRACTICE SETTINGS |
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Module Provider: Health & Social Care
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Short Name: ELPS
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Level: M
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Module Co-ordinator: COWARD M Miss (HSC)
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Number of credits: 15
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Number of ECTS credits: 7.5
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| Module Availability |
| Semester 1 |
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| Assessment Pattern |
Part One: Symposium
The students are requested to host a symposium on Effective Learning in the Practice Setting. The group will work in collaboration to design, plan, organise and facilitate this event. The students will be divided into groups to plan and deliver a session in relation to the core topic
This part of the assessment strategy will be formatively assessed, whereby feedback will be provided through peer review and debate.
Part Two: Reflective Account
This part of the assessment strategy will be summatively assessed.
Students will explore and reflect on this experience, highlighting the following:
• their role in this process
• identification of personal achievements
• the concepts presented at the symposium that have influenced them the most
• the impact this has had on their teaching skills and personal development
Word limit: 3,000 words − 100%
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| Module Overview |
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| Prerequisites/Co-requisites |
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| Module Aims |
| The aim of this module is to consider and critically evaluate links between theory and practice and to explore strategies relevant for the facilitation and support of learning within the work place |
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| Learning Outcomes |
Subject Knowledge and Understanding
consider the methods of facilitating learning, supporting students and qualified practitioners within work-based settings
explore the nature of practice education and the perceived demands of professional practice
examine different ways of learning within a multi-professional, multi-agency context.
Cognitive Skills
identify, and critically evaluate ways to facilitate effective learning within an area of practice
consider ways in which multi-professional education can enhance the quality of support and care for colleagues, patients and clients
explore and critically examine theories of student learning and teaching relevant to their practice.
Practical Skills
develop, implement and critically evaluate strategies which will assist with the integration of theory and practice within workplace settings
examine, implement and evaluate systems for quality assurance and quality audit
design, implement and appraise learning support strategies for students and qualified practitioners in their own practice areas
identify and develop ways in which colleagues/patients/clients could be engaged in the process of multi-professional education, respecting their rights to confidentiality and dignity.
Key/Transferable Skills
consider and adopt strategies to enhance learning within the work place
make judgments based on evaluative processes regarding the quality and effectiveness of adopted strategies
engage in reflective activities to develop skills.
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| Module Content |
This module commences with a critical examination of learning and teaching theories currently in use in higher and further education, and examines various ways of linking theory to practice. Factors that affect learning in the workplace will be explored, and various strategies that are employed to support students in these learning environments will be studied, ie problem-based learning, enquiry-based learning and action learning. Ways of creating a conducive and effective practical learning environment will be considered.
In professional practice, social interactions occur which involve ethical issues, for example the relationship between theory and practice and competency in practice. The module will provide opportunities to examine these issues through the critical appraisal of models of reflection, reflective practice and critical incidence analysis. Quality assurance, monitoring, evaluation procedures and the educational audit of practice areas will be studied.
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| Methods of Teaching/Learning |
Teaching and learning strategies will include:
• teacher-led sessions
• case studies
• discussion groups
• seminars
• experiential workshops
• small group work and large group discussions
• role modelling
• active learning methods, such as problem-based learning, enquiry-based learning and action learning.
Emphasis will be placed upon work-based / practice-based learning and teaching, with opportunities for students to explore and share their views and experiences with regard to the facilitation of learning and evidence-based practice within their working environment.
Total: 150 hours − 30 hours taught
15 hours symposium planning and evaluation
10 hours facilitation of the symposium
10 hours self-directed
85 hours practice-based learning
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| Selected Texts/Journals |
Essential Text:
Biggs J. (2001) The Reflective Institution: Assuring and Enhancing the Quality of Teaching and Learning, Higher Education, 41.3 pp 221-238.
Denby N., Butroyed R., Swift H., Price J., Glazzard J., (2008) Master’s Level Study in Education Open University Press Berkshire
Eraut M. (1994) Developing Professional Knowledge and Competence, London, Falmer Press
Hinchliff S. (1999) The Practitioner as Teacher (2nd Edition), London, Scutari Press
Quinn F. Hughes H . (2007) (5th edn Rev) Quinn’s Principles and Practice of Nurse Education, Cheltenham, Nelson Thornes.
Schon D.A. (1987) Educating the Reflective Practitioner, San Francisco, Jossey Bass.
Smith A, McAskill H, Jack K. (2009) Developing Advanced Skills in Practice Teaching
Basingstoke, Palgrave Macmillan
Recommended Text:
Boud E, Fletti G., (1998) (2nd edn) Work Based Learning, A New Higher Education? Buckingham: The Society for Research into Higher Education and OUP.
Brockbank A, McGill I. (1998) Facilitating Reflective Learning in Higher Education, Buckingham: The Society for Research into Higher Education and OUP.
Clarke A., (2008) (2nd edn) E-Learning Skills Basingstoke, Palgrave Macmillan
Downie CM, Basford P. (1998) (2nd edn) Teaching and Assessing in Clinical Practice – a Reader, London, Chapman and Hall.
Jarvis P, Gibson S. (1997) (2nd edn). The Teacher Practitioner and Mentor in Nursing, Midwifery, and Health Visiting and the Social Services, Cheltenham, Stanley Thornes.
McLeod J (2007) Counselling Skills Open University Press Berkshire
Morton-Cooper A, Palmer A. (1999) (2nd edn) Mentoring, Preceptorship and Clinical Supervision: A Guide to Professional Support Roles in Clinical Practice Oxford, Blackwell Science.
Neary M (2000) Teaching, Assessment and Evaluation for Clinical Competencies Cheltenham, Stanley Thornes.
Ramage C. (2000) The Experience of Link Teacher’s in Clinical Nursing Practice: A Grounded Theory Study, Unpublished PhD Thesis, South Bank University.
Weinstein K. (1998) (2nd Edition) Action Learning a Journey in Discovery and Development London, Gower.
Background Reading:
Becher T (1999) Professional Practices: Commitment and Capability in a Changing Environment New Brunswick, N.J. Transaction Publishers.
Department of Health (1998) A First Class Service: Quality in the New NHS, London, The Stationery Office.
Department of Health (2000) Making a Difference: Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Healthcare, London, The Stationery Office.
Nursing and Midwifery Council (2008) Standards to Support Learning and Assessment in Practice London NMC
English National Board for Nurses, Midwives and Health Visitors and Department of Health (2001) Placements in Focus, London, ENB/DH.
Wolf A (1995) Competence Based Assessment, Buckingham, OUP.
Journals:
British Journal of Nursing
Journal of Advanced Nursing
Journal of Clinical Nursing
Journal of Continuing Education in Nursing
Journal of Higher Education
Journal of Nursing Education
Journal of Vocational Education and Training
Nurse Education Today
Nursing Research
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| Last Updated |
| 3RD AUGUST 2010 |
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