Course Catalogue

Nursing and Advanced Practice

This is a multiprofessional programme which aims to develop and enhance healthcare practitioners abilities in relation to teaching and assessing within the practice environment.

Outline Syllabus:Establishing effective working relationships; Facilitation of learning, Assessment and accountability, Evaluation of learning, Create an environment for learning, Context of practice, Evidence based practice, Leadership, Teaching roles, styles and strategies, Presentation skills, Educational resources, Planning, delivering and evaluation of educational activities, Models of assessment, validity and reliability in assessment. Competency based assessment, Curriculum development, Role of the educator as a motivator and facilitator, Giving student feedback/feedforward, Managing the challenging/failing student. This programme is delivered as a traditionally taught module or online. The syllabus reflects professional body (NMC) educational standards and competencies for teaching, learning and assessing in practice.

Module Overview:
This module will help you to critically reflect and evaluate and develop your teaching and assessing roles within the practice arena.

Additional Information:1. This module will enable experienced practitioners the opportunity to critically reflect and evaluate and develop their teaching and assessing roles within the practice arena. 2. The practice element of the module will be assessed by a portfolio and is a pass/fail element. This will include observation of one teaching episode and one assessment episode delivered by a student within the practice setting; this will have a pass/fail criteria attached. This along side evidence of further teaching and assessing experiences will form part of the student's portfolio of evidence in relation to their individual practice -focussed learning. The Portfolio will include: • Signed and evidenced NMC or FNP competencies • Teaching observation and 750 word reflection • Assessment observation and 750 word reflection 3. Students wishing to be recommended for Practice Teacher status as identified by the NMC may be required to provide further evidence of achievement of all competences as identified within the Standards to Support Learning and Assessment of Practice (NMC 2008) 4. The course is completed on a part-time basis. NMC stated duration is for completion normally within 6 months. Taught academic content is delivered in one semester and the academic assessment is normally completed within this timeframe. However, the module extends over one year to allow student the opportunity to achieve 'sign off' competencies with their SCPHN/SCP student in the practice area. This programme incorporates a minimum of 30 days total learning, which includes learning in the academic and practice settings. 5. ADMISSION CRITERIA: 2 year post qualification practice experience. The following criteria will apply for all students: • Evidence of recent academic study at Level 6 or equivalent (applicant’s skills and professional experience will be evaluated to allow the programme leader to assess capability to study at level 7 • Evidence of involvement in supporting learning and assessing within the healthcare setting. For those practitioners wishing to obtain the NMC Stage 3 Practice Teacher Award the following criteria should be fulfilled: • Completion of an NMC approved teaching and assessing preparation programme at Stage 2. (NMC, Standards to support learning and assessment in practice 2008) • Preferably evidence of NMC Sign off Mentor status. (NMC, Standards to support learning and assessment in practice 2008) • Evidence of Trust approval and support of at least 30 days of protected learning time for achievement of NMC Stage 3 practice teacher award. (NMC Standards to support learning and assessment in practice 2008) • Opportunity to support an appropriate learner/s within the practice area. 6. The above will be identified by confirmation from Practice Education Facilitators and via the application form. 7. RPL/RPEL The current regulation for RPL/RPEL within Liverpool John Moores University does not allow a whole programme to be considered. The Faculty operates a policy in line with the University’s RP(E)L system. LJMU RP(E)L policy and procedures are available at: 8. Attendance is required throughout the module and will be monitored as required by HEE. 9. The final award is a Continuing Professional Development – Art and Science of Practice Education 10. The students have access to VLE and the university's other range of electronic support such as access to the electronic library facilities. The students also have access to the module leader through phone contact, emails, face to face or Skype meetings. A module guide is also provided which guides students to the wider range of support available. 11. The programme is assessed and run in line with the Academic Framework 12. How standards are set for the programme and level within the programme: • The University sets and defines standards of its awards in terms of level of achievement that a student has to reach to gain an academic award. The approach is to define level descriptors, which correspond with