PRACTICE MODULE FOR THE PRACTICE TEACHER - 2021/2
Module code: NURM127
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
This module will provide opportunities to link theory to practice through the support of a Specialist Practice or Specialist Community Public Health Nurse student to meet the NMC (2008) Standards to Support Learning and Assessment in Practice stage 3.
School of Health Sciences
ROBERTS Sarah (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: B700
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
- Relevant professional qualification – NMC
- At least 2 years post Specialist Practice/ Specialist Community Public Health Nurse qualification
- Have identified a Practice Teacher for the duration of the programme
- Supervision of a Specialist Practice/ Specialist Community Public Health Nurse student for the duration of the programme
- Mentorship at level 6 or 7
Indicative content includes:
- Self assessment of development required to meet the NMC (2008) Standards to Support Learning and Assessment in Practice stage 3
- Exploration of creative and innovative teaching and assessment strategies to maximise the application of theory to practice
- Critical evaluation of own practice and consideration of alternative solutions to complex situations
- Consideration of accountability and safeguarding of the public when assessing student’s competence in practice
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate:
- Evidence of the application of creative and innovative teaching strategies in practice
- Evidence of meeting the 8 domains of NMC (2008) Standards to Support Learning and Assessment in Practice stage 3
Thus, the summative assessment for this module consists of:
- The completion of a Learning and Development Practice Portfolio to meet learning outcomes 2, 5, 6, 7 and 9
- The presentation of a poster entitled: ‘Demonstrate how you have met your challenges in practice in relation to the NMC (2008) Standards to Support Learning and Assessment in Practice’ to meet learning outcomes 1, 3, 4, and 8
A weighted aggregate of 50% is required to pass the module.
Scenario based workshops will be used during the module to enable students to reflect on the evidence based knowledge they have gained and assist them in developing a clear rationale on how this may be applied in practice.
Students will receive verbal feedback on their performance continuously throughout the module, particularly following the student enquiry or during tutorials.
If there is either evidence of unsafe practice or any breach of confidentiality it will result in an automatic referral for the assessment of the module.
- This module will provide opportunities to link theory to practice through the support of a Specialist Practice or Specialist Community Public Health Nurse student to meet the NMC (2008) Standards to Support Learning and Assessment in Practice stage 3.
The module aims to link and apply theories of learning, teaching and assessment to practice through supporting a Specialist Practice or Specialist Community Public Health Nurse student.
|001||Explore the relevant models, theories and frameworks that support the delivery of education in practice.||K|
|002||Consider strategies that will enhance the quality of learning and assessment||K|
|003||Evaluate the journey of learning for the student and the practice||C|
|004||Demonstrate autonomous and self-directed learning in order to gain an in depth understanding of relevant concepts||C|
|005||Explore and evaluate the effectiveness of teaching and assessment strategies||C|
|006||Make effective judgements regarding their student’s achievements through rigorous assessment processes||P|
|007||Utilise innovative and creative teaching and assessment processes to support the student’s development in practice||P|
|008||Critically evaluate own practice in relation to teaching and assessment||T|
|009||Work collaboratively with colleagues to provide an effective learning environment||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Clinical Placement Hours: 48
Independent Study Hours: 72
Lecture Hours: 22
Tutorial Hours: 1.5
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- produce knowledgeable practitioners, with the required range of knowledge, skills and attitudes to enable them to develop in their professional roles.
- incorporate the NMC (2008) Standards for Learning and Assessment in Practice
- equip the students with the skills to build upon previous expertise
- foster a non-threatening environment will encourage learning from peers
- challenge values, beliefs and assumptions
- facilitate personal reflection through collaboration with tutors and peers which will allow for change and adaptions to practice
- gain support from peers
- recognise individual learning and teaching styles
- apply the current theoretical and methodological approaches to build a sound knowledge base
- be flexible in order to encourage self-motivation and independent learning
- develop leadership skills which are directly transferable to the healthcare environment, and are a vital part of the role of the Practice Teacher
The learning and teaching methods include:
- Small group work
- Enquiry based learning
- Guided reflection
- Observation of peers and teaching staff
- Simulation using actors
- Virtual learning environment (Surrey Learn)
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for PRACTICE MODULE FOR THE PRACTICE TEACHER : http://aspire.surrey.ac.uk/modules/nurm127
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2021/2 academic year.