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MODULE DESCRIPTOR
Module Title
Specialist Skills Development Through Work Based Learning
Reference	HSM175	Version	2
Created	October 2017	SCQF Level	SCQF 11
Approved		SCQF Points	15
Amended	November 2017	ECTS Points	7.5

Aims of Module
To create and manage a tailored learning experience which is directed to the student’s working environment and development needs Enable the development of a specified clinical competence and skills set that is responsive to specific service needs and facilitates development of advanced practice To enhance the effectiveness and practice standards of the student in the identified area of development

Learning Outcomes for Module
On completion of this module, students are expected to be able to:
1	Synthesise a range of theoretical and experiential resources to create a development strategy associated with their chosen area of practice and mapped where appropriate to a relevant learning framework
2	Critically assess appropriate evidence in the development and application of the identified skills set
3	Autonomously apply high level knowledge and skills in the specified area of development in alignment within defined practice standards
4	Critically analyse their acquired practice skills in the context of reflection and applied high level reasoning

Indicative Module Content
The outline module content is identified by the student in terms of required subject area and this will govern the main areas of study. The student will receive an initial briefing that will provide guidance on the principles and procedures associated with the module generally and the creation of an initial proposal specifically. This will include guidance on the creation of learning outcomes; identification of associated evidence and the documentation of skill acquisition. The student will then submit a referenced proposal that outlines their intended objectives and the means by which they intend to achieve these. The proposal will include a detailed description of the intended process for skills development, supervision and mentorship arrangements and the recording of outcomes. Following acceptance of the proposal, the student will be assigned an appropriately experienced supervisor who will provide guidance throughout the duration of the module to a maximum of 12 hours. The student, mentor and module leader will sign a tripartite agreement that confirms the commitment of all participants to the process.

Indicative Module Content

The outline module content is identified by the student in terms of required subject area and this will govern the main areas of study. The student will receive an initial briefing that will provide guidance on the principles and procedures associated with the module generally and the creation of an initial proposal specifically. This will include guidance on the creation of learning outcomes; identification of associated evidence and the documentation of skill acquisition. The student will then submit a referenced proposal that outlines their intended objectives and the means by which they intend to achieve these. The proposal will include a detailed description of the intended process for skills development, supervision and mentorship arrangements and the recording of outcomes. Following acceptance of the proposal, the student will be assigned an appropriately experienced supervisor who will provide guidance throughout the duration of the module to a maximum of 12 hours. The student, mentor and module leader will sign a tripartite agreement that confirms the commitment of all participants to the process.

Module Delivery
This module is work based and primarily student led. Delivery will consist of an initial briefing session that will normally be face to face, followed by ongoing supervision carried out by a university based tutor. Supervision will be managed through the use of a variety of electronically based resources. Where required, the student will also receive support or supervision from a work based mentor who will be a clinical expert in the field of study. The student will be responsible for identifying this individual and providing evidence of their credentials.

Module Delivery

This module is work based and primarily student led. Delivery will consist of an initial briefing session that will normally be face to face, followed by ongoing supervision carried out by a university based tutor. Supervision will be managed through the use of a variety of electronically based resources. Where required, the student will also receive support or supervision from a work based mentor who will be a clinical expert in the field of study. The student will be responsible for identifying this individual and providing evidence of their credentials.

Indicative Student Workload	Full Time	Part Time
Contact Hours	N/A	20
Non-Contact Hours	N/A	50
Placement/Work-Based Learning Experience [Notional] Hours	N/A	80
TOTAL	N/A	150
Actual Placement hours for professional, statutory or regulatory body		80

ASSESSMENT PLAN
If a major/minor model is used and box is ticked, % weightings below are indicative only.
Component 1
Type:	Coursework	Weighting:	100%	Outcomes Assessed:	1, 2, 3, 4
Description:	Practice portfolio

MODULE PERFORMANCE DESCRIPTOR
Explanatory Text
Performance is assessed with a grading proforma. Overall grade determined as follows;
Module Grade	Minimum Requirements to achieve Module Grade:
A	Minimum of 3 As and 1B and 1C in rows 1-5. 1 distinction and 1 Pass in rows 6 and 7
B	Minimum of 3 Bs and 1C and 1D in rows 1-5. Pass in rows 6 and 7
C	Minimum of 3 Cs and 2Ds in rows 1-5. Pass in rows 6 and 7
D	Minimum of 4 Ds and 1E in rows 1-5. 1 Pass and 1 Fail in rows 6 and 7
E	Minimum of 4 Es and 1 F in rows 1-5. 1 Pass and 1 Fail in rows 6 and 7
F	Does not meet the criteria for grade E
NS	Non-submission of work by published deadline or non-attendance for examination

Module Requirements
Prerequisites for Module	The participant will normally be a registered health professional, employed within a health and social care setting relevant to the proposed subject area
Corequisites for module	None.
Precluded Modules	None.

INDICATIVE BIBLIOGRAPHY
1	Eraut, M. (1994) Developing Professional Knowledge and Competence. London: The Falmer Press
2	Stuart, C.C. (2003) Assessment, Supervision and Support in Clinical Practice. London: Churchill Livingstone
3	Thackwray, B. (1997) Effective Evaluation of Training and Development in Higher Education. London: Kogan Press
4	Hargeaves, J. Page, L. Reflective practice. (2013) Wiley
5	in addition students will access journal articles, texts and web resources appropriate to the chosen subject area

Robert Gordon University, Aberdeen

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