Practice Learning and Student Support
15 credit level 3 or Masters level module
About this course
Page last updated 5 September 2019
This course has now been replaced by the new free module, Supporting Students in Practice (SSIP).
The Practice Learning and Student Support module is designed to enable a range of Allied Health Professionals (AHP) to become mentors in their area of practice. It combines both multi-professional and generic learning, with some profession-specific content.
The module can be studied at level 3, level M or non-credit bearing. The module consists of seven units of learning. At present, level 3 and level M are structured with four online units and three units of face-to-face teaching days at UWE Bristol's Glenside Campus. The non-credit bearing version (UZYY8D-0-3) is completely online.
On successful completion of the undergraduate level 3 (UZYY38-15-3) or Masters level (UZYY39-15-M) module, you will be able to:
- Explore the strengths and limitations of the Practice Educator role
- Appraise and apply appropriate learning theories
- Plan, implement and facilitate learning in the placement setting
- Apply appropriate sound principles and judgement in the assessment of performance in the placement setting
- Critically evaluate and reflect on the learning experience
- Formulate action plans to improve future practice.
You must be working in a relevant area of practice.
The following provides an outline of the syllabus in line with each learning outcome:
Describing the role and identifying the attributes of the effective practice-based/placement educator
- Outlining of the placement student's programme, portfolio, learning outcomes and the assessment/sign off process.
- Establishing effective working relationships and support mechanisms between practice educators and UWE Bristol
- Identifying the knowledge, skills and personal attributes of an effective practice educator including:
- Positive role modelling
- Appropriate values and behaviours
- Clinical leadership
Applying learning theories that are appropriate for adult and professional learners
- Exploring a range of appropriate learning theory including learning styles and domains of learning
- Applying this theory to the role of practice educator
Planning, implementing and facilitating learning in the placement setting
- Creating an environment for learning
- Integrating learning from the academic setting into the workplace
- Developing an awareness of possible barriers to learning in the practice setting
- Exploring effective communication and questioning techniques
- Identifying and supporting additional learning requirements
- Managing common problems in placement
Applying sound principles and judgement in the assessment of performance in the placement setting
- Identifying learning outcomes and objectives
- Exploring assessment methods and collecting evidence
- Establishing validity, consistency and fairness in assessing
- Reviewing effective feedback techniques
- Identifying frameworks and techniques for supporting students
- Exploring barriers to failing a student
- Developing awareness of student expectations and their responsibilities including codes of practice/fitness to practice
- Recognising placement educator accountability
Evaluating learning in the practice setting
- Exploring methods of monitoring the quality of learning and assessment delivered in practice, including receiving feedback
- Evaluating practice educator effectiveness in delivering learning and making improvements
Reflecting on experience and formulating action plans to improve future practice (based upon experiences in delivering learning outcomes 1-5)
- Exploring reflective practice models including SWOT analysis
- Formulating personal action plans to improve effectiveness as a practice
- Recognising how being an effective practice educator can improve a clinicians
- broader practice and how it can support CPD.
You will be provided with access to essential reading either in electronic form via the Library website or Blackboard. The module handbook will also reflect the range of reading to be carried out.
Learning and Teaching
This module is delivered in two formats:
- Online non-credit bearing which has no assessment and no face-to-face teaching.
- Varied learning methods, credit-bearing; a mix of online and face-to-face taught sessions with an assessed assignment.
Online learning version
For the online version of the module, all seven units are accessed online and will require self- directed learning. There will be a workbook available as part of the material which students can use to record their learning tasks.
Varied learning version
A variety of approaches will be used, which may include:
- Scheduled learning: Lectures, seminars, tutorials, online activities and work-based learning.
- Independent learning: Hours engaged with essential and further reading, assignment preparation and completion, etc.
Online learning version
Study time is expected to total approximately 100 hours which includes online engagement with seven units, self-directed reading and study and work-based learning.
Multiple learning approaches
A variety of learning approaches with contact hours expected to be equivalent to 125 hours in total which includes scheduled learning, online learning, student support and work-based learning.
You will be required to attend for a combination of lectures and seminars totalling a maximum of 18 hours across three separate days, and will have access to a module leader and/or modulesupervisor which will enable additional one-to-one support and guidance.
Contact time will also take a synchronous virtual form through the use of email discussion groups, virtual learning environments (VLEs) and other technology-aided means. Individual support will be available via telephone, email and other online methods in addition to face-to-face means.
(Full varied learning version only)
The assessment for this module will be a 2,500 word assignment related to the six learning outcomes of the module, demonstrating how you have facilitated, supported, assessed and evaluated a student in practice including:
- Consideration of their own attributes and skills and how these supported or hindered student support and development
- Learning theories and how these facilitated learning in practice
- Reflecting on and developing your experience as a practice educator.
The assignment will be a maximum of 2,500 words in line with UWE Bristol's word count policy.
Completion of the assignment will be supported by a formative portfolio developed during the module. This portfolio will consist of reflective accounts and learning relating to:
- Practice educator attributes and your role
- Learning theories
- Facilitating learning
- Assessment of placement setting performance
- Evaluating learning
- Reflecting on developing experience as a practice educator.
Assignment support will be offered individually and through group discussion in the face-to-face sessions.
Supplementary fee information
Please visit full fee information to see the price brackets for our modules.
For non-credit bearing applications, your organisation has been given a set number of places and your Education Lead will process your application with this in mind.
Please click on the Apply Now button to view dates.
How to apply
You are required to apply online for your CPD modules, which you can take as stand-alone courses or as part of an undergraduate (level 3) or postgraduate (Masters level) programme.
Please note: If you wish to apply for the non-credit version of this module, you will need to check the dates on the current timetable in the first instance. You then need to select Apply Now. Providing you select the correct date, you will then see that it is a non-credit bearing version.
Get Mentor updates and training information from the Practice Support Net at UWE Bristol. Practice Support Net provides advice, guidance and tools to support you in your mentorship role.
For further information
- Email: email@example.com
- Telephone: +44 (0)117 32 81158