Prerequisites for Module
None, in addition to course entry requirements or equivalent.
Corequisite Modules
None.
Precluded Modules
None.
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. |
Discuss the concept of work based learning and its application to the process of professional development.
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| 2. |
Critically appraise the relevant knowledge and skills required to support work based learning.
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| 3. |
Conceptualise and analyse an appropriate area of personal development relevant to professional practice.
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| 4. |
Construct a negotiated learning agreement reflecting the students' identified development needs within the context of personal, professional and organisational goals.
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| 5. |
Provide evidence of reflective learning commensurate with the outcomes identified in the learning agreement
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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.
Indicative Student Workload
Contact Hours
| Part Time | On-line activities
| 15 |
Directed Study
| | Assessment
| 15 |
Private Study
| | Work based learning
| 120 |
| Mode of Delivery
Work based learning supported with on-line tutorial support.
Assessment Plan
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Learning Outcomes Assessed
| | Component 1 | 1,2,3,4,5
|
A portfolio of evidence of achievement of negotiated learning outcomes.
Indicative Bibliography
| 1. | ALFARO-LeFEVRE, R., 2020. Getting Started with University-Level Work Based Learning. London: Middlesex University Press.
| | 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.
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Additional Notes
The scope and content of learning will be individualised to meet the students' personal and continuing professional development needs.
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