2018/19 Taught Postgraduate Module Catalogue

HECS8007 Support for Learning in Practice

If you are applying for a stand-alone Masters level module please note you must meet either the general University entry criteria or the specific module pre-requisite for this level of study.

Module manager: Dr Philip Esterhuizen
Email: p.esterhuizen@leeds.ac.uk

Taught: 1 Jan to 30 Apr, 1 Jun to 30 Sep, 1 May to 31 Aug, 1 Sep to 31 Dec View Timetable

Year running 2018/19

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 2
- 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

It is essential that student mentors have access to at least one pre-registration student of their own profession during the module for a substantial period of time (for nurses, the pre-registration student must be on the same part of the register as the student mentor).

You should ensure that you are able to attend each of the study days and are able to mentor a pre-registration student for a minimum of 4 weeks.

This module is mutually exclusive with

HECS3267	Support for Learning in Practice
HECS5268M	Support for Learning in Practice

This module is not approved as an Elective

Module summary

This module runs over 10 days; 5 days are located in University and 5 in the workplace environment where candidates mentor and supervise appropriate students. This module equips candidates with the necessary academic background to facilitate the practice learning of undergraduate and pre-registration healthcare students. The module provides candidates with a supportive learning environment to share good practice in the mentoring and assessment of students leading to professional registration healthcare programmes.Study days run from 9.30am - 4.30pm and are a mixture of seminar/tutorials, with lecturer-mediated inter-professional group activities and discussion.

Objectives

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

- Advance existing interpersonal skills to contribute to effective learning, teaching and comprehensive assessment. Contribute to and integrate the involvement of others through effective team working in the practice learning environment.
- Discuss theories of learning, teaching and mentorship.
- Discuss principles of assessment, concepts of validity and reliability, and the factors that influence judgments relevant to learner needs.
- Analyse the practice setting as a learning environment and contribute to evidence-based learning opportunities.
- Recognise their contribution to ongoing audit and quality enhancement of the practice learning environment.
- Participate in the negotiation of 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.
- 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 be able to understand and discuss 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, particularly with regards to relevant current theories as explanations of learning behaviour. Students will have a comprehensive understanding of issues relevant to assessment in practice, including theoretical underpinnings of validity and reliability of assessment strategies and an awareness of factors contributing to the "failing student". The student will have an understanding of legal/ethical frameworks, particularly with regards to their own professional and legal accountabilities.

Skills outcomes
Professionalism, Mentorship and Assessment

Syllabus

The module runs over 1 semester. There are five study days. The study days cover:

- 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.
- Inter-professional learning and working; implications for practice-based learning.

Teaching methods

Delivery type	Number	Length hours	Student hours
Work Based Learning	105	1.00	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 reflective formative piece
- Gathering & compiling portfolio

Opportunities for Formative Feedback

This is achieved through monitoring attendance, participation in blended learning activities, participation in group activities and completion of the preliminary, intermediate and final interviews with the Mentor-Supervisor.

Methods of assessment

Coursework

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

The Portfolio Items are: - Completed Self-Assessment, - Completed Mentor Outcome Grid (this is also submitted electronically) - Copies of completed and signed assessment documentation for the pre-registration student mentored through the assessment process, - Completed Learning Log - Completed Mentor-Supervisor interviews - Reflective account (not exceeding 1000 words) on the experience of mentoring a pre-registration student. All the above items must be included to pass the Portfolio. Portfolio is marked on a pass/fail basis. Midwifery students will also achieve NMC sign-off mentor status on completion of the module. Nursing students who undertake mentoring a final year, final placement pre-registration student may also complete the module with sign-off mentor status.

Reading list

The reading list is available from the Library website

Last updated: 05/11/2018

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