SUPPORTING EDUCATION IN PRACTICE - 2022/3
Module code: NURM147
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
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 Cathy (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
Overall student workload
Independent Learning Hours: 120
Lecture Hours: 21
Seminar Hours: 6
Tutorial Hours: 3
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||Demonstrate an understanding of your learning environment with consideration of the internal and external drivers which influence your approach to education||KCPT|
|002||Critically examine and evaluate an educational strategy used within practice based education to optimise student centred learning||KCPT|
|003||Explore a learning theory which underpins your education strategy and link the learning theory to the strategy in a critical manner||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
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.
Upon accessing the reading list, please search for the module using the module code: NURM147
Programmes this module appears in
|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 PGCert||1||Compulsory||A weighted aggregate mark of 50% is required 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 2022/3 academic year.