PRACTICE TEACHER PREPARATION

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB723196
Module Leader Liz Teiger
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)-B (January start)
  • B (January start)-C (May start)

Pre-Requisite Knowledge

Specialist Community Public Health Nurse (SCPHN) with current registration on the third part of the NMC register or Specialist Practitioner Qualification currently recorded on the NMC register

Summary of Content

This module offers experienced, qualified practitioners the opportunity to enhance their knowledge and skills in relation to Practice Teacher role supporting learning and assessment in practice. Students will integrate theory and practice through the exploration of four themes as they relate to the eight NMC domains; Political and Professional Contexts; Teaching, Learning and Assessment and Leadership. As the NMC stipulate the configuration and length of Practice Teacher Preparation, these requirements impact on the total number of hours associated with this module. All Supervisory Practice Teachers and Experienced Practice Teachers that support students undertaking this module will have a minimum of 9 hours of support and preparation delivered by the module team.

Syllabus

Political and professional contexts Policy and standards. Equality and diversity. Quality assurance and enhancement Communication within a learning society. Safeguarding and escalating concerns Learning Learning and motivation Strategies to support learning Interprofessional learning Teaching Facilitation and the role of practice teacher. Creating sustainable learning environments. Teaching strategies Assessment Accountability Principles and methods of assessment Constructive feedback

Learning Outcomes

On successful completion of this module, students should be able to:1.Conduct self-assessment of current knowledge and skills in relation to Stage 3 NMC outcomes for Practice Teacher.2.Undertake and critically reflect upon programme related practice associated with Stage 3 NMC for Practice Teacher3.Critically evaluate the political and professional contexts of practice education.4.Synthesise knowledge from a range of theories and strategies of relevance to teaching and learning.5.Critically evaluate the application of principles and methods of assessment in practice education.

Teaching / Learning Strategy

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. This module adopts a blended approach using a virtual learning environment and face to face delivery. With an emphasis on the integration of theory and programme-related practice, a range of teaching and learning strategies will be used to promote creative, self-directed learning. These strategies include work-based learning, lectures, seminars, on-line activities, reflective dialogue including asynchronous and synchronous discussion. Students must submit required formative assessment and pass all components of the summative assessments, achieving a minimum mark of 50% in the critical reflective essay.

Indicative Reading

Boud, D (1995) Enhancing learning through self assessment . Kogan Page : London *Boud, D., Cressey, P., Docherty, P. (Eds) (2006) Productive reflection at work: learning for changing organizations Routledge Falmer: London. *Clark, C.C. (2008) Creative Nursing leadership and management , Jones and Bartlett Publishers: USA. Cohen, L., Manion, L., Morrison, K . (2011) Research methods in education , 7th ed., Routledge: Oxon. Gopee, N. (2010) Practice teaching in Healthcare, Sage: London Gopee, N. (2011) Mentoring and supervision in healthcare, Sage: London Johns, C. (2009) Becoming a reflective practitioner. (3rd Ed) Blackwell Publishing: London. Lumby., J. (2007) Leadership and diversity challenging theory and practice in education , Sage Publications London Newby, P. 2010 , Research methods for education, Pearson Education Limited , England Nursing & Midwifery Council (2008) Standards to support learning and assessment in practice. London: NMC. Nursing & Midwifery Council (2004) Standards of proficiency for specialist community public health nurses. London: NMC. Race. P. (2010) Making learning happen; A guide for post-compulsory education . Paul Chapman Publishing: London. Smith, A., McAskill, H. Jack, J. (Eds)(2009) Developing advanced skills in practice teaching, Palgrave MacMillan : Hampshire.. -360 *Denotes electronic book www.heacademy.ac.uk www.practicebasedlearning.org www.infed.org www.nmc-uk.org www.qaa.ac.uk www.nmc.org <http://www.nmc.org www.scotland.gov.uk www.swap.ac.uk www.nes.scot.nhs.uk

Transferrable Skills

Self -direction, exercising initiative and personal responsibility for learning IT skills to underpin effective learning Written and oral communication Effective working relationships Self-assessment, peer review and reflection

Module Structure

Activity Total Hours
Lectures (PT) 13.00
Assessment (PT) 30.00
Independent Learning (PT) 32.00
Placement 100.00
Seminars (PT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 50% 3000 word Critical Reflective Evaluation of Learning
Placement 1 n/a 0.00 45% Summative Practice Teacher Learning Plan