Module Information

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AC0657 Facilitating Learning and Assessment in Practice (L6)

Synopsis of module

The purpose of this module is to prepare practitioners in health and social care settings to assume responsibility for the facilitation of learning and assessment in practice. The module will enable students to demonstrate that they are working to relevant professional standards. It will include classroom-based sessions, work- based experience with a learner and structured, directed learning activities supported by on-line learning materials. Students will be expected to produce a critical analysis of their development as a mentor/educator in practice, which will include evidence of their experience of facilitating learning and assessment with a learner in the practice setting. Although focused upon one learner, the student will be encouraged to analyse learning and assessment opportunities within the wider learning zone. This learning, teaching and assessment strategy will use peer and tutor interaction and feedback to integrate the principles of assessment for learning.

The module will promote inter-professional education in the practice setting, encouraging students to develop their working relationships to facilitate learning and assessment for a diverse learner population.

Indicative Reading List or Other Learning Resources

Books:

Beverley, A. (2007) Learning and Teaching in Social Work Practice Basingstoke: Palgrave Macmillan

Bluteau, P. and Jackson, A. (eds) (2009) Interprofessional Education: Making it Happen Basingstoke: Palgrave Macmillan

Gopee, N. (2008) Mentoring and Supervision in Healthcare London: Sage Publications

Hinchliff, S. (2009) The Practitioner as Teacher. 4th edn. Edinburgh: Churchill Livingstone

Murray, C., Rosen, L. and Staniland, K. (2010) The Nurse Mentor and Reviewer Update Book Maidenhead: Open University Press

Napier-Tibere B, Haroun L (2004) Occupational Therapy Fieldwork Survival Guide. Philadelphia: F.A. Davis Company,

Nicklin, P.J. and Kenworthy, N. (2000) Teaching and Assessing in Nursing Practice: an experiential approach. 3rd ed. Edinburgh: Bailliere Tindall

Parker, J. (2010) Effective Practice Learning in Social Work. 2nd edn. Exeter: Learning Matters Ltd

Quinn, F.M. (2007) Principles and Practice of Nurse Education 5th edn Cheltenham: Stanley Thornes

Shepard, K.F. and Jensen, G.M. (2002) Handbook of Teaching for Physical Therapists. 2nd ed Oxford: Butterworth-Heinemann

Stuart, C.C. (2007) Assessment, Supervision and Support in Clinical Practice 2nd edn Churchill-Livingstone

Welsh, I. and Swann, C. (2002) Partners in Learning: a guide to support and assessment in nurse education Abingdon:Radcliffe Medical

West, S., Clark, T. & Jasper, M. (eds) (2007) Enabling learning in nursing and midwifery: a guide for mentors. Chichester: Wiley

Journal articles:
Fitzgerald, M., Gibson, F. and Gunn, K. (2010) Contemporary issues relating to assessment of pre-registration nursing students in practice. Nurse Education in Practice 10 (158-163)

Hand, H. (2006) Promoting effective teaching and learning in the clinical setting. Nursing Standard. 20(39) 55-63

Hand, H. (2006) Assessment of learning in clinical practice. Nursing Standard. 21(4) 48-56


McKenzie, K. (2004) Mentoring: it's a two-way street. RCM Midwives Journal. 7(12) 526-528

McNair,W., Smith,B. and Ellis, J (2007) A vision of mentorship in practice. Journal of Perioperative Practice 17 (9) 421-430
Ohman, A., Hagg, K., Dahlgren, L. ( 2005). A stimulating, practice-based job facing increased stress- Clinical supervisors' perceptions of professional role, physiotherapy education and the status of the profession. Advances in Physiotherapy. 7, 114-22.

Ousey, K. (2009) Socialisation of student nurses - the role of the mentor Learning in Health and Social Care 8 (3) 175-184

Whitcombe, S. (2001) Using Learning Contracts in Fieldwork Education: the views of occupational therapy students and those responsible for their education. British Journal of Occupational Therapy. 64 (11) 552-557

Wilkes, Z. (2006) The student-mentor relationship: a review of the literature. Nursing Standard. 20 (37) 42-47

Web sites:
British Association of Occupational Therapists & College of Occupational Therapists http://www.cot.org.uk
Chartered Society of Physiotherapists http://www.csp.org.uk
College of Operating Department Practitioners http://codp.org.uk
Department of Health http://www.dh.gov.uk
General Social Care Council http://www.gscc.org.uk
Health Professions Council http://www.hpc-uk.org
Making practice based learning work: web portal to useful resources
http://www.practicebasedlearning.org/
Nursing and Midwifery Council http://www.nmc-uk.org

Outline Syllabus


Role development as a mentor/educator in practice
- Developing own role as an educator in practice - strengthening links to the Knowledge and Skills Framework, personal development planning and continuing professional development
- Managing Own Learning - evaluating the learning of self and others…..team development and leadership…getting yourself ready to work with learners - skills/knowledge/attitudes as a mentor/educator in practice - confidence and motivation
- Professional codes and standards that define the role of mentor/educator in practice

The context for practice learning/developing relationships
- Working and learning in the inter-professional practice context - introducing theory relating to 'communities of practice'
- Providing learning opportunities & selection of learning opportunities to meet intended learning outcomes; the mentor/educator leadership role in provision of a good practice learning experience
- Induction and orientation to placement
- Transition from one environment to another - the notion of a continuous programme of learning - the 'student journey'
- User/carer perspectives on practice learning
- Working with diversity: diverse student population; applying standards in a non-discriminatory way
- Establishing effective working relationships with those involved in practice learning - principles of good education-practice partnerships and practice examples

The Learning Journey: Facilitating learning and supervision in practice
- Current thinking on adult learning theory- relate to learning, teaching and assessment strategies in pre-registration curricula.
- Identifying individual learning needs and learning styles
- Agreeing a learning contract/ongoing review and action planning
- Developing strategies for facilitating learning - eg reflection, skills for practice, enquiry-based learning, collaborative learning
- Inter-professional learning - case studies of facilitation in practice
- Supervision of learners in the practice setting
- Working with challenging students and using support systems

The Learning Journey: Assessment of the learner in the practice setting
- Principles of assessment for learning - fostering professional growth, personal development and accountability
- Continuous assessment - initial, formative and summative assessment strategies
- Giving constructive feedback/ feedforward and reviewing progress…action planning
- Accountability - including professional roles and responsibilities
- Education-practice partnership in the assessment process

Aims of Module


This module of learning aims to prepare health and social care practitioners to develop their knowledge and competence to facilitate learning and assessment for a range of learners in the practice setting. This will include exploration and evaluation of current theories and debates that impact upon practice learning.

Learning Outcomes

By the end of this module the student mentor will be able to:

1. Critically appraise own professional role development as a mentor/educator in practice and map development against relevant professional standards.

2. Create effective relationships with learners, colleagues, service users and carers to support collaborative learning in practice.

3. Identify learner needs and manage the provision of a range of effective learning opportunities to contribute to a learning community in practice.

4. Critically analyse the learning journey in practice, developing evidence based approaches to the facilitation of learning, support and supervision.

5. Demonstrate a critical awareness of approved assessment processes and implement them within education-practice partnerships, in accordance with professional accountability and using principles of assessment for learning.

Prerequisites

- Evidence of successful study at Level 5
- Meets minimum professional body requirements for preparation as a mentor/practice placement educator/clinical educator/work-based assessor

Corequisites

None

Distance Learning Delivery

None

Learning and Teaching Strategy


This module will take a blended approach, including learning in the academic setting, directed learning using on-line learning materials and work-based learning in the practice setting. Where relevant, students will be able to meet professional body requirements for protected learning time (eg NMC - 5 days)

The classroom based sessions (2.5 days) will be interactive and will be designed to encourage students to explore their experiences of facilitating practice learning and assessment, in the light of current theory, literature and policy. Students will be encouraged to learn with, from and about each other's roles and professional perspectives, in order to promote a culture of collaboration in the practice learning environment.

On-line learning materials (equivalent to 2.5 days) will provide a combination of: theory; directed learning activities; reflection upon supervised practice experience of facilitating learning and assessment with one learner; and the opportunity to engage in collaborative learning with module peers. There will be an initial IT lab-based introductory session and IT lab- based support will be available on two subsequent occasions.

Students will be expected to engage in practice-based work, with directed learning activities to guide them. They will be required to work with at least one learner in practice, using an experiential learning approach to critically analyse their experience in relation to current theory and practice.

These approaches to learning and teaching will incorporate an emphasis upon assessment for learning, to encourage students to take an incremental approach to the production of assessed work and gain formative feedback.

Assessment and feedback strategy

a Summative assessment and rationale for tasks

The summative assessment for this module will comprise a critical analysis (2500 words), in which students will explore their development as a mentor/educator in practice. This will incorporate evidence of the facilitation of learning and assessment with one learner in practice and a critical account of their own learning and development.

b. Additional formative assessment - detail of process and rationale

During classroom sessions students will have the opportunity to gain peer and tutor feedback in group presentations of their work, using a 'patchwork text' approach (Winter, 2003) to enable students to critically analyse their practice and developing skills and knowledge in a supportive environment, as they engage in the planned stages of learning and assessment.

This approach also uses the concepts of the PDSA cycle - Plan, Do, Study, Act (Langley 1996) and the Cycle of Experiential Learning (Kolb, 1984) to promote the integration of theory and practice in mentor/educator role development. At Level 6 there will be an increasing emphasis upon students developing their ability to critically assess their own progress in learning.

c. Indication of how students will get feedback and how this will support their learning

Students will receive formative feedback from peers and tutor in classroom discussions and presentation, to enable progression to the next stage of the assessment process and encourage them to make substantial theory-practice links. They will keep a record of feedback received as part of their critical analysis.

Summative feedback on final submission of the critical analysis will be given in a structured format to inform future practice.

Implications for Choice

None


Northumbria University has taken reasonable care to ensure that the information published is accurate at the time of publication. However, the University gives no warranty or representation as to the quality, accuracy or completeness of the information.