SUPPORTING EDUCATION IN PRACTICE - 2021/2
Module code: NURM147
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 is designed to meet the needs of professionals working in health & social care. The module is designed to support health care professionals who undertake an educational role to apply learning and teaching theory to their practice role.
The module forms part of the teaching for professional practice programme and The Practice Teacher qualification.
School of Health Sciences
DERHAM Cathrine (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
Indicative content includes:
- Standards for Education and Practice
- Recontexualising Learning
- Exploring the quality of the learning environment
- Applying learning theories and domains
- Theories of Coaching and Practice Development
- Applying technology to enhance learning
- Emotional Intelligence
- Supporting the struggling learner
- Critical evaluation of learning and teaching strategies
- Constructive realignment theories
- Socio-politico landscape of education in practice
- Dynamic direction of education in healthcare
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate their application of learning & teaching theory and practice relevant to their practice area.
Thus, the summative assessment for this module consists of:
A 3000 word academic essay that critically analyses and evaluates the effectiveness of how education is supported in their practice area to provide the optimum learning experience.
Identify one learning and teaching strategy that you could adapt in multiple contexts within your practice environment that will optimise the learners' experience. Your discussions should demonstrate a deep and systematic understanding of the theory and evidence underpinning this strategy and how this would benefit the achievement of the learner.
- Discuss the diversity of your practice environment and learners.
- Ensure that you discuss ONE learning and teaching strategy.
- Reflect the learning and teaching theory informs the learning and teaching strategy.
- Ensure contemporary and current referencing unless seminal, including educational standards
Students will receive feedback through a variety of methods, these include:
- Verbal – during tutorials
- Written – Summative feedback on Surrey Learn
- E-mail – one page draft to be reviewed where requested by student up to two weeks before the submission date.
- The aim of this module is to consider and critically evaluate links between theory and practice to explore strategies relevant for the facilitation and assessment of learning within the work place
|001||Critically examine and evaluate the methods of facilitating learning within work-based settings whilst analysing the nature of practice education, the perceived demands of inter/multi-professional practice.||KCPT|
|002||Critically explore and reflect on theories of learning, teaching, assessment and accountability relevant to practice in order to critically evaluate evidence based strategies to assist with the integration of theory and practice.||KCPT|
|003||Analyse and implement educational standards through effective use of communication and leadership skills in order to create an optimum learning experience.||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 120
Lecture Hours: 21
Seminar Hours: 6
Tutorial Hours: 3
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Enable learners to experience a range of learning and teaching strategies
- Enable learners to apply learning & teaching theory to practice
- Enable learners to apply the relevant educational standards relevant to their role
- Enable learners to understand and apply quality standards
The learning and teaching methods include:
- Small group work
- Inquiry based learning
- Observation of peers presentation
- 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 SUPPORTING EDUCATION IN PRACTICE : http://aspire.surrey.ac.uk/modules/nurm147
Programmes this module appears in
|Education for Health Professionals PGCert||1||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
|Advanced Clinical Practice MSc||1||Core||Each unit of assessment must be passed at 50% to pass the module|
|Education for Health Professionals MA||1||Core||Each unit of assessment must be passed at 50% to pass the module|
|Education for Health Professionals PGDip||1||Core||Each unit of assessment must be passed at 50% to pass the module|
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.