SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B725011
Module Leader Claire McGuinness
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Registered Nurse or Allied Health Professional an individual who works in a health and social care area in a clinical or non clinical role.

Summary of Content

This module mirrors M3B725010. It is for Trans-National Education (TNE) delivery only. The aim of this module is to equip the registered nurse or allied health professional with the necessary knowledge attitudes and skills to meet the learning needs of students, qualified staff including the newly qualified nurse and service users within the practice learning environment. The emphasis will be on creating a clinical learning environment that will encourage learning and development for all nursing staff and so enhance the quality of care for service users and promoting lifelong learning for all nursing staff.


Education in practice: the role of nurse as an educator to peers, students, patients and their carers within the care environment Perspectives on learning and teaching Theories of / research into teaching and learning and the implications of this for practice education Clinical Learning Environment Dimensions of assessment, methods of assessment and assessing in practice Mentorship: definition and standards, qualities. Roles and responsibilities Preceptorship Clinical Supervision: Models of supervision, definitions and understanding and evaluation of the process. Continuing Professional Development and its value for patients and healthcare professionals Models and Theories of Teaching patients, service users and carers Evaluation of patient education materials

Learning Outcomes

On completion of the module the student should be able to:Analyse contemporary nursing educational policy and practice in relation to learning and professional development within the practice setting.Examine a range of theories of learning and teaching applicable for students, staff and patients in the practice setting.Analyse the factors that contribute to the development of a quality clinical learning environment.Reflect on the learning/development needs and learning opportunities for students, staff and patients within the practice setting.Discuss the selection of appropriate teaching/learning and assessment strategies in the practice settings.Explore a range of support strategies such as mentorship, preceptorship and clinical supervision that enhance learning within the practice setting.Examine continuing professional development for nursing staff to ensuring the delivery of high quality patient centred care.

Teaching / Learning Strategy

This module can be delivered in three different combinations of lectures, seminars, tutorials, interactive discussions and workshops, directed and self-directed study. This combination will depend on whether the module is being delivered on site at GCU ' face to face', 'blended' at GCU or a venue other that GCU e.g. Contractual international agreement or being delivered completely 'online'. The teaching and learning strategies, irrespective of delivery mode, aim to promote the development of autonomous, independent problem solving and decision making within the parameters of their profession competence, role and employers agreed vicarious liability (or equivalent). Students will follow one of three presentations of the module. The teaching and learning strategy will be either face-to-face, web-based learning or blended learning. A variety of activities will be used throughout the module to promote interest and engagement with core concepts. The student will always be provided the equivalent of 36hrs of contact time with the module team. Face to face delivery: Modified lectures will be used to introduce theoretical concepts. Thereafter, group discussions will promote student participation, giving opportunities to share experiences and deepen understanding. Consideration of quality improvement issues in the workplace will further enable students to apply theory to practice, while developing their own coursework and promoting transferrable skills. Directed study will augment class-based learning. Online delivery: Each week there will be a variety of activities to be undertaken which include: Listening to audio power point presentations and podcasts. Viewing online digital stories and videos, completion of e-Activities. A key strength of the online delivery is the robustness of asynchronous discussion via online discussion boards that will provide opportunities to share experiences and deepen understanding. Consideration of quality improvement issues in the workplace will further enable students to apply theory to practice, while developing their own coursework and promoting transferrable skills. Online discussion boards will be subject to e-moderation by academic staff.

Indicative Reading

BOND, M. & HOLLAND, S. 2010 Skills of clinical supervision for nurses (2nd Edition) Maidenhead: McGraw Hill HARGIE, O. DICKSON, D. 2011, Skilled Interpersonal Communication Research Theory and Practice. (5th Edition), London: Routledge,. HINCHLIFF, S. 2009, The Practitioner as Teacher . 3rd Edition Edinburgh: Elsevier (eBook) JASPER, M., ROSSER, M. & MOONEY, G. 2013, Professional development, reflection and decision-making in nursing and health , (2 nd edition). Chichester: John Wiley &Sons Ltd. QUINN, F 2013, Principles and Practice of Nurse Education . (6th Edition) Cheltenham: Nelson Thornes ROLFE, G. FRESHWATER, D. JASPER, M. 2010, Critical Reflection for Nursing. (2nd Edition) Basingstoke: Palgrave STUART, C. 2013, Assessment Supervision and Support in Clinical Practice. (3rd Edition) London: Churchill Livingstone

Transferrable Skills

Independent learning by working in a self-directed manner. Effective study and IT skills to underpin effective learning. Critical thinking, decision-making and communication skills. Work effectively with others. Critical reflection and the integration of theory and practice to underpin professional practice Appreciate the need for a high level of ethical and professional conduct.

Module Structure

Activity Total Hours
Assessment (PT) 20.00
Lectures (PT) 24.00
Tutorials (PT) 12.00
Independent Learning (PT) 144.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% 3000 word essay