Practice Workbook

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The module will equip you with the necessary skills, knowledge and understanding required of those who educate and develop others within healthcare or social care settings, and formally assess their progress. During the module you will be introduced to the following: 
 
<ul><li>Clinical area evaluation, placement auditing, setting appropriate learning outcomes, and integrating students to the practice area. </li></ul>
 
<ul><li>Contemporary theories of learning and coaching and their ability to inform    contemporary learning practice in the workplace. </li></ul>
<ul><li>Assessment and feedback strategies within a health and social care setting. </li></ul>
 
<ul><li>Risk management and supporting learners who are struggling to meet their learning outcomes.  </li></ul>
 
<ul><li>Supervising learners from a variety of health care settings and professions. </li></ul>

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

Self-directed - 

Placement - 

Hybrid - 

Nurse Education Today 

Supervision in the Helping Professions

Standards of Education and Training: Guidance and Resources,

Journal of Advanced Nursing, 73 (9); 2167-2178 

‘Seeking authorization’: a grounded theory exploration of mentors’ experiences of assessing nursing students on the borderline of achievement of competence in clinical practice, 

Organization, 05/2000, Volume 7, Issue 2 

British Journal of Nursing, 27 (18); 1068-1072 

Critical exploration of the new NMC standards of proficiency for registered nurses

Work psychology: Understanding human behaviour in the workpla

British Journal of Educational Psychology  

Realising professionalism: Standards for education and training Part 2: Standards for student supervision and assessment London: Nursing and Midwifery Council.

Journal of Advanced Nursing  

Becoming a Reflective Practitioner,

QNI Standards for Community Practice Teaching Education and Practice.

Social Work Education 

Nurse Education in Practice 

A Handbook for Teaching & Learning in Higher education: Enhancing Academic practice

APM070 - Supervising and Assessing in Healthcare Practice (Online)

A variety of teaching and learning strategies will be used to enable you to assimilate the knowledge and skills needed to adapt to and work in the evolving area of supervision and assessment in practice settings. This will mostly be comprised of self-directed asynchronous learning via Moodle. This means you will need to plan time to engage with these so you are prepared for the synchronous sessions. Discussion forums with teacher input will consolidate learning and apply principles to your own clinical environment. Regular online synchronous video tutorials offer a way to have real-time contact with your peers and the module lead. 
 
In addition to these teaching delivery approaches, you will be expected to work with learners in your clinical area, under the guidance of an appropriate workplace supervisor. Here, you will have the opportunity to put learnt principles from the module into practice.

Supervising and Assessing in Healthcare Practice (Online)

Role model a commitment to promoting and supporting best practice in the context of client safety, professional accountability and recognising the boundaries of competence.  

Values and attitudes

Plan learning contracts in line with student learning needs, progress, competence and professional conduct in relation to predetermined criteria (e.g. professional standards).  

Skills

Collect appropriate contemporary educational theories that will enhance learner development and appraise their relevance in practice settings.	 

Knowledge

Communicate professional knowledge to promote learning in practice settings.  

Select appropriate assessment strategies and provide rationales for their use in practice settings.	 

Utilise a range of assessment and evaluation methods. 

Negotiate, plan and evaluate learning activities relevant to identified needs and the practice context. 

Critically reflect on personal educational practices using established reflective framework tools. 

Critically reflect on the process of working collaboratively with your supervisor. 

Demonstrate the importance of effective documentation in underpinning effective decision making in mentorship practice.  

Evaluate the importance of non-discriminatory practice and recognition of equality and diversity.  

Demonstrate skills of giving effective feedback for future learning both verbally and in writing.  

Practice according to the relevant code of professional conduct. 

Evaluate the importance of quality standards and effective environments and apply these to practice. 