MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title / Principles of Practice Based Learning 2
Module code / HE727
Credit value / 20
Level
Mark the box to the right of the appropriate level with an ‘X’ / Level 4 / Level 5 / Level 6 / Level 7 / X / Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites
Specify in terms of module codes or equivalent / Normal entry requirements to Graduate Programme for Health and Social Science. At least 2 years’ experience as a post-registration practitioner.
Co-requisite modules
Specify in terms of module codes or equivalent
Module delivery
Mode of delivery / Taught / Distance / Placement / Online
Other
Pattern of delivery / Weekly / Block / Other / Extensive mode
When module is delivered / Semester 1 / Semester 2 / X / Throughout year
Other
Brief description of module content and/ or aims
Overview (max 80 words) / This module explores the development of knowledge, skills and attitudes in the practice setting. It considers how these factors
are facilitated and assessed and how the learning process is evaluated.
Module team/ author/ coordinator(s) / Dr Channine Clarke (module leader) and Dr Jane Morris
School / Health Sciences
Site/ campus where delivered / Eastbourne
Course(s) for which module is appropriate and status on that course
Courses: / Status (mandatory/ compulsory/ optional) Mandatory
Postgraduate Certificate in Practice-Based Education / Mandatory
May be used as an optional choice for other courses within the graduate programme
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims / To examine the essential features of a successful facilitation of learning and enable students to contribute effectively to the assessment and evaluation of practice based learning and to consider the development and purpose of practice based learning.
Learning outcomes / On successful completion of the module the student will be able to:
  1. Analyse the knowledge, skills and attitudes that need to be developed by the learner within the practice setting with particular emphasis on assessment, facilitation and evaluation of practice-based learning.
  2. Critically evaluate the methods of facilitation, assessment and evaluation that can be implemented to enable the learner to achieve the learning outcomes.
  3. Recognise the importance of feedback in the facilitation process.
  4. Synthesise the relationship between assessment and evaluation.
  5. Recognise when development and/or change in the learning experience is required.
  6. Critically evaluate the use of learning technologies to support student learning in practice.

Content /
  • Consideration of the attributes of the learner whose development should be facilitated.
  • The practice based learning partnership( learners and facilitators)
  • Key components of the facilitation process.
  • Methods of facilitating learning.
  • Development of the autonomous learner.
  • Consideration of the “why, what, who and how “of assessment.
  • Characteristics of good assessment.
  • Feedback in facilitation and assessment.
  • Consideration of the purposes and processes of evaluation.
  • Current issues of practice education in relevant professions.

Learning support / One to one tutorial support online and face-to-face, action learning sets, peer support, online blogs and wikkis
Core self directed learning text :
  • Cross, V .Moore A. Morris J. Caladine L . Hilton R & Bristow H (2006) a reflective tool for CPD and accreditation. Chichester :Wiley.
Indicative reading:
  • Boud, D. and Falchikov, N. (2007), “Assessment for the longer term” in Boud, D. and Falchikov, N. (Eds.), Rethinking Assessment in Higher Education Learning for the longer term, London: Routledge
  • Dall’Alba, G (2009) Learning to be professionals. London: Springer
  • McAllister L & Lincoln M (2005) Clinical Education in Speech-Language Pathology. London :Whurr.
  • Molloy, E. (2009) “Time to pause: giving and receiving feedback in clinical education”, in Delaney, C and Molloy, E (Eds.), Clinical Education in theHealth Professions, London: Churchill Livingstone Elsevier
  • Rose M & Best D (2005) Transforming Practice through Clinical Education Professional Supervision and Mentoring. London. Elsevier Churchill Livingstone.
  • Current journal articles.

Teaching and learning activities
Details of teaching and learning activities / Action learning sets; research seminars; problem based learning; reflective discussion tutorial sessions, online blogs and wikis.
Formative seminar presentation to peers and tutors.
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours / Study hours
SCHEDULED / Campus based tutorials
Tutorial support / 21
5
GUIDED INDEPENDENT STUDY / All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. / 174
PLACEMENT / n/a
TOTAL STUDY HOURS / 200 hours
Assessment tasks
Details of assessment for this module / Summative portfolio assessment assessing learning outcomes 1 - 6 of the module. The portfolio will consist of completed assignments drawn from chapters 6, 7, and 8 of the workbook: Cross, V .Moore A. Morris J. Caladine L . Hilton R & Bristow H (2006) a reflective tool for CPD and accreditation. Chichester: Wiley.
Activities include short exploratory reflections, short interviews with learners and peers, critical reflections on concepts identified in the text and on new concepts. Students will also be required to reflect on and analyse their own skills and qualities, attitudes and experience and make records in relation to text material.
(word limit for portfolio 8,000 words)
Types of assessment task[1]
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. / % weighting
(or indicate if component is pass/fail)
WRITTEN / n/a / n/a
COURSEWORK / Portfolio assessment / 100%
PRACTICAL / n/a / n/a
EXAMINATION INFORMATION
Area examination board / School of Health Sciences, Graduate Programme in Health and Social Science
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name / Position and institution / Date appointed / Date tenure ends
Dr Andrea Taylor / Director of Taught Postgraduate Programmes, University of Bath / 2013 / 2016
QUALITY ASSURANCE
Date of first approval
Only complete where this is not the first version / 1997
Date of last revision
Only complete where this is not the first version / 2012
Date of approval for this version / September 2014
Version number / 4
Modules replaced
Specify codes of modules for which this is a replacement / n/a
Available as free-standing module? / Yes / X / No

[1]Set exercises,which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.