Module Database Search
| MODULE DESCRIPTOR | |||
|---|---|---|---|
| Module Title | |||
| Work Based Learning | |||
| Reference | NU4794 | Version | 4 |
| Created | September 2020 | SCQF Level | SCQF 10 |
| Approved | May 2011 | SCQF Points | 30 |
| Amended | January 2021 | ECTS Points | 15 |
| Aims of Module | |||
|---|---|---|---|
| To facilitate the student to explore an appropriate area of professional practice and provide evidence of the learning achieved. | |||
| Learning Outcomes for Module | |
|---|---|
| On completion of this module, students are expected to be able to: | |
| 1 | Critically reflect on the concept of work based learning and its application to the process of professional development. |
| 2 | Critically appraise the relevant knowledge and skills required to support work based learning. |
| 3 | Analyse an appropriate area of personal development relevant to professional practice. |
| 4 | Construct a negotiated learning agreement reflecting the students' identified development needs within the context of personal, professional and organisational goals. |
| 5 | Provide evidence of reflective learning commensurate with the outcomes identified in the learning agreement. |
| Indicative Module Content |
|---|
| Concept of work based learning; Learning agreements; Evidencing the process and outcome of learning; Work based learning as negotiated in individual learning agreement to meet personal, professional and/or organistational goals. |
| Module Delivery |
|---|
| Work based learning supported by online activities including tutorials and Blackboard Collaborate sessions. |
| Indicative Student Workload | Full Time | Part Time |
|---|---|---|
| Contact Hours | N/A | 30 |
| Non-Contact Hours | N/A | 270 |
| Placement/Work-Based Learning Experience [Notional] Hours | N/A | N/A |
| TOTAL | N/A | 300 |
| Actual Placement hours for professional, statutory or regulatory body |
| 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, 5 |
| Description: | Portfolio of Evidence | ||||
| MODULE PERFORMANCE DESCRIPTOR | |
|---|---|
| Explanatory Text | |
| Portfolio of Evidence of achievement of negotiated learning. | |
| Module Grade | Minimum Requirements to achieve Module Grade: |
| A | C1 = A |
| B | C1 = B |
| C | C1 = C |
| D | C1 = D |
| E | C1 = E |
| F | C1 = F |
| NS | Non-submission of work by published deadline or non-attendance for examination |
| Module Requirements | |
|---|---|
| Prerequisites for Module | None in addition to course entry requirements or equivalent. |
| Corequisites for module | None. |
| Precluded Modules | None. |
| ADDITIONAL NOTES |
|---|
| The scope and content of learning will be individualised to meet the students' personal and continuing professional development needs. |
| INDICATIVE BIBLIOGRAPHY | |
|---|---|
| 1 | ALFARO-LeFEVRE, R., 2020. Critical thinking, clinical reasoning, and clinical judgement: a practical approach. 7th ed. St Louis, MO: Elsevier. |
| 2 | AVEYARD, H., SHARPE, P. and WOOLIAMS. M., 2015. A beginner's guide to critical thinking and writing in health and social care. Maidenhead: Open University Press. |
| 3 | CRIBB, A., 2017. Healthcare in transition: understanding key ideas and tensions in contemporary health policy. Oxford: Oxford University Press. |
| 4 | JOHNS, C., 2017. Becoming a Reflective Practitioner. New York: Wiley. |
| 5 | LILLYMAN, S.L. and MERRIX, P., 2014. Portfolios and Reflective Practice. London: Pearson Education. |
| 6 | RIVAS, H. and WAC, K., eds., 2018. Digital health: scaling healthcare to the world. Cham, Switzerland: Springer. |