2016/17 Undergraduate Module Catalogue

HECS3267 Support for Learning in Practice

20 creditsClass Size: 80

Module manager: Monica Murphy
Email: m.m.murphy@leeds.ac.uk

Taught: 1 May to 30 Sep, Semester 1 (Sep to Jan), Semester 2 (Jan to Jun) View Timetable

Year running 2016/17

Pre-requisite qualifications

- Current registration with a professional body, or equivalent, or a recognised professional qualification (where registration is not yet a national requirement)
- Certificated recent (normally within previous 2 years) evidence of ability to study at Level 3
- A minimum of 12 months relevant experience
- Managerial support
- Employed in relevant practice setting, for the duration of the module, to enable module outcomes to be achieved
- Access to at least one pre-registration student, or equivalent, (for nurses, must be on same part of the register/field of practice)

This module is mutually exclusive with

HECS2204	Support for Learning in Practice
HECS5268M	Support for Learning in Practice

Module replaces

HECS3192 Support for Learning in Practice

This module is not approved as a discovery module

Objectives

On completion of this module, students should be able to:

- Advance and reflect upon existing interpersonal skills to enhance effect learning, teaching and comprehensive assessment. Contribute to and integrate the involvement of others through effective team working in the practice learning environment.

- Evaluate theories of learning, teaching and mentorship.

- Evaluate principles of assessment, concepts of validity and reliability, and the factors that influence judgments relevant to learner needs.

- Critically analyse the practice setting as a learning environment and develop effective evidence-based learning opportunities.

- Evaluate their contribution to ongoing audit and quality enhancement of the practice learning environment.

- Negotiate learning needs and use appropriate assessment strategies to offer guidance, provide feedback, facilitate and support learning and assessment, and reflect upon the effectiveness of their role in those processes.

- Critically reflect upon the responsibilities and boundaries of their role in supporting learning, teaching and assessment, working within a legal, ethical and professional framework cognisant of their professional accountability.

In addition, Nurses and Midwives completing the module will meet the Nursing and Midwifery Council's Standard to Support Learning and Assessment in Practice Mentor Outcomes (2008)

Learning outcomes
On completion of this module, students should have a comprehensive knowledge of, and to be able to evaluate issues relevant to learning and assessment in practice. These will include factors influencing the optimizing of the practice learning environment, including qualities of a good mentor and effective interpersonal relationships. Facilitation of learning will be addressed and relevant current theories as explanations of learning behavior will be evaluated. Students will have a comprehensive understanding of issues relevant to assessment in practice, including a critical awareness of the theoretical underpinnings of validity and reliability of assessment strategies and the factors contributing to the 'failing student'. The student will have a critical awareness of legal/ethical frameworks, particularly with regards to their own professional and legal accountabilities.

Skills outcomes
Facilitation of learning and assessment in practice

Syllabus

The module runs over 1 semester. There are 5 study days each week for the 1st 5 weeks, during which the following are covered:

Role of the practitioner as mentor.
The professional, academic and political context of practice education
Interpersonal & communication skills
The practice setting as a learning environment.
The theoretical and evidence base underpinning supervision, learning and assessment in practice.
Identify students' learning needs and negotiate appropriate learning opportunities.
Promote equity & diversity issues in relation to students' learning needs; support for students with disabilities.
Select appropriate learning strategies to facilitate practice-based learning
Develop evidence-based learning opportunities within the practice setting.
Interpersonal skills to enhance supervision, learning and assessment
The mentor as assessor; provide guidance & feedback; formative and summative assessment.
Effective use of comprehensive range of student assessment methods, to include self & peer assessment, simulations, objective structured clinical examinations, service users and carers voices; the mentor's role in these methods.
User and carer involvement in the assessment of students in practice settings.
Accountability of practitioners as assessors; professional and legal issues.
Managing failing students.
Escalating concerns
Evaluation of student learning and assessment, including audit and quality assurance of practice placements as learning environments.
Issues of leadership for mentors; prioritising, planning and acting as advocate for students.
Interprofessional learning and working; implications for practice-based learning.

Study days run from 9.30am - 4.00pm and are a mixture of seminar/tutorials, with lecturer - mediated interprofessional group activities and discussion.

The remainder of the module hours are spent in practice and private study. Students will complete learning and assessment activities with students in practice in order to present evidence to fulfill the module and Mentor Outcomes.

Teaching methods

Delivery type	Number	Length hours	Student hours
Work Based Learning	1	105.00	105.00
Group learning	5	3.00	15.00
Seminar	5	2.50	12.50
Private study hours			67.50
Total Contact hours			132.50
Total hours (100hr per 10 credits)			200.00

Private study

- Preparing for study days
- Completing portfolio items; identifying & retrieving evidence
- Preparing & writing case study;
- Gathering & compiling portfolio

Opportunities for Formative Feedback

- Students will be required to undertake course work, including guided learning, completion of practice activities and reflection on developing skills and knowledge regarding mentoring.
- Participation in both class and small-group discussions, and engagement in peer support.
- Monitoring of achievement of Mentor Outcomes by mentor-supervisor and academic supervisor-
- Mentor-Supervisor interviews

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Portfolio	.	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 30/07/2014

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