EDUCATION PRACTICE FOR HEALTH AND SOCIAL CARE

SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB722333
Module Leader Liz Teiger
School School of Health and Life Sciences
Subject Nursing
Trimester
  • A (September start)-B (January start)

Pre-Requisite Knowledge

Criteria for admission to the module includes an Honours degree or equivalent and three years post qualifying experience in the students professional discipline. Entrants should evidence their knowledge, skills and experience associated with education and practice. Successful completion or currently undertaking the module 'Leading in education; teaching, learning and assessment in academic and practice settings' (MMB722334) Entrants who wish to exit with a NMC recordable qualification of Teacher will therefore be required to attain an overall score of 7.0 in the International English Language Testing System (lETS) and achieve no less than a Band 6.5 in each module associated with IELTS. For those students not seeking recordable qualification of NMC Teacher , then an overall score of 6.5 in the International English Language Testing System (lETS) with no less than a Band 6.0 in each module associated with IELTS is required. For those students practising in health and social care within the UK and for International students undertaking teaching practice within GCU then all will require Protecting Vulnerable Groups (PVG) disclosure (Scottish Government 2007). Admission to and progression through this module is determined by the availability of a suitable teaching practice facilitator who will be a member of GCU staff and an HEA Fellow.

Summary of Content

To accommodate International, European and Local students the module will have three modes of delivery for the 10 hours of seminar activity which includes face to face, online and blended approaches. All teaching practice facilitators will be GCU staff who hold HEA Fellow recognition. All teaching practice facilitators that support students undertaking this module will have a minimum of 6 hours of Continued Professional development (CPD) support and preparation by the programme team. This group CPD for staff support and preparation will cover all aspects of teaching and learning support required for a role as a facilitator. This will include guidance by the programme team for using the UKPSF, NMC/SSSC standards and domains to benchmark the students' progress. It is expected that students will work in a creative self-directed manner and employ skills which promote deep learning, including self-assessment, reflection, peer review and the integration of theory and practice. Directed teaching practice activities (DTPAs) have been developed by the Programme Team and are designed to enable students to meet particular programme related teaching practice outcomes. Flexibility in interpreting programme-related practice outcomes is required to ensure learning opportunities and teaching practice activities reflect the unique educational and professional constructs of the field of practice. All Students will be required to undertake formative peer reviewed teaching activity and a summative assessment of teaching practice. In order to accommodate NMC requirements (NMC 2008) those students seeking NMC recognition will require to evidence 360 hours of programme related teaching practice in their teaching log with a Notional Student Effort (NSE) for the module of 400 hours. This includes the 8 hours of student /facilitator tutorials as these have a teaching practice focus. Students not seeking NMC recognition will require to evidence 260 hours of programme related teaching practice in their teaching log with a NSE for the module of 300 hours. This includes the 8 hours of student /facilitator tutorials as these have a teaching practice focus.

Syllabus

Reflection Self assessment Peer review Evidence based practice Curriculum design Quality assurance and enhancement Evaluation

Learning Outcomes

On completion of this module students should be able to:- Critically reflect and undertake self assessment of current knowledge and skills in relation to educational practice- Undertake and critically reflect upon programme related teaching practice - Participate and reflect upon peer review- Evaluate the application of quality assurance and enhancement in education in academic and practice settings- Critically appraise the principles and methods of evaluation in education in academic and practice settings- Synthesise knowledge from curriculum design and evidence based practice in order to demonstrate leadership within an educational development

Teaching / Learning Strategy

To accommodate International, European and Local students the module will have three modes of delivery for the 10 hours of seminar activity which includes face to face, online and blended delivery. All facilitators that support students undertaking this module will have a minimum of 6 hours of support and preparation by the programme team. It is expected that students will work in a creative self-directed manner and employ skills which promote deep learning, including self-assessment, reflection, peer review and the integration of theory and practice. Directed teaching practice activities (DTPAs) have been developed by the Programme Team and are designed to enable students to meet particular programme related teaching practice outcomes. Flexibility in interpreting programme-related practice outcomes is required to ensure learning opportunities and teaching practice activities reflect the unique educational and professional constructs of the field of practice. All Students will be required to undertake formative peer reviewed teaching activity and a summative assessment of teaching practice. In order to accommodate NMC requirements (NMC 2008) those students seeking NMC recognition will require to evidence 360 hours of programme related teaching practice in their teaching log with a Notional Student Effort (NSE) for the module of 400 hours. Students not seeking NMC recognition will require to evidence 260 hours of programme related teaching practice in their teaching log with a NSE for the module of 300 hours.

Indicative Reading

Biggs, J., Tang, C. 2011 Teaching for Quality Learning at University 4 th Ed Open University Press: Maidenhead Bradshaw, M.J., Lowenstein, M. (Eds) 2011 Innovative teaching strategies in nursing and related health professions Jones and Bartlett Sudbury Massachusetts Boud, D., Cressey, P., Docherty, P. (Eds) 2006 Productive reflection at work: learning for changing organizations Routledge Falmer: London Bush, T., Middlewood, D. 2013 Leading and managing people in Education 3rd Ed Sage Publication: London Denscombe, M. 2014 The good research guide : for small-scale social research projects 5 th Ed Open University Press Doel, M; Shardlow, S.M 2009 (Eds) Educating Professionals: Practice Learning in Health and Social Care , Farnham: Ashgate. Gopee, N. 2010 Practice teaching in Healthcare , Sage: London -3600 Harasim, L. 2012 Learning Theory and Online Technologies Routledge London Hall, I., Hall., D. 2004 Evaluation and social research introducing small scale practice , Palgrave MacMillan: Hampshire. Henderson,R., Noble. K. 2015 Professional Learning, Induction and Critical Reflection . [Online] Available at: http://www.palgraveconnect.com.gcu.idm.oclc.org/pc/doifinder/10.1057/9781137473028. Hughes, S.J., Quinn, F.M. 2013 Quinn's principles and practice of nurse education 6 th ed Cengage Learning Andover Johns, C. 2009 Becoming a reflective practitioner . (4th Ed) [online] Available at http://gcal.eblib.com/patron/FullRecord.aspx?p=1165233 Kelly., A.V. 2004 The curriculum theory and practice Sage Publications 5th Ed London Kreber,C 2014 Advances in innovations in university assessment and feedback : a festchrift in honour of Professor Dai Hounsell [Online]Availableat: http://edinburgh.universitypressscholarship.com.gcu.idm.oclc.org/view/10.3366/edinburgh/9780748694549.001.0001/upso-9780748694549 Light, G., Cox, R. 2009 Learning and teaching in higher education . The reflective professional (2nd Ed) Sage Publication: London Mertova, P. 2011 Student feedback: The cornerstone to an effective quality assurance system in higher education [online] available at https://auth.elsevier.com/ShibAuth/deliverInstCredentials Moon, J.A. 2013 Reflection in Learning and Professional Development : Theory and Practice [online] available at https://www.dawsonera.com/abstract/9780203822296 Pearson, A., Field, J., Jordan, Z., (2007) Evidence based clinical practice in nursing and healthcare . Blackwell Publishing: Oxford. Quality Assurance Agency for Higher Education 2015 The Quality Code: A Brief Guide [online] Available at http://www.qaa.ac.uk/publications/information-and-guidance/publication/?PubID=180#.VVCpK7KrHTo Race. P. (2010) Making learning happen; A guide for post-compulsory education . Paul Chapman Publishing: London. Joe3o Rosa, M., Amaral, A. 2014 (Eds) Quality Assurance in Higher Education . [Online] Available at: http://www.palgraveconnect.com.gcu.idm.oclc.org/pc/doifinder/10.1057/9781137374639.0001. Salmon, G. 2011 e-moderating the key to teaching and learning online 3 rd ED Smith, A., McAskill, H. Jack, J. (Eds) 2009 Developing advanced skills in practice teaching , Palgrave MacMillan : Hampshire. Swanwick, T. 2014 Understanding medical education : evidence, theory, and practice [Online] Available at: http://onlinelibrary.wiley.com.gcu.idm.oclc.org/book/10.1002/9781118472361 Uys, L.R., Gwele, N.S. 2005 Curriculum development in nursing. Process and innovation , Routledge Falmer: London URLs www.heacademy.ac.uk <http://www.heacademy.ac.uk> www.practicebasedlearning.org www.infed.org <http://www.infed.org> www.socialworkscotland.org.uk www.nmc-uk.org <http://www.nmc-uk.org www.qaa.ac.uk www.nmc.org <http://www.nmc.org www.scotland.gov.uk <http://www.scotland.gov.uk> www.swap.ac.uk/ <http://www.swap.ac.uk/ www.nes.scot.nhs.uk/ -284

Transferrable Skills

Participation in this module will enable the student to develop the following transferable skills associated with Master's level study including: -284b7 work in a self-directed manner, taking responsibility for own learning and personal development and where appropriate practice competence; -284b7 developing study and IT skills to underpin effective learning; b7 developing knowledge and understanding in the context of a subject, which can be transferred within different contexts; b7 demonstrating critical thinking and problem solving skills in a range of situations; b7 developing communication skills, written, oral, listening, and presentational; demonstrating the ability to work as an effective member of a team; b7 developing self-marketing/presentation skills and, b7 underpinning professional practice through the integration of theory with practice.

Module Structure

Activity Total Hours
NMC Practice (PT) 352.00
Facilitator Tutorials (PT) 8.00
Seminars (PT) 10.00
Non-NMC Practice (PT) 252.00
Assessment (PT) 30.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 60.00 50% 3000 Essay - Exceptions Case No.122
Placement 01 n/a 0.00 45% Summative assessment of teaching practice (Pass/Fail) - Exceptions Case No.122
Course Work 01 n/a 40.00 50% Presentation - Exceptions Case No.122