Leading and Facilitating Learning in Practice

Transcription

1 MODULE SPECIFICATION KEY FACTS Module name Leading and Facilitating Learning in Practice Module code NMM109 School School of Health Sciences Department or equivalent Division of Health Services Research and Management UK credits 15 ECTS 7.5 Level 7 MODULE SUMMARY Module outline and aims Health and Social Care professionals need to respond to the requirements of flexible delivery of services, the demand for better monitoring of quality of service provision and support for professional development in workplace settings linked to practice through continuous professional learning and development within clinical settings. This module is designed to enable students to understand the importance of practice-based learning and to undertake a leadership role in the facilitation and assessment of learning in a workplace setting. The module can also be used as to meet the educational requirements for preparation to become a practice teacher if occurrence B assessment is successfully completed Any students undertaking this module to become a practice teacher will gain practical experience as a trainee practice teacher under the supervision of a qualified sign-off practice teacher. The module will cover the following 8 competence outcomes or domains from the NMC s (2008) Standards for Learning and in Practice (SLAiP): Establishing effective working relationships Facilitation of learning and accountability Evaluation of learning Creating an environment for learning Context of practice Evidence-based practice Leadership NOTES FOR THE TRAINEE PRACTICE TEACHER In order to become a practice teacher, you should be on the same part of the register (school nursing or health visiting) or have a SPQ recorded qualification (district nursing) as per the student/s to be assessed (due regard). You should also have developed your knowledge, skills and competence beyond initial registration through normally having at least 2 years post-registration/recorded qualification experience. Normally applicants will have competed a mentorship programme and have experience as pre-registration mentor.

2 As per NMC (2008) guidelines it is possible to APEL 100% your prior learning and experience. This APEL is at the discretion of City University London and evidence to support your claim must be provided (i.e. certificates of qualifications, learning outcomes for qualifications and experiences/learning mapped against stage 3 domains). Module content and assessment will be at stage 3 (practice teacher) level. Becoming a practice teacher comprises two elements: Theory: attending a minimum of 80% of lectures and passing the assignment for this module within 6 months of commencing the programme Practice: teaching and assessing one health visiting, school nursing or district nursing student over under the supervision of a sign-off practice teacher in practice To successfully become a practice teacher, students (trainee practice teachers) must undertake and pass both parts. All trainee practice teachers will be allocated a qualified sign-off practice teacher who will act as their supervisor during the course. The host NHS Trust will provide this qualified sign-off practice teacher to act as the supervisor. This person will provide mentorship, supervision, support and advice in practice. It is important that the trainee practice teacher and the sign-off practice teacher agree how they will work together during the course. They must meet together on regular basis see guidance on NMC website regarding the frequency of contact. The NMM109 module should be successfully completed within 6 months. To progress to practice teacher status on a Local NHS Trust practice register, the trainee practice teacher should support and assess a specialist practice student to the end of their health visiting, school nursing or district nursing programme (1 year for a full time student). The portfolio can be used to record development and skill attainment for stage 3 domains (NMC, 2008) beyond NMM109 successful completion to triennial review. The qualified sign-off practice teacher is ultimately accountable for the sign-off process of the health visiting, school nursing and district nursing student with due regard although the sign off practice teacher and trainee practice teacher will undertake this process at the end of the student s course. The qualified sign-off practice teacher must assess the knowledge and skills of the trainee practice teacher during the programme in order to complete any assessment in which s/he must state that the trainee practice teacher has/has not met the standards to support learning and assessment in practice in the role of practice teacher (NMC 2008). The trainee practice teacher will be given a portfolio that they must complete to illustrate their learning during the course and this log which includes a statement of proficiency must be returned to the University module team. Students undertaking this module as a trainee practice teacher are required to have at least 30 days protected learning time to include learning in both academic and practice settings (NMC 2008). The academic component of the module takes place over 10 half days (equivalent to 5 whole days). Students therefore require a further 25 days (at least) protected learning time in order to complete the programme. This will include time for supervision with the supervisor (sign-off practice teacher) whilst they are supervising a student who is undertaking the Specialist Community Public Health Nurse (HV/SN) or SPQ

3 (DN) programme, reflection time and reading time. It is important to read the NMC (2008) Standards to Support Learning and in Practice in order to understand the requirements for achieving sign-off practice teacher status (through supervision and assessment of a 2 nd student, one further year if the student is full time). The portfolio can be used to record evidence for and successful completion of these milestones. AIMS The module assumes that those who attend have existing knowledge and experience of mentoring students in practice. It will enable those who attend to: lead the development and implementation of learning in interprofessional practice settings facilitate learning for individuals and groups, apply strategies for monitoring, measuring and evaluating learning in practice. WHAT WILL I BE EXPECTED TO ACHIEVE? On successful completion of this module, you will be expected to be able to: Knowledge and Understanding Critically evaluate research and theory relating to learning and teaching in practice and demonstrate application of this when leading programmes of education and learning in practice. Critically appraise the extent to which you incorporate the findings of research and literature into your practice. Develop and critically evaluate a strategy for contributing to research knowledge, including the dissemination of research findings to students and mentors in practice. Values and Attitudes Synthesise the principles of personal and professional accountability relating to the facilitation of learning in practice, and apply these principles when leading learning / education programmes in practice. Have an awareness of the need to promote interprofessional learning and working in everyday practice. Knowledge and understanding Critically analyse the principles of adult and work based learning and apply these when leading the development and implementation of learning in practice.

4 Synthesise the strategies essential for effective leadership and evaluation in practice-based learning and education. Critically evaluate the strategies for facilitating learning in practice that reflect the dynamic health and social care policy agenda. Skills Synthesise the principles of effective leadership and apply these principles when developing, managing and evaluating the delivery of education and the facilitation of learning in practice. Utilise and promote the principles of reflection to underpin and develop practice. Critically appraise the development of the teacher-learner relationship and outline ways in which to use this relationship to support learning in the practice and academic learning environment. Synthesis and critical application of the principles of assessment and feedback to health and social care students within practice settings Critically evaluate the contribution of research evidence and the practice context when creating, maintaining and evaluating an evidenced based learning environment. Values Critically evaluate the relevance of interprofessional education in professional practice. HOW WILL I LEARN? Lectures Small group seminars Teaching pattern: Teaching component Teaching type Contact hours (scheduled) Self-directed study hours (independent) Placement hours Lectures Lecture Small group Seminar seminar Total student learning hours

5 Totals: WHAT TYPES OF ASSESSMENT AND FEEDBACK CAN I EXPECT? s Overview of assessment methods used, including proportion of coursework/written pattern: Occurrence A - Students not undertaking practice teacher training: component 4,000 word reflective essay on a teaching session you have devised type Written assignment Weighting Minimum qualifying mark Pass/Fail? 100% 50% N Occurrence B - Students undertaking practice teacher training component Completion of a portfolio that includes evidence of proficiency in practice of stage 3 NMC (2008) Reflective activity 1-2,000 words Reflective activity 2-2,000 words Reflective activity 3-2,000 words type Weighting Minimum qualifying mark Portfolio 0 N/A Yes Essay 33 50% No Essay 33 50% No Essay 34 50% No Pass/Fail?

6 criteria Criteria are descriptions of the skills, knowledge or attributes students need to demonstrate in order to complete an assessment successfully and Grade-Related Criteria are descriptions of the skills, knowledge or attributes students need to demonstrate to achieve a certain grade or mark in an assessment. Criteria and Grade-Related Criteria for module assessments will be made available to students prior to an assessment taking place. More information will be available from the module leader. Feedback on assessment Following an assessment, students will be given their marks and feedback in line with the Regulations and Policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. Regulations The Pass mark for the module is 50%. Any minimum qualifying marks for specific assessments are listed in the table above. The weighting of the different components can also be found above. The Programme Specification contains information on what happens if you fail an assessment component or the module. INDICATIVE READING LIST Benato, R (2011). The Effective Manager: Management Skills for the Advanced Practitioner. In Hill, MC, Cox, C and Lack,V (eds) Advanced Practice in Healthcare. London, Routledge. Cooper, AM; Palmer, A. (1999). Mentoring, Preceptorship, and Clinical Supervision: a guide to clinical support and supervision. Blackwell Science. Fry, H. Ketteridge, S. And Marshall, S. (2008) A handbook for teaching and learning in Higher Education. 3 rd Edition, Routledge Falmer, London. Humphris, P; Jones, R, Jenkins, F. (2006) Developing the Allied Health Professional. Radcliff Publishing. Heron, J (1999) The Complete Facilitators Handbook. Kogan Page. Hinchcliff, S (ed) (2004). 3rd ed. Practitioner as Teacher. Churchill Livingstone. Jackson, N; Jamieson, A; Khan, A (2007). in Medical Education: a practical Guide. Radcliffe Publishing Ltd. Jaques D (2000) Learning in Groups (3rd edition). Kogan Page McAllister, L; Lincoln, M; Maloney, D; McLeod, S (1997). Facilitating Learning in Clinical

7 Settings. Nelson Thornes Ltd. McFarlane, B ( 2003) Teaching with Integrity: Routledge Falmer Nursing and Midwifery Council (2008) Standards to Support Learning and in Practice. London, NMC. Shardlow S; Doel M. (2006). Practice Learning and Teaching in Coulshed, V; Orme, J (2006) Social Work Practice (British Association of Social Workers): Practical Social Work. Palgrave Macmillan. Stuart, CC. (2006), Supervision and Support in Clinical Practice: a guide for nurses, midwives and other health professionals. Churchill Livingstone. Smith, A. McAskil, H. And Jack, K. (2009). Developing advanced skills in practice teaching: Palgrave Macmillian, Hampshire. Wallace, M. Wray, A., (2006). Critical Reading and Writing for Postgraduates London: Sage Publications. Version: 2.0 For Use: July 2014 Version date: Appendix: see for the full list of JACS codes and descriptions CODES HESA Code Description Price Group 103 Nursing and allied health C2 professions JACS Code Description Percentage (%) X900 Others in Education 100%