LEADING IN EDUCATION: TEACHING, LEARNING AND ASSESSMENT IN ACADEMIC AND PRACTICE SETTINGS

SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB722334
Module Leader Helen Gough
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 student's professional discipline. Entrants should evidence their knowledge, skills and experience associated with education and practice. 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 NMC recordable qualification of Teacher then an overall score of 6.5 in the International English Language Testing System (lETS) and achieve no less than a Band 6.0 in each module associated with IELTS is required.

Summary of Content

This theory based module provides opportunities for experienced, qualified health and social care professionals to develop their knowledge and skills in relation to the educational theory and leadership that underpins teaching, learning and assessment in academic and practice settings. The Nursing and Midwifery Council (NMC) and Scottish Social Services Council (SSSC) shared framework of eight domains/standards form the basis for this module namely: establishing effective working relationships, facilitation of learning, assessment and accountability, evaluation of learning, creating an environment for learning, context of practice, evidence based practice and leadership. Based upon a respect for learners, evidence based practice and scholarship, the module prepares practitioners for a important educator role.

Syllabus

-Political and professional context of education for health and social care -Developing sustainable learning environments -Equality and diversity in education -Learning and motivation -Leadership in education -Evidence based practice -Educational strategies to support learners -Principles of planning teaching and learning -Principles of assessment -Effective feedback for learners

Learning Outcomes

On completion of this module, the student should be able to:- Evaluate the political, societal and professional context of education for health and social care professionals- Critically appraise the leadership role of the educator in health and social care- Critically analyse the factors which influence the development of sustainable academic and practice learning environments- Evaluate the relevance of equality and diversity within educational contexts- Evaluate the evidence base that underpins planning and preparation of teaching and learning in academic and practice settings- Synthesise knowledge from a range of theories and strategies to support learners and build working relationships- Critically and creatively analyse approaches to assessment and student feedback

Teaching / Learning Strategy

Face to face delivery Face to face delivery will encompass a range of teaching and learning strategies including lectures and seminars and group work to promote creative, self-directed learning. Online delivery Online delivery will encompass a range of teaching and learning strategies including lectures , activities and group work with the use of interactive materials to deliver and support directed and independent learning using the virtual learning environment, GCU Learn. ALL students All students will be required to submit a formative assignment in preparation for their summative submission and achieve an overall mark of no less than 50% in the summative assessment. (exceptions committee for NMC and prof qual)

Indicative Reading

Please note the citations indicated with an asterix are available as e-books from the library catalogue *Adams, M., Brown, S. (2006) Towards inclusive learning in higher education, Routledge Falmer: London. Brookfield, S (1995) Becoming a Critically Reflective Teacher, San Francisco:Jossey Bass, *Biggs, J., Tang, C. (2007) Teaching for Quality Learning at University 3 nd Ed Open University Press: Maidenhead (New (4 th ed.) due October 2011) *Barr, H., Koppel, I., Reeves, S., Hammick, M., Freeth, D. (2005) Effective interprofessional education. Argument, assumption and evidence, Blackwell Publishing: London. -280 Boud, D (1995) Enhancing learning through self assessment. Kogan Page : London -300 *Boud, D., Cressey, P., Docherty, P. (Eds) (2006) Productive reflection at work: learning for changing organizations Routledge Falmer: London. Brown G, Bull J, Pendlebury M (2003) Assessing Student Learning in Higher Education Routledge: Londo Centre for Research and Lifelong Learning (2002) Widening Participation in Higher Education: report to the Scottish Executive Centre for Research and Lifelong Learning: Edinburgh Doel, M; Shardlow, S.M (2009)(eds) Educating Professsionals: Practice Learning in Health and Social Care, Farnham: Ashgate. Freeth, D., Hammick, M., Reeves, S., Koppel, I., Barr, H (2005) Effective interprofessional education: development, delivery and evaluation. Blackwell; Oxford. Exley, K., Dennick, R (2009) Giving a lecture: from presenting to teaching (2 nd Ed) Routledge New York [online] Available from <http://www.gcal.ac.uk/library/index.html> Fry H, Ketteridge S, Marshall S. (Eds) (2008) A Handbook for Teaching and Learning in Higher Education: enhancing academic practice (3 rd Ed) [online]. Available from <http://www.gcal.ac.uk/library/index.html> -280 Gilbert, P. (2005) Leadership: Being effective and remaining human, Lyme Regis: Russell House. -3600 Gould, N; Baldwin, M (2004) (eds.) Social Work, Critical Reflection and the Learning Organisation, Gower: Aldershot. -280 Gray, I. et al Effective Leadership, Management and Supervision in Health and Social Care, Exeter: Learning Matters Hollyforde, S., & Whiddet, S. (2002) The motivation handbook, Chartered Institute of Personnel and Development: London. Johns, C. (2009) Becoming a reflective practitioner. (3rd Ed) Blackwell Publishing: London. *Jarvis, P (Ed) (2006) The theory and practice of learning (2 nd Ed) Routledge Falmer: London. Laurillard D (2001) Rethinking University Teaching: A framework for the effective use of educational technology (2 nd edition), Routledge: London -300 Light, G., Cox, R. (2009) Learning and teaching in higher education. The reflective professional (2 nd Ed) Sage Publication: London Littlejohn, A. (2007) Preparing for blended e-learning Available from <http://www.gcal.ac.uk/library/index.html> *Mackey, D., Livsey, S. (2006) Transforming training a guide to creating flexible learning environment, Kogan Page Ltd: London. *Murray, R. (Ed) (2008) The Scholarship of Teaching and Learning in Higher Education Open University Press: Maidenhead -300 Race P (2005) Making learning Happen. A Guide for Post-compulsory Education. Sage Publications: London Race, P. (2007) The Lecturers Toolkit ( 3rd Ed) Routledge London Race, P., Brown, S., Smith, B. (2005) 500 tips on Assessment (2 nd Ed) RoutlegdeFalmer Oxon Ramsden., P. (2003) Learning to teach in higher education, 2 nd edn., Routledge Falmer: London. -300 Salmon, G. (2002) E-tivities. The Key toTeaching and Learning On-line. Kogan Page London. Salmon, G. (2007) Learning in groups: a handbook for face to face and online environments Oxon Routledge Available from <http://www.gcal.ac.uk/library/index.html> -300 Senge, P.M. (1990) The Fifth Discipline: The Art and Practice of the Learning Organisation, London: Random House Stuart, C.C (2007) Assessment, Supervision and Support in Clinical Practice. A Guide for Nurses, Midwives and other Health Care professionals (2 nd Ed) Churchill Livingstone London Tennant, M., McMullen, C., Kaczynski, D. (2010) Teaching, Learning and Research in Higher Education: a critical approach Oxon Routledge [online] Available from <http://www.gcal.ac.uk/library/index.html> *Wager, E., Godlee, F., Jefferson, T. (2002) How to survive peer review, British Medical Journal Books: London. URLs www.heacademy.ac.uk <http://www.heacademy.ac.uk>; www.infed.org <http://www.infed.org>; www.nmc-uk.org <http://www.nmc.org> ww.nmc.org www.swap.ac.uk www.practicebasedlearning.org <http://www.practicebasedlearning.org>; www.socialworkscotland.org.uk www.qaa.ac.uk <http://www.qaa.ac.uk> www.scotland.gov.uk <http://www.scotland.gov.uk> www.nes.scot.nhs.uki -300

Transferrable Skills

-Work in a self directed manner, taking responsibility for own learning and personal development and where appropriate practice competence -Developing study and IT skills to underpin effective learning - Developing knowledge and understanding in the context of a subject, which can be transferred within different contexts - Demonstrating critical thinking and problem solving skills in a range of situations - Developing communication skills, written, oral, listening and presentational; demonstrating the ability to work as an effective member of a team - Developing self-marketing/presentation skills and, - Underpinning professional practice through the integration of theory with practice.

Module Structure

Activity Total Hours
Lectures (PT) 30.00
Seminars (PT) 40.00
Independent Learning (PT) 190.00
Assessment (PT) 40.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 60.00 50% 3000 Word Essay - - Exceptions Case No. 122
Course Work 01 n/a 40.00 50% 2000 Word Essay - - Exceptions Case No. 122