Item 7.3

Module Description Template
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Comments/notes

Title

/ NMC stage 4 ‘Qualified Teacher’ Module
Code / NA7121
Level / Level 7.
Credit rating / 20
Pre-requisites / In addition to having the support of their manager, applicants should normally:
·  Have completed the Postgraduate Certificate in Health and Social Care Education Course
·  Be a registered Nurse, Health Visitor or Midwife on the NMC register.
·  Have a minimum of three years post registration experience and evidence of continuing professional development.
·  Should be in a professional post in practice/ Higher Education Institution with an educational remit, which includes at least 15 hours of educational activity per week.
Type of module / Extensive
Aims / ·  To provide the framework for ongoing exposure to innovative and comprehensive experiences in teaching, learning and assessment meeting the requirements of the NMC (2008) stage 4 Qualified teacher standards
·  Students will be encouraged and supported to develop confidence in their ability to present, write and be published demonstrating educational leadership through dissemination of innovative practice
Learning outcomes/objectives / On successful completion of the module students will be able to:
1.  Critically evaluate the writing process and how to write for specific audiences
2.  Identify a source for publishing and follow publisher guidelines
3.  Develop confidence and critical skills in writing and presenting at an in-house conference
4.  Provide evidence through portfolio submission of critical analysis and engagement with the NMC stage 4 qualified teacher standards and demonstrate successful application of the standards to teaching practice
5.  Develop and critically evaluate a community of learning within an area of practice
6.  Critically explore their developing strategic educational and professional role and develop confidence to lead on organisational change
Content / The module will be supported by a two day writing workshop and a I day in-house conference at the end of the semester 2 and x 8 Facilitated action learning sets (ALS)
Facilitated Action Learning Sets (ALS).
The ALS will alternate between supporting the developing expertise of the student’s educational role and supporting the student’s developing skills in writing for publication.
The ALS x 4 that support the developing educational role will build on the PGCHSCE aiming to further develop the students’ knowledge of educational theory related to their area of teaching practice and enhance skills in leadership and strategic working in HFE and practice education settings. These ALS will be responsive to the needs of the lecturers and practitioners in educational roles.
The ALS x 4 that support writing for publication will build on the writing workshop, involve sharing writing through blog activity and discussion on individual progress in the ALS and further facilitate development of writing skills through writing exercises.
The in-house conference day will provide a forum for the students to present their ideas in conference format. The process should encourage the student to articulate the ideas they wish to progress for a publishable article
Teaching and learning strategies / The course team are committed to encouraging the learners to engage in deep learning, defined by; critically examining new facts and ideas and tying them into existing cognitive structures, making numerous links between ideas, looking for meaning and focusing on the central argument or concepts needed to solve educational problems. Following a constructivist approach to student centred learning, the course team will therefore:
§  intensive two day writing workshop
§  negotiated plan for writing for publication
§  online peer support in developing their writing
§  encouraged to publish their work
§  educational conference to showcase student work and develop confidence in presentation skills
The application of educational theory to teaching practice is integrated across the module, and the student’s own professional setting is taken into account through the selection of a named facilitator from within higher education. The students will be expected to record and analyse these links between theory and practice through their evidence in the Teaching Practice Portfolio. Portfolio content will be explored during the educational action learning sets, and assessed formatively by their tutor at the end of the first semester to support the development of the portfolio for the summative submission.
Students will also be encouraged to attend / submit a paper to the University of Brighton Pedagogy conference in February and the summer Centre for Learning and Teaching Conference or for other relevant professional conference in their field of expertise.
Teaching hours will normally be allocated as follows:
Taught: 18
Student directed study 158
Facilitated ALS 24
Total : 200
Learning support / Adair, J. 2010. Effective strategic leadership: the complete guide to strategic management. London: Macmillan
Bolton, G. 2010. Reflective practice: writing and professional development. London: Paul Chapman
Bush, T. 2010. Theories of educational leadership and management 4th ed: London: Sage Publications.
Canter, D. and G. Fairburn 2006 Becoming an author: advice for academics and other professionals. Maidenhead: Open University Press
Cottrell S. 2011 Critical Thinking Skills: Developing Effective Analysis and Argument (2nd ed) Basingstoke: Palgrave macmillan.
Fry, H. S. Ketteridge and S. Marshall. 2009. A Handbook for Teaching and Learning in Higher Education – enhancing academic practice 3rd ed. Oxon: Routledge
Jonassen, D. and S. Land 2012 Theoretical foundations of learning environments. 2nd Ed: Oxon: Routledge
Murray, R. 2009. Writing for academic journals.2nd (Ed) Maidenhead: Open University Press
Polit, D. 2011 Impact factors in nursing journals. Nursing Outlook. 59 18-28
Shepherd, K. 2005. Presenting at conferences. London: Sage Publications
Journals:
Nurse Education Today.
Nurse Education in Practice
Journal of Advanced Nursing
Journal of Education and Work
Learning and Instruction
Management Learning
Research in Post Compulsory Education
Studies in Continuing Education
Web sites
www.doh.gov.uk
www.nmc-uk.org
www.skillsforhealth.org.uk
www.health.heacademy.ac.uk
http://www.caipe.org.uk/
http://www.dh.gov.uk/Home/fs/en
http://www.Health.ltsn.ac.uk
http://www.practicebasedlearning.org
http://www.qaa.ac.uk
http://www.learningandteaching.info/learning
Assessment task / Formative
In-house conference presentation
Peer review of article or chapter
Summative
The student will complete a portfolio of:
·  A portfolio containing 180 hours teaching practice experience and educational and professional role development mapped to the NMC stage 4 standards to support learning and assessment in practice;
·  A final draft of writing intended for academic publication maximum of 3000 words. The article or chapter should reflect an educational focus
Module Content /

This module enables students to further develop and enhance their competence and confidence in both teaching in higher education and strategic education roles in practice. This 2nd year enables the learner to extend their portfolio of teaching and learning strategies, by engaging in more creative teaching and learning activity Students will explore and examine concepts related to leadership, management, organisations, social psychology and role theory and how these apply to their educational identity.

Students will also be encouraged to develop their scholarly identity by developing skills in writing, presenting and publishing .

Area examination board to which module relates / GPHSS AEB SNM
Module team/authors/coordinator / Charlotte Ramage (Module leader), Helen Stanley, Gina Wisker, Gilly Smith, Theresa Corkill, Alec Grant’ Caroline Hudson
Semester offered, where appropriate / Semester one and two
Site where delivered / Falmer
Date of first approval / 2011
Date of last revision / May 2012
Date of approval of this version / May 2012
Version number / Two
Replacement for previous module / NAM49
Course(s) for which module is acceptable and status in that course / ·  Any Nursing or Midwifery students undertaking the ‘and education’ route in a course in the GPHSS optional/ mandatory
·  Requirement to record teaching qualification with NMC
School home / SNM
External examiner / Neil Gopee