Module Database Search
| MODULE DESCRIPTOR | |||
|---|---|---|---|
| Module Title | |||
| Supporting Professional Development | |||
| Reference | NUM031 | Version | 6 |
| Created | January 2020 | SCQF Level | SCQF 11 |
| Approved | January 2008 | SCQF Points | 30 |
| Amended | May 2020 | ECTS Points | 15 |
| Aims of Module | |||
|---|---|---|---|
| To provide the educator in practice with the knowledge, understanding and skills to lead, support and enable teaching, learning and assessment in practice. | |||
| Learning Outcomes for Module | |
|---|---|
| On completion of this module, students are expected to be able to: | |
| 1 | Critically analyse educational theories and models underpinning safe and effective practice-based learning. |
| 2 | Critically appraise the higher-level skills required to support effective teaching, learning and assessment in clinical practice. |
| 3 | Critically examine theories of teaching, learning and assessment. |
| 4 | Critically reflect on various methods of support for professional development of self and others. |
| 5 | Evaluate own and others' continuing professional development educational needs in order to achieve excellence in practice. |
| Indicative Module Content |
|---|
| Educational theories; Working relationships; Accountability; Evidence based practice; Leadership; Lifelong learning and continuing professional development; Models of reflection; Self and peer assessment; Clinical supervision and coaching; Advanced communication skills; Professional expertise and development; Teaching, Learning and assessment strategies; Changes and challenges of the learning environment; Evaluation; Equity and diversity; Assessment in practice; Inclusivity; Practice-based education and learning; Promoting professional and collaborative practice; Interprofessional learning and practice. |
| Module Delivery |
|---|
| The module will be delivered online via CampusMoodle. This includes discussion forums, quizzes, videos, Panopto and Blackboard Collaborate activities. |
| Indicative Student Workload | Full Time | Part Time |
|---|---|---|
| Contact Hours | N/A | 20 |
| Non-Contact Hours | N/A | 280 |
| 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: | ePortfolio of Evidence. | ||||
| MODULE PERFORMANCE DESCRIPTOR | |
|---|---|
| Explanatory Text | |
| Portfolio of Evidence. | |
| 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 the course entry requirements or equivalent. |
| Corequisites for module | None. |
| Precluded Modules | None. |
| INDICATIVE BIBLIOGRAPHY | |
|---|---|
| 1 | BATES, B., 2019. Learning theories simplified:... and how to apply them to teaching. London: Sage. |
| 2 | GOPEE, N., 2018. Supervision and mentoring in Healthcare. 4th ed. London: Sage Publications. |
| 3 | HEALTH & CARE PROFESSIONALS COUNCIL., 2017. Standards of education and training guidance. London: HCPC |
| 4 | NMC., 2018. Realising professionalism: Standards for education and training. Part 2: Standards for student supervision and assessment. London: NMC. |
| 5 | TELFORD, M. and SENIOR, E., 2017. The experiences of students in interprofessional learning. British Journal of Nursing, 26(6), pp.350-354. |
| 6 | WOOLNOUGH, H.M. and FIELDEN, S. 2017. Mentoring in nursing and healthcare. Supporting career and personal development. Chichester: Wiley Blackwell. |