Understanding the Essentials of Education
Module title | Understanding the Essentials of Education |
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Module code | NUR3500 |
Academic year | 2023/4 |
Credits | 15 |
Module staff | Dr Marie Clancy (Lecturer) |
Duration: Term | 1 | 2 | 3 |
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Duration: Weeks | 2 | 7 |
Module description
In this module we introduce you to the essential knowledge, skills and attitudes required of nursing professionals.
You will examine your motivation to teach and your teaching preferences. To do this, you will learn about the different models of teaching and learning. Throughout this you will contrast ideas about teaching and learning with the practicalities of delivery in busy healthcare learning environments.
Module aims - intentions of the module
Teaching is a practical skill that uses increasingly complex ideas about how people learn. As a teacher and future nursing mentor delivering clinical education, you will increasingly need to demonstrate appropriate knowledge of learning and skills in teaching. This module will give you a thorough grounding in both.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe and critically evaluate the principal theories of teaching and learning and how they apply to practical or theoretical nursing. (E)
- 2. Demonstrate and critically reflect on the delivery of teaching concerning a practical or theoretical skill.(F)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate the ability to critical appraise, and evaluate the relevant evidence base.(E)
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Demonstrate understanding and application of professional standards in teaching and learning.(F;E)
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
• Scholarship – Critical appraisal, reflection, writing style, Literature searching and reference management.
• Professional knowledge and practice – Knowledge, skills and attitudes. Theories of novice competent and expert practitioners.
• Learning - Behavioural and psychological theories of learning, learning styles, principles of adult learning, reflective learning, Johari’s window.
• Teaching - and learning knowledge – Blooms taxonomy, skills, and Miller’s pyramid, 4/5 step model (George and Doto/Peyton). Communication Skills –Calgary Cambridge model, Clinical Reasoning - script models, reflective models dual process models. Teaching and learning attitudes, Motivation to teach and teaching styles. Formal and teaching and learning, small group session, lecture. Informal teaching and learning – clinical environments. The one-minute preceptor.
• Leadership – Preparation for qualification, with analysis of the NMC standards for education and the aim of enhancing first roles as practice supervisors and assessors.
Learning activities and teaching methods (given in hours of study time)
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
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100 | 50 | 0 |
Details of learning activities and teaching methods
Category | Hours of study time | Description |
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Scheduled Learning & Teaching activities | 96 | Lectures, seminars and practical workshops |
Scheduled learning and teaching | 4 | Formative workshops |
Guided independent study | 50 | Additional research, reading and preparation |
Formative assessment
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Workshop to explore ideas for summative teaching episode | 4 hour workshop | Peer and tutor verbal feedback |
Summative assessment (% of credit)
Coursework | Written exams | Practical exams |
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100 | 0 | 0 |
Details of summative assessment
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Teaching episode on clinical or theoretical aspect of nursing with supportive rationale | 100 | Delivery of a 20-minute teaching episode with 5 minute Q&A | 1-4 | Written feedback |
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Details of re-assessment (where required by referral or deferral)
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
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Teaching episode on clinical or theoretical aspect of nursing with supportive rationale | Delivery of a 20-minute teaching episode with 5 minute Q&A | 1-4 | Up to 4 weeks after results |
Re-assessment notes
All items of assessment must be passed.
Please also refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Basic reading:
Burgess, A., van Diggele, C., Roberts, C. et al. (2020) Key tips for teaching in the clinical setting. BMC Med Educ 20 (Suppl 2), 463. Available at: https://doi.org/10.1186/s12909-020-02283-2
Dolan, B., Hinchcliff, S. (2017) The Practitioner as Teacher (4th ed.) Elsevier (Nurses as educators) E Resource
Curzon, J., Tummons, L.B. (2013) Teaching in Further Education: An Outline of Principles and Practices Bloomsbury. An excellent introduction to the principles of teaching and learning for all professionals. E Resource
Cantillon, P., Wood, D. (2017) ABC of Learning and Teaching in Medicine BMJ Publishing. E Resource
Reynolds, L. et al (2020) Nurses as educators: creating teachable moments in practice. Nursing Times [online]; 116: 2, 25-28.
Swanwick, T. (201 9) (ed.) Understanding Medical Education; Evidence Theory and Practice, Wiley-Blackwell. E Resource
Weaver, S. (2021) The effective mentor and supervisor. Nursing in Practice. Available at: The effective mentor and supervisor | Nursing in Practice
Further reading:
Eruat, M (1994) Developing professional knowledge and competence. Churchill Livingston E Resource
Habeshaw, S., Gibbs, G., Habeshaw, T. (1992) 53 interesting things to do in your seminars and tutorials, Bristol: technical and Educational service E Resource
Illeris, K. (2009) Contemporary Theories of Learning, London: Routledge. Chapters 1 and 2 have excellent summaries of learning theories. E Resource
Mohana, K., Chambers, R., Wall, D. (2008) Your teaching style: a practical guide to understanding, developing and improving. Routledge. E Resource
Indicative learning resources - Web based and electronic resources
ELE – College to provide hyperlink to appropriate pages
Credit value | 15 |
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Module ECTS | 7.5 |
Module pre-requisites | NUR2000, NUR2100 |
Module co-requisites | NUR3000, NUR3100, NUR3200 (single adult nursing pathway) |
NQF level (module) | 6 |
Available as distance learning? | No |
Origin date | 01/02/2021 |
Last revision date | 22/02/2023 |