SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB925787
Module Leader Douglas Lauchlan
School School of Health and Life Sciences
Subject Physiotherapy
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)

Pre-Requisite Knowledge

Registered Health or Social Care professional or equivalent Co-requisite Knowledge: Supervision of student(s) on practice placement

Summary of Content

The aim of this programme of learning is to prepare prospective Practice Educators for the supervision of students on practice-based learning placements. Completion of the programme will enable learners to demonstrate that they have met NHS Education for Scotland's (NES) Quality Standards for Practice Placements, or equivalent. In partnership with NES, the module will provide learners with an understanding of: theories of learning, teaching and assessment; the features of an effective practice-based learning environment; and the principles of fair, inclusive, objective and timely assessments of student performance and provision of constructive performance feedback.


-360b7 Theories of learning, teaching and assessment -360b7 Design of inclusive, learner-centred learning opportunities b7 Provision of constructive feedback on performance b7 Principles of an inclusive and empowering learning environment b7 Conflict management b7 Reflective writing b7 Peer learning b7 Strategies and reasonable adaptations to support learners b7 Principles of conducting a fair, objective, inclusive and timely assessment of performance b7 NES Quality Standards for Practice Placements (QSPP) b7 Health & Care Professions Council Standards of Education and Training Guidance

Learning Outcomes

On successful completion of the module - the student should be able to:1. Design a range of learner-centered opportunities to maximise learning and facilitate the achievement of level appropriate learning outcomes2. Provide evidence that they have met NHS Education for Scoptlands Quality Standards for Practice Placements3. Communicate in a skilled and effective manner with students to support their learning and provide effective performance feedback4. Apply principles of fair, inclusive and sensitive practice education feedback / feedforward and assessment5. Critically reflect on an evaluate their ability to develop an effective student / practice educator relationship and create a quality learning environment.

Teaching / Learning Strategy

The programme is delivered in a blended learning format using a range of teaching and learning strategies. These strategies will be delivered in a way that optimises the learner's ability to engage with a variety of media. The programme will have a dedicated virtual learning environment (GCU Learn VLE) that will enable access to all teaching materials, for example: narrated lectures; digital media; case studies; and reflective tasks. Use of the VLE allows flexibility of content delivery and enables the learner to structure their learning around and align it to work commitments. In order to meet the learning outcomes learners will be required to supervise a student on a practice placement, normally within six months of completing the interprofessional training. During placement supervision learners will be supported by a member of academic staff.

Indicative Reading

-357 Chartered Society of Physiotherapy (2017) 'Shaping Physio: Practice-based learning & you', CSP, London Health & Care Professions Council (2017) Standards of Education and Training Guidance, HCPC, London Health & Care Professions Council, National Association of Educators in Practice & Council of Deans of Health (2016) Health and Care Professions (H&CP) Practice Education Guidance, British Dietetics Association, London Hunter H, Volkert A (2016) Issues and challenges of role-emerging placements. World Federation of Occupational Therapists Bulletin, 0(0), 1-9. -357 NHS Education for Scotland (2008) Quality Standards for Practice Placements, NHS Education for Scotland: Edinburgh. Available at: www.nes.scot.nhs.uk/media/323817/qspp_ leaflet_2008.pdf <http://www.nes.scot.nhs.uk/media/323817/qspp_%20leaflet_2008.pdf> NHS Education for Scotland (2010) Enhancing the Quality of AHP Practice Education, NES, Edinburgh NHS Education for Scotland Post-Registration Career Development Framework - Facilitation of Learning Pillar - <http://www.careerframework.nes.scot.nhs.uk/> NHS Education for Scotland's Effective Practitioner - Facilitation of Learning - <http://www.effectivepractitioner.nes.scot.nhs.uk> Nursing & Midwifery Council (2008) Standards to Support Learning and Assessment in Practice (SLAiP), NMC, London Nursing and Midwifery Council (2010) The NMC Standards for Pre-Registration Nursing Education, London: NMC. Available at: www. nmc.org.uk/standards/additional-standards/ standards-for-pre-registration-nursingeducation (accessed 10 March 2017). Royal College of Nursing (2017) Helping students get the best from their practice placements A Royal College of Nursing toolkit, RCN, London Royal College of Speech & Language Therapists (2006) National Standards for Practice - based Learning, RCSLT, London Society of Radiographers (2011) Roles and responsibilities in Clinical Education, SoR, London Warren A, Dancza K, McKay E, Taylor A, Moran M, Copley J, Rodger S (2016) Supervising role emerging placements: a CPD opportunity that supports innovation in practice. World Federation of Occupational Therapists Bulletin, 72(1), 35-37.

Transferrable Skills

As part of the learning process within the module, learners will develop the following transferrable skills: -360b7 Creating effective learning environments -360b7 Communication and interpersonal skills b7 Providing and receiving feedback b7 Motivational skills b7 Conflict management and resolution b7 Negotiation skills b7 Developing learning contracts b7 Assessment of performance b7 Critical self-evaluation b7 ICT proficiency b7 Information and media literacy b7 Digital creation b7 Reflective writing b7 Portfolio development

Module Structure

Activity Total Hours
Seminars (FT) 40.00
Assessment (PT) 35.00
Tutorials (PT) 8.00
Independent Learning (PT) 117.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Video Submission with reflective account