Leading and Evaluating Learning in Practice (Online)

As health and social care practitioners you will be working in areas of rapid change, requiring effective teaching and dissemination of best evidence, assessment of learners, patient/client groups and colleagues, as well as analysis of the impact of educational initiatives on service provision. This course will equip you with the knowledge and skills to undertake these tasks and enhance your skills in teaching, supervision, and the assessment of others.

The course will provide insight into your own learning and educational needs and suggest how these may be met.

Who is it for?

Primarily aimed at those working in, or developing, advanced clinical practice roles, this course draws upon the UK Professional Standards Framework for teaching and supporting learning in higher education. On successful completion, you will be encouraged to use the learning to apply for Associate Fellowship of the Higher Education Academy

Timetable

This is a distance learning module with no in-person or online synchronous teaching.

Term 1

Sep: Friday 27 September 2024

Oct: Friday 4, 11, 18, and 25 October 2024

Nov: Friday 1, 8, 15, 22, and 29 November 2024

Term 2

Jan: Friday 31 January 2025

Feb: Friday 7, 14, 21, and 28 February 2025

Mar: Friday 7, 14, 21, and 28 March2025

Apr: Friday 4 April 2025

Term 3

May: Friday 9, 16, 23, and 30 May 2025

Jun: Friday 6, 13, 20, and 27 June 2025

Jul: Friday 4, and 11 July 2025

Benefits

This short course module is designed to be flexible in allowing you to study and reach your goals at your own pace. Our health CPD courses are credit-bearing modules that contribute to a University degree or award.

Transfer course credits towards postgraduate taught degree

As a health care professional, once you've completed this course you could offset 15 credits as part of a postgraduate programme, continuing your study with further modules to make up a Postgraduate Certificate (PGCert) 60 credits, Postgraduate Diploma (PGDip) 120 credits or Master of Science (MSc) 180 credits qualification (all credits must be awarded within five years of study commencing).

The overarching aims of the course are:

• To enhance your performance in the clinical environment by extending your knowledge and understanding of teaching and education in an interprofessional setting.
• To equip you with skills in supporting and assessing the learning of others and providing high-quality feedback for development.
• To enhance the education provided to learners in the workplace and to encourage an ethos of supporting and assessing learning within professional practice.

The course is unique in that it is facilitated entirely online, following a weekly seminar structure that students can access flexibly wherever and whenever is convenient for them. Students are required to take an active role in online activities and forum discussions. All students are required to seek supervision for developing their educational role within the practice setting.

By the end of the course you will be able to:

• Evaluate students’ needs and identify opportunities for teaching, learning, and assessing in the workplace; promoting your own and others understanding of the proficiencies and programme outcomes that you are supporting students to achieve.
• Critically analyse and evaluate the principles of adult and work-based learning and apply these when leading the development and implementation of learning in practice.
• Identify and critically evaluate clinical support systems available for learners within the workplace, evaluating factors that promote and inhibit learning in the professional setting.
• Critically appraise the importance of inter-professional teamwork to create an effective environment for learning and identify development activities.

Teaching

Learning will be guided by online discussion groups and forum activities, interactive online materials, video tutorials and self-directed study hours with guided and self-directed reading. Your learning will be supported by your course leaders, who will be available online and who will moderate and facilitate discussions to help you to draw out key messages from your collegiate working.

Assessment

There are two elements to the assessment:

• Presentation and discussion
  During the course you will be required to consider a practice development that would enhance either the supervision or assessment of students in practice and present this to your work colleagues or a student group. This will be facilitated by your supervisor in your own area of practice. This is a pass/fail component.
• Written assignment
  A 2,500-word essay in which you critically reflect on your development as a learning supervisor and assessor, your practice development idea and your plans for developing your educational leadership, supervision and assessment in the future. The pass mark for the essay is 50%. You are required to pass both elements of the course.

This course is provided by the School of Health & Psychological Sciences.

Credits

This course is worth 15 credits toward eligible programmes.

Non-EEA students can only apply as part of a programme, not as a stand-alone course.

• You must be a qualified health-care professional registered to practice in the UK.
• Working in a suitable practice area.
• Have access to a clinical supervisor.

English requirements

If your first language is not English, one of the following is required:

• A first degree from a UK university
• A first degree from an overseas institution recognised by City, University of London as providing adequate evidence of proficiency in the English language, for example, from institutions from Australia, Canada or the United States of America.
• International English Language Test Service (IELTS) a score of 7.0 is required with no subtest below 7.0
• Pearson Test of English (Academic) score 72 required
• TOEFL 100 overall with 24 in Writing, 20 in Listening, 19 Reading and 20 Speaking
• Other evidence of proficiency in the English language, which satisfies the board of studies concerned, including registration with your professional regulator.

Key policy texts

• Education and Career Framework for the Radiography Workforce (2022)
• Health and Care Professions Council (2017) Standards of Education and Training: Guidance and Resources, London
• Nursing and Midwifery Council (2018) Realising professionalism: Standards for education and training Part 2: Standards for student supervision and assessment. London: Nursing and Midwifery Council
• Higher Education Funding Council for England (2023) The UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education, York, HEFCE.

Key texts

• Gopee, N. (2023) Supervision of learning and assessment in healthcare. Sage, London
• Peate, I., Diamond-Fox, S., Hill, B (2024) The advanced practitioner: a framework for practice, Wiley Blackwell, London
• Marshall, S (2020) A handbook for teaching and learning in higher education: enhancing academic practice, Routledge, London

Key Journal Titles

• British Journal of Educational Psychology
• HCPC Education Update
• Journal of Interprofessional Education and Practice
• Nurse Education Today
• Nurse Education in Practice
• Radiography
• Social Work Education

Further reading and resources are available on Moodle.