SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB726190
Module Leader Kirsteen Lang
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

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 lifelong learning. Learning will be undertaken predominantly in the workplace / placement which will require largely self-directed study with students 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 supervisor 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


-360b7 Content of the syllabus will be agreed in the learning contract and will demonstrate learning appropriate to module level i.e. honours degree: b7 Developing a learning contract b7 Negotiating learning outcomes b7 Critical Reflection b7 Relevant Information retrieval, critical evaluation of literature b7 Evidence based / guided practice

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.Typically the contract will reflect the following:" A critical analysis of a skills sets or an aspect of service provision to determine development or enhancement opportunities." A range of solutions from research based evidence to develop their own professional practice or practices or practice and practices within their service.A plan for, or progress a practice improvement e.g. Development of knowledge and skills required to assess and manage a patient; plan a service design to enhance the patients experienceA critical reflection on learning and how it has informed and advanced practice and practices.On successful completion of the module the student should be able to:-1. Critically 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 critically 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 learning

Teaching / Learning Strategy

This module can be delivered in three different combinations of lectures, seminars, tutorials, interactive discussions, workshops, and 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 than 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 students' development of autonomous, independent problem solving and decision making skills within the parameters of their profession competence, role and their employer's agreed vicarious liability (or equivalent). Students will be largely responsible for organising their own learning. However, guidance and tutorial support will be given to: develop a personal learning plan which will require the formation of objectives; and 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 negotiated learning contract. This will provide a framework for the learning and assessment strategies, which, in turn, will utilise a range of relevant activities (CW1). 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. Wherever appropriate, a small number of key lectures and workshops shared with the student year group may be employed. 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 work-based learning communities. Students will also be encouraged to maintain a Learning Log (log of activities undertaken for the duration of the module e.g. visits, meetings, reading etc.). Practice based learning will take place at the students' workplaces where individual support from suitably qualified and experienced colleagues 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 to support students' progress towards producing a critical and reflective evaluation of progress (CW2).

Indicative Reading

BOUD, D., CRESSEY, P. & DOCHERTY, P. 2006. Productive reflection at work: learning for changing organisations. London. Routledge. BLACK B.P. 2017. Professional Nursing: Concepts and Challenges. 8 th ed. St Louis. Elsevier/Saunders COTTRELL, S. 2019. The study skills handbook. 5 th ed. London. Palgrave COTTRELL, S. & MORRIS, N. 2012. Study skills connected: Using technology to support your studies. London. Palgrave CRAIG J.V. & SMYTH R.L. 2011. The evidence-based practice manual for nurses. 3 rd ed. Edinburgh. Churchill Livingstone. HELYER, R. 2015. The work-based learning student handbook. 2 nd ed. London. Palgrave. JASPER, M., ROSSER, M. & MOONEY, G. 2013. Professional development, reflection and decision-making in nursing and health care. 2 nd ed. Chichester. Wiley. REID, S. 2015. Successful professional portfolios for nursing students. 2 nd ed. Exeter. Learning Matters Ltd. ROSE, J. 2012. The mature student's guide to writing. 3 rd ed. London. Palgrave. -2880

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
Independent Learning (FT) 161.00
Assessment (PT) 24.00
Assessment (FT) 24.00
Independent Learning (FDL) 176.00
Assessment (FDL) 24.00
Independent Learning (PT) 161.00
Tutorials (PT) 15.00
Tutorials (FT) 15.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 2 n/a 40.00 35% Reflective Essay (1000 words)Exceptions case being submitted.
Course Work 1 n/a 60.00 35% Negotiated Assessment Item (3000 words)Exceptions case being submitted.