SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB723025
Module Leader Christina McColl
School School of Health and Life Sciences
Subject Nursing
  • B (January start)

Pre-Requisite Knowledge

Already completed a Nursing degree or Health related degree. Registered Nurse, an individual who works in a health and social care area in a clinical or non clinical role.

Summary of Content

The aim of this module is to equip the registered nurse 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 Perspectives on learning and teaching Clinical Learning Environment Planning learning in practice Assessment in practice Mentorship Perceptorship Clinical Supervision Continuing Professional Development Teaching patients, service users and carers

Learning Outcomes

On successful completion of this module the student should be able to:1. Debate contemporary nursing educational policy and practice in relation to learning and professional development within the practice setting.2. Critically examine a range of theories of learning and teaching applicable for students, staff and patients in the practice setting.3. Critically analyse the factors that contribute to the development of a quality clinical learning environment.4. Critically reflect on the learning/development needs and learning opportunities for students, staff and patients within the practice setting.5. Justify the selection of appropriate teaching/learning and assessment strategies in the practice settings.6. Critically appraise a range of support strategies such as mentorship, perceptorship and clinical supervision that enhance learning within the practice setting.7. Critically 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, 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 student will always obtain the equivalent of 36 hours of contact time with the module team, excluding individual academic support. The fundamental aim of the teaching and learning strategies, irrespective of delivery mode is to support 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). The teaching and learning strategy will enable the students to synthesise and apply knowledge gained from study of the topics within the module and current practice. Teaching methods will include lectures, seminars, group work, guided reading, reflection on practice and online learning. The module can be delivered face to face, online or by blended approach. Students will be required to undertake formative assessment as part of the teaching and learning strategy.

Indicative Reading

Bond, M. & Holland, S. 2010 Skills of clinical supervision for nurses (2 nd Edition) McGraw Hill, Maidenhead. Hargie, O. Dickson, D. 2011, Skilled Interpersonal Communication Research Theory and Practice. (5 th Edition) Routledge, London. Hinchliff, S. 2009, The Practitioner as Teacher . 3 rd Edition Elsevier, Edinburgh. (eBook) Jasper, M., Rosser, M. & Mooney, G. 2013, Professional development, reflection and decision-making in nursing and health , 2 nd . Chichester, John Wiley &Sons Ltd. Quinn, F 2013, Principles and Practice of Nurse Education . (6 th Edition) Nelson Thornes, Cheltenham. Rolfe, G. Freshwater, D. Jasper, M. 2010, Critical Reflection for Nursing. (2 nd Edition) Palgrave, Basingstoke. Stuart, C. 2013, Assessment Supervision and Support in Clinical Practice. (3 rd Edition) Churchill Livingstone: London.

Transferrable Skills

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

Module Structure

Activity Total Hours
Independent Learning (PT) 144.00
Seminars (PT) 6.00
Tutorials (PT) 6.00
Lectures (PT) 24.00
Assessment (PT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 0.00 100.00 40% Essay on educational development within clinical Practice 4000 words