WORK-BASED ADVANCED SKILLS AND INNOVATIVE PRACTICES 2

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB723193
Module Leader Evelyn McElhinney
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Professional qualification in health or social care discipline

Summary of Content

This module is work based and aims to support the student as they acknowledge challenges in their current practice. It permits students to advance an area of their professional practice or to study a specialised area of practice. The module aims to enable and enhance a student's vision, specialist skills and creative problem solving abilities or to develop skills or strategies that aim to push boundaries and pioneer change in practice. The development of specialist and innovative areas of practice are expected to address selective training and development needs of the service and influence the implementation of improved and effective practice with patients, service users and carers. The content of the module will be determined by the students' own specific learning requirements and possibly the needs of their organisation. The module promotes a flexible approach to continuous professional development. Learning will be predominantly work based (in the work place, for the workplace and from colleagues and peers) which will require students to be largely self-directed and able to identify their own support needs. A (tripartite) learning contract and plan will be compiled by the student in collaboration, if appropriate, with their employer or academic supervisor / mentor and the module leader. The negotiated learning contract and plan will be critically evaluated in relation to its learning outcomes, the teaching and learning strategies and assessment methods. This approach will enable students wishing to attain achievement of competency to practice in their defined area, to identify and agree appropriate learning outcomes and assessment criteria to meet professional practice requirements.

Syllabus

The syllabus of work is determined by the negotiated learning contract, compiled by the student, and all other relevant parties; namely their employer or professional practice mentor and the module leader. The syllabus will demonstrate learning appropriate to module level.. It will depend on the practice background of the students, their particular area of interest and the needs of their service. Students are expected to choose a specialised area of practice or choose to advance practice in their existing practice and evidence the development of their theoretical knowledge and where appropriate practical skills. The generic syllabus will comprise: Developing a learning contract Negotiating learning outcomes -Negotiating assessment strategy -Reflection -Relevant Information retrieval, Critical evaluation of literature -Evidence based practice For students wishing to attain achievement of competency to practice in their defined area of study the syllabus must include a defined set of competency criteria and a clear pathway of learning that meets the service and/or professional award requirements.

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, who could be the module leader, or the academic on the module team from the professional background or where clinical skills are being developed a clinically based professional mentor. On successful completion of this module students should be able to:1. Analyse their own learning needs in relation to selected work based learning topic.2. Negotiate appropriate learning outcomes with the module leader and mentor.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 evidencing learningThe learning contract will normally focus on at least 3 of the following :1. Critical analysis of skills sets or an aspect of service provision to determine development or enhancement opportunities.2. Deriving real or potential solutions from research based evidence to expand their own practice or service in clinical settings.3. Where appropriate implementing changes to skills set and / or service provision 4. Independently synthesising all relevant information to exercise evidence based judgement, decision making and an impact evaluation.5. Critical reflection on how achievement of the learning outcomes enhanced own practice or service

Teaching / Learning Strategy

Students will be largely responsible for organising their own learning. Guidance and tutorial support will be given to develop the learning contract which will require the formation of learning outcomes, details on how the learning experiences will be gained and the assessment plan and methods. 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 a maximum of 4 hours, plus assignment advise of 1 hour) to produce learning outcomes for the learning contract and review progress. The negotiated learning contract will provide a framework for the all the different activities, including progress review and will culminate in the agreed assessment methods The student will utilise a range of student centred learning strategies that is deemed appropriate to their learning needs e.g. networking, shadowing, clinical supervision group tutorials, also flexible learning materials e.g. hand-outs, workbooks, literature searching and critiquing to meet their learning needs. A small number of key lectures and workshops shared with others in the module 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 work based learning communities. An optional Practice Learning Log is encouraged and in the case of some professional accreditation is required. This log should normally reflect the notional effort aligned to the module. E.g. 150 hours (approximately) . Practice based learning, if an integral part of the learning contract will take place at the students' workplace or placements. Tutorials led by the practice are encouraged to problem solve and reflect on practice. Feedback on the elements of the learning contract will be provided on an on-going basis so that students' participate in a critical and reflective evaluation of progress.

Indicative Reading

Texts: Brodie, P. Irving, K. (2007) Assessment in work?based learning: investigating a pedagogical approach to enhance student learning, Assessment & Evaluation in Higher Education, 32:1, 11-19, DOI: 10.1080/0260293060 0848218 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 J. Jones M. S. Christensen N (2008) Clinical Reasoning in the Health Professions Butterworth-Heinemann ltd Jackson, C; Thurrgate, C. (2011) Workplace learning in health and social care: a student's guide , Maidenhead, OU Press. 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 Williams, S.; Rutter, R. (2007) Enabling and Assessing Work-based learning for social work: Supporting the development of professional practice , Birmingham, Learning to Care. URLs www.nice.org.uk/ NICE www.sign.ac.uk/ SIGN www.scotland.gov.uk/Topics/Health Scottish Government / health www.scotland.gov.uk/Publications/2002/06/14558/3244 Scottish Government / work based learning Bloom's taxonomy (verbs) <http://www.clinton.edu/curriculumcommittee/listofmeasurableverbs.cxml> www.practicebasedlearning.org/resources/materials/intro.htm Making practice based learning work www. nhshealthquality.org/ Quality improvement and practice development in NHS Scotland, including standards, guidelines and audit Contemporary research related to student selected topics www.ncbi.nlm.nih.gov/PubMed (similar web-site to that of the U.K. Department of Health but information derived from this source may provide a further argument on a subject) http://www.cochrane.org (web-site providing evidence on current research especially critical reviews across a wide range of healthcare) http://www.dh.gov.uk (U.K. web-site for the Government's Department of Health and provides information on current issues in the healthcare agenda -may be derived from professional, clinical, educational or political sources) http://evidence-based-medicine.co.uk (reflects the current healthcare agenda in terms of appropriate evidence on which to practise medical ultrasound) Further resources will be determined by the area of study chosen. Students will be encouraged to identify suitable learning resources at an early stage, and to access peer reviewed journals, electronic sources and internet-based publications. Students will be expected to utilise resources identified in previous learning.

Transferrable Skills

Participation in this module will enable the student to develop transferable skills associated with masters level study including: Work in a self-directed manner, taking responsibility for own learning and personal development and where appropriate practice competence. Develop study and IT skills to underpin effective learning. Develop knowledge and understanding in the context of a subject, which can be transferred within different clinical contexts. Demonstrate: critical thinking and problem solving skills in a range of situations. Develop communication skills, written, oral, listening, and presentational. Underpin professional practice through: the integration of theory with practice; Reflection on practice and reflection in practice; Structuring of professional development activities; Depth of practice knowledge.

Module Structure

Activity Total Hours
Independent Learning (PT) 125.00
Tutorials (PT) 5.00
Assessment (PT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 50% Negotiated Assessment to include practice core competency assessment if appropriate coursework.Portfolio evidence learning 3000 words