20 credits at level HE6
Description and Purpose of Module
The purpose of this module is to allow learners to define, develop and demonstrate specific learning on an aspect of their role, integral to their developing practice, that is not encompassed by other modules in an enrolled programme. The specific learning outcomes and assessment must be negotiated with both the university and the employer, and the outcomes of that negotiation expressed in a tri-partite learning agreement before the planned learning commences. The negotiated learning outcomes must
• Be congruent with developing the characteristics of the developing area of professional practice
• Be distinct from that specified in other programme modules,
• produce useful outcomes for specific work-based activity
• advance the learner’s competence in her/his personal, professional, and/or service improvement activity
• includes reading, researching other resources, and practical activity
• be at the academic level specified by the QAA level HE6 descriptors
The subject material for this module will be drawn from the learner’s work, and other learning gained while meeting the learning objectives. It could include a variety of activities: a programme of visits, an in depth exploration of a specific topic, developing high level clinical expertise in certain activities, developing resources for education and dissemination of evidence. One way of undertaking the module could include attending teaching from another taught module or workshops and undertaking components of its assessment, subject to availability.
The learning will be guided by University and work staff eg a mentor, and begin by defining the objectives and terms of reference of their study, and an outline of the proposed programme of study (that occupies approximately 200 hours of learning), together with details of how the learning should be assessed and quality assured.
The student will submit a SWOT analysis and a learning contract, written formative feedback will be given to guide the student (Assessment Criteria 1 and 2)
The student will submit a written report demonstrating the achievement of the assessment criteria for the module (Assessment criteria 1-5)
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Evaluate your learning skills and knowledge and identify a learning need that will develop your professional role.
Present a critical rationale for your choice of learning need based upon a SWOT analysis which critically analyses how this learning will develop your professional role.
|2.||Develop a learning contract to achieve the identified learning need.
Present and submit an agreed learning contract detailing how these learning needs will be met.
|3.||Critically review, and analyse relevant literature and /or available evidence of relevance to your learning need
||Provide an evaluative discussion which critically examines and analyses the relevant evidence and literature surrounding the identified learning need.|
|4.|| Critically review how the learning objectives can be planned for and achieved where possible
Present a critical review of the ways in which the learning needs have been planned and achieved where possible.
|5.||Critically Reflect on the learning achieved, and the appropriateness of the learning to the professional role.
Provide a written and critically reflective account of the learning process and the appropriateness of the learning to the professional role.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Written report of learning supported by a SWOT analysis and learning contract|
There are no prerequisites for this module.
No restrictions apply.
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Boud, D., Solomon, N., (2001) Work-based learning: a new higher education? Buckingham: Society for Research into Higher Education: Open University Press
Burns, S. and Bulman, C. (2000) Reflective Practice in Nursing: The Growth of the Professional Practitioner. (2nd Edition). Oxford: Blackwell Science
Cottrell. S (2008) The study skills handbook Edition 3rd ed. Basingstoke: Palgrave Macmillan.
Ghaye, T. & Lillyman, S. (2000) Reflection: Principles & practice for healthcare professionals, London: Mark Allen
Greetham B 2001 How to write better essays Palgrave Basingstoke
Mitchell, S., Riddle, M., (2000) Improving the quality of argument in higher education: final report.
Reed, .J and Proctor, S. (1993) Nurse Education: A Reflective approach. London: Edward Arnold
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