Module code: NURM106

Module Overview

This module uniquely combines theoretical knowledge with practical application, ensuring that students not only understand the principles of effective teaching but also can apply these principles in their specific professional contexts, allowing them to determine the type of educator they wish to become.   During the module students will deepen their knowledge and understanding of the complexities of learning and teaching, assessment, and evaluation to enhance their expertise in these areas of professional practice. 

Module provider

School of Health Sciences

Module Leader

WHITE Nikki (Health Sci.)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Overall student workload

Workshop Hours: 20

Independent Learning Hours: 78

Lecture Hours: 20

Seminar Hours: 20

Tutorial Hours: 2

Practical/Performance Hours: 100

Guided Learning: 40

Captured Content: 20

Module Availability

Year long

Prerequisites / Co-requisites

 Students must be a registered health or social care professional (NMC/HCPC/GMC/GPhC/SWE). It is necessary for the student to be working in a teaching environment that allows them to meet the learning outcomes. Students must be provided with a qualified teacher/clinical supervisor by their manager in practice. 

Module content

Indicative content:  

  • Skills and qualities of an effective teacher, this will include self-reflection, identification of own attributes, strengths, weakness, and areas for development. 

  • Review of a range of educational philosophies, incorporating behaviourism, humanism, cognitivism, and constructivism. 

  • The skills needed for successful lesson planning and delivery. 

  • Exploration of educational strategies, including digital learning, simulation and learning in the alternative environments. 

  • We will explore best practice in assessment and feedback, including marking workshops.   

  • The importance of constructive alignment, rigour and quality assurance within education and assessment strategies. 

  • Ways of learning; identifying and supporting the holistic and diverse needs of the individual student.   

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework Reflective Accounts 100
Practical based assessment Practice Based Teaching Portfolio Pass/Fail

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their knowledge skills and understanding of teaching. To do this, they must complete four observed teaching practice assessments and a reflective teaching portfolio, (word count 3,500 words). 


 Thus, the summative assessment for this module consists of: 

COURSEWORK 100% addresses learning outcomes 1, 2, 3, 4, 5, 6, & 7. 

  • To support the assessment grading, the students are required to produce four reflective accounts, one following each assessed teaching session. The reflective accounts will be based on an area for development that have been identified within the assessment report. This maps against the following HEA - Professional Standard Framework (2023)*:  A1, A2, A3, A4, A5, K1, K2, K3, K4, K5, V1, V2, V3, V4, V5 


*Higher Education Academy - Professional Standards Framework:  

Areas of Activity A1: Design and plan learning activities and/or programmes, A2: Teach and/or support learning through appropriate approaches and environments, A3: Assess and give feedback to learners, A4: Support and guide learners, A5: Engage practice through own continuing professional development.   

Core Knowledge K1: How learners learn, generally and within specific subjects, K2: Approaches to teaching, and/or supporting learning, appropriate for subjects and levels of study, K3: Critical evaluation as a basis for effective practice, K4: Appropriate use of digital and/or other technologies and resources for learning, K5: Requirements for quality assurance and enhancement, and their implications for practice. 

Professional Values V1: Respect individual learners and diverse groups of learners, V2: Promote engagement in learning and equity of opportunity for all to reach their potential, V3: Use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for effective practice, V4: Respond to the wider context in which higher education operates, recognising implications for practice, V5:  Collaborate with other to enhance practice.   


Reflective Teaching Portfolio will incorporate the following: - (3500 words):  

PASS/FAIL competencies address learning outcomes 1,2, 3, 4, 5, 6, & 7.  

  • Evidence of formal contact teaching hours equal to 100 hrs. 

All students are required to provide a log of teaching practice (template provided) as evidence of a min of 100hrs of teaching related activities (this can include direct teaching, large and small group facilitation, which can be online or face to face; assessment and feedback in any format; lesson and curricula design and planning).   This maps against the following HEA - Professional Standard Framework (2023)*:  A1, A2, A3, A4, K1, K2, K3, K4, V1, V2, V3, V5 

  • Evidence to support 4 x assessed teaching sessions. 

All students need to be assessed 4 times over the course of the module, one assessment will be carried out in the university setting and the other 3 in the student’s own area of practice.  Within the portfolio of evidence, the student must provide the teaching assessment report for all, lesson plan and any supportive materials used.   This maps against the following HEA - Professional Standard Framework (2023)*:  A1, A2, A3, A4, A5, K1, K2, K3, K4, V1, V2, V3, V5 

Students will receive informal feedback through a variety of methods, these include:    

  • Peer feedback within workshop exercises 

  • Written – directive feedback on teaching assessment report will inform the summative reflective submission within the teaching portfolio. 

  • Individual tutorial with verbal feedback. 

  • Group tutorials with verbal feedback 


Formative assessment: 

Students are invited to submit a plan for their summative reflections or a sample of reflective writing, equal to approx. 350 words (10% overall wordcount). 

Module aims

  • Provide students with the opportunity to increase their knowledge and understanding of the complexities of learning and teaching, assessment and evaluation in order to review critically and enhance their expertise in these areas of professional practice.
  • Explore and apply key educational theories to the students own teaching practice.
  • Recognition and understanding diversity within education, whilst adapting teaching strategies to support individual differences and create inclusive learning environments.
  • Develop, plan, and create innovative, engaging and functional lesson plans.
  • Understand and critique a range of assessment and feedback methods to enhance learning.
  • Engage with innovative methods to embrace technology enhanced learning in education, with the effective use of digital tools and virtual learning platforms, to develop confidence and competence in their individual teaching practice, through assessment and feedback, reflection, and peer support.

Learning outcomes

Attributes Developed
001 Develop a critical, reflective, and innovative approach to teaching and learning in educational and practice settings and formulate plans for their own professional development. KCPT
002 Develop a critical, reflective, and innovative approach to teaching and learning in educational and practice settings and formulate plans for their own professional development. KCPT
003 Create effective learning environments through facilitating and establishing positive relationships and ensuring that the principles of equal opportunities are adhered to. KCPT
004 Select, plan, and implement a range of educational strategies, and facilitate learning across a range of educational and practice settings and utilise a range of learning resources including digital technology. KCPT
005 Identify and respond to the needs of individual learners ensuring they access the necessary support and facilitate their progress towards becoming autonomous learners. KCPT
006 Effectively utilise the information gained from assessment and evaluation to aid self-reflection and self-development. KCPT

Attributes Developed

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 students to: 

  • Explore a range of educational theories to underpin your practices as an educator. 

  • Reflect and apply theory to your own teaching practice. 

The learning and teaching methods include: 

  • Lectures on educational philosophy, quality assurance, assessment, feedback literacy and ways of learning.  

  • Workshops on writing learning aims and outcomes, gamification, digital learning and best practice in marking and feedback. 

  • Small group work and discussion on educational philosophy and pedagogical practices support the student to apply theory to their own developing practice, and informs the teaching, learning and assessment approaches they select. 

  • Facilitated and observed teaching sessions both within the university and the student’s own working environment underpin the development of the student’s practice. 

  • Tutorials to aid development. 

  • Independent Study  

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
Upon accessing the reading list, please search for the module using the module code: NURM106

Other information

The school of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: 


Employability: Students are registered healthcare professionals and will be developing skills and knowledge that can be applied to their educational role and will enhance their future career aspirations and employability.  The format of the module encourages the student to practice and develop a portfolio of evidence that can be taken into clinical practice.  The potential mapping against the HEA professional allows the student to evidence quality of their own practice. 


Digital capabilities:  Within the module content there is strong emphasis on the need for modern educator to be digitally capable.  Workshops focussed on gamification, digital learning and simulation-based education enable the student to develop their confidence and competence in embedding technologically enhanced learning within their practice. 


Global and cultural capabilities: The module content incorporates perspectives and practices from a range of perspectives, thus enabling students to diversify their knowledge and reflect on different experiences in a healthcare setting.   Understanding and exploring ways of learning, and integrating this knowledge ensures the students develop as educators who recognise the importance of inclusivity and diversity in education delivery. 


Sustainability:  Students on this module will be employed within financially responsible organisations, within healthcare, education, social care or the charity sector.  As such, consideration of sustainability and the environmental impact of education provision is critical and how this awareness impacts their practice, is explored and fostered through challenging reflective discussions. 


Resourcefulness and Resilience: The module is designed to ensure that students are able to reflect and develop their pedagogic practices demonstrating a broad understanding of effective approaches to teaching and learning contributing to high quality student learning.   

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Education for Health Professionals PGDip(YEAR LONG) Year-long Core Each unit of assessment must be passed at 50% to pass the module
Education for Health Professionals PGCert(YEAR LONG) Year-long Core A weighted aggregate mark of 50% is required to pass the module
Education for Health Professionals MA(YEAR LONG) Year-long Core A weighted aggregate of 50% overall and a pass on the pass/fail unit of assessment is required 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 2025/6 academic year.