SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB723104
Module Leader Tom McAlear
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)

Pre-Requisite Knowledge

Student of an undergraduate / post graduate professional or health related degree programme that has attained academic credits at a minimum of Level 9; Registered Nurse or AHPs, an individual who works in a health and social care area in a clinical or non clinical role

Summary of Content

This module allows the opportunity to advance knowledge and skills in an area of professional practice development in health and social care through the compilation and implementation of a negotiated learning plan. The module aims to enhance professional development , vision and problem solving abilities by determining solutions to or options for practice based challenges . The content of the module will be determined by the students' own specific learning requirements and perhaps the needs of their organisation. The module promotes a flexible approach to continuous professional development and life long learning. Learning will be undertaken predominantly in the workplace / placement which will require largely self-directed study and being able to identify and gain their own support needs. A negotiated learning contract will be compiled in collaboration with the employer (if appropriate) or mentor and the module leader and / or academic supervisor. This approach enables achievement of competency to practice in their defined area, to identify and agree appropriate learning outcomes and assessment criteria to meet professional practice requirements.


Content of the syllabus will be agreed in the learning contract and will demonstrate learning appropriate to module level i.e. honours degree Developing a learning contract - Negotiating learning outcomes - Critical Reflection - Relevant Information retrieval, critical evaluation of literature - Evidence based / guided practice

Learning Outcomes

On successful completion of this module the student should be able to:Learning outcomes will be determined by the practice/work place area being studied and will be negotiated by the student in collaboration with an academic and if appropriate a professional practice mentor/employer. The learning outcomes and assessment methods will be evaluated by the module leader and the student's supervisory team to ensure achievement of appropriate academic and practice standards.SCQF 10 All students will :1. Analyse their own learning needs in relation to selected work based learning topic.2. Negotiate appropriate learning outcomes with the module leader.3. Record negotiated learning outcomes in the Learning Contract.4. Use and justify a range of learning strategies.5. Adopt responsibility for their own learning within a work based environment.6. Construct a relevant work based portfolio of evidence of learningTypically the contract will reflect the following: 1. An critical analysis of a skills sets or an aspect of service provision to determine development or enhancement opportunities.2. A range of solutions from research based evidence to develop their own professional practice or practices or practice and practices within their service.3. Plan for and / or progress a practice improvement e.g. Develop the knowledge and skills required to assess and manage a patient; plan a service design to enhance the patients experience 4. Critically reflect on learning and how it has informed and advanced practice and practices

Teaching / Learning Strategy

This module can be delivered through a combination 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 15 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). Students will be largely responsible for organising their own learning. Guidance and tutorial support will be given to develop a personal learning plan which will require the formation of objectives, an implementation and assessment plan, including resourcing and an evaluation strategy. Building upon a trigger to learning, for example a study day, practice update, workshop, information session or professional review the student will be provided with tutorial support to produce learning outcomes for the learning contract. The negotiated learning contract will provide a framework for the learning and assessment strategies which may involve a variety of different activities. The student will utilise student centred learning strategies such as group tutorials, and flexible learning materials e.g. handouts, workbooks literature search and critiquing to meet their learning needs. A small number of key lectures and workshops shared with the student year group may be employed where appropriate. Group tutorials, the subject of which will be negotiable to reflect the needs of the cohort of students will serve as a basis for exploring issues and shared problem-solving. Peer support will be provided through the creation of workbased learning communities Satisfactory completion of a Learning Log (log of activities undertaken for the duration of the module e.g. visits, meetings, reading etc) ; is required to pass the module. Practice based learning will take place at the students' placements where individual tutorials led by the practice teams, will encourage problem solving and reflective practice. Feedback on the elements of the learning contract will be provided on an ongoing basis from the start of the module so that students' progress towards a critical and reflective evaluation of progress.

Indicative Reading

Boud D. (2006) Productive reflection at work: learning for changing organisations. Routledge. New York. Chitty K.K., Black B.P., (2007) Professional Nursing: Concepts and Challenges. 5 th edition. Saunders Elsevier, St Louis. Cunningham I., Dawes G., Bennett B., (2004) The handbook of work based learning. Burlington. England. NES (2008) Introduction and guidelines - work based learning. NHS Education for Scotland. Edinburgh. Neville L., Owens, D., Rutherford, J., Rosen L., (2008) Work based learning: a different approach. British Journal of Healthcare Assistants. 2(1), pp34-6. Ryton B., Grant V., Little A., Gilsenan I., (2007) Step to it: a toolkit for evidence-based practice. Practice Development in Health Care 6(4). pp213-220 -2880 Bloom's taxonomy (verbs)<>

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
Tutorials (FT) 15.00
Independent Learning (FT) 165.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% Portfolio 4000 words