SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B726206
Module Leader Christina McColl
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)

Summary of Content

This theoretical module is designed to develop and enhance the students' knowledge and understanding of education, and the delivery of education in the clinical learning environment to meet the learning needs of students, staff and service users. Contemporary professional and political drivers inform the module content, and educational strategies underpin learning activities. Consequently, the module promotes lifelong learning for health and social care professionals as a means of enhancing the quality of care for service users. The module also provides essential educational theory for all health and social care professionals who support and assess learners in the practice learning environment and the module content and syllabus has been mapped to the Nursing and Midwifery Council (NMC) (2018) Standards for student supervision and assessment. Consequently, students who successfully complete the module will exit having met the theoretical educational requirements of the practice supervisor and practice assessor roles.


-360b7 Reflection b7 Educational theory: theories of learning b7 Principles of planning teaching and learning b7 Clinical learning environments b7 Principles of feedback and assessment in healthcare b7 Equality and Diversity in clinical healthcare education b7 Professional responsibility in clinical healthcare education

Learning Outcomes

On successful completion of the module the student should be able to:1. Analyse a range of educational theories and strategies including an international perspective, that enhance learning in healthcare in relation to students, staff and service users 2. Discuss the range of factors that influence the clinical learning environment3. Analyse approaches to feedback and assessment in healthcare 4. Reflect on the responsibility of health and social care professionals in relation to education in healthcare

Teaching / Learning Strategy

Teaching approaches will include a variety of methods which may include modified lectures, student-led seminars, group work, guided reading and online learning. Modified lectures will be used to introduce theoretical concepts followed by group activities to promote student participation, and provide opportunities to share experiences and deepen understanding. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. Lecturers, service partners and students will contribute to the authenticity of the teaching and learning experience. The teaching and learning strategies have been selected to compliment the syllabus and will support students to develop and enhance existing attributes including; confidence, integrity, responsible leadership and active and global citizenship.

Indicative Reading

BASTABLE, S., 2014. Nurse as educator: principles of teaching and learning for nursing practice. 4 th ed. Burlington, MA: Jones & Bartlett Learning BRADSHAW, M. & HULTQUIST, B., 2017. Innovation teaching strategies in nursing and related health professions. 7 th ed. Massachusetts, Jones and Bartlett Learning DOEL, M. & SHARDLOW, S. eds., 2009. Educating professionals: Practice learning in health and social care. Surrey, Ashgate Publishing, Ltd. DOLAN, B. & HINCHCLIFF, S., 2017. The Practitioner as Teacher. 4 th ed. Edinburgh, Elsevier. FRY, H., KETTERIDGE, S. & MARSHALL, S., 2015. A Handbook for teaching and learning in Higher Education. 4 th ed. London, Kogan Page. GOPEE, N., 2015. Mentoring and Supervision in Healthcare. 3 rd ed. London, Sage. HARGIE, O. & DICKSON, D., 2017. Skilled Interpersonal Communication Research Theory and Practice. 6 th ed. Routledge, London. HOWASTSON-JONES, L., 2016. Reflective Practice in Nursing. 3 rd ed. London, Sage. HUGHES, S. & QUINN, F., 2013. Principles and Practice of Nurse Education. 6 th ed. Cheltenham, Nelson Thornes. JASPER, M., ROSSER, M. & MOONEY, G., 2013. Professional development, reflection and decision-making in nursing and health. 2 nd ed. Chichester, John Wiley &Sons Ltd. REDMAN, B., 2007. The practice of patient education: a case study approach, St. Louis, Mosby Elsevier. SCOTT, I. & SPOUSE, J., 2013. Practice based learning in Nursing Health and Social Care: Mentorship Facilitation and Supervision, Chichester, John Wiley and Sons. STUART, C., 2013. Mentoring learning and assessment in clinical practice: a guide for nurse's midwives and other health professionals. 3 rd ed. Churchill Livingstone, London. WALSH, D. & HEATHERSHAW, R., 2014. The Nurse Mentors' Handbook. 2 nd . Edition, Open University Press, Berkshire

Transferrable Skills

Development, or enhancement, of; -360b7 Independent learning skills b7 Critical thinking and decision making skills b7 Study, IT and time management skills b7 Professional and ethical values aligned with professional practice b7 Communication and team working b7 Theory and practice integration and problem solving b7 Reflection

Module Structure

Activity Total Hours
Lectures (FT) 18.00
Assessment (FT) 20.00
Independent Learning (FT) 147.00
Seminars (FT) 15.00

Assessment Methods

Component Duration Weighting Threshold Description
Essay n/a 100.00 40% Essay (3000 words)