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Faculty of Health and Life Sciences - DOC by z63FXgp

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									    Faculty of Health and Life Sciences
    School of Health and Social Care




    Facilitating Learning and Assessment in
    Practice




    MODULE HANDBOOK
    2009/2010




    20 credits (Blended Learning)
    Level 3




    Module No:        UZURAR-20-3
    Module Leader:    Dorenda Mackie




1
                                                          CONTENTS

                                                                     Page


         Module Team                                                 3

         Introduction to Module                                      4

         Module Specification – L3                                   5

         Module Assessment Information and Guidelines – L3           8

         Presentation of the Written Assessment                      9

         Submission Information                                      9

         Notification of Results / Referrals                         10

         Micro-teach                                                 11

         Constructive Feedback Form for Micro-teach                  12

         Record of Teaching and Assessing Experiences                13

         Profile of Teaching Form and Plan                           14

         Profile of Assessing Form and Plan                          17

         SEEC Marking Guidelines                                     20

         Guidelines for Reading                                      23

         Timetable                                                   26

         Overview of FLAP Courses and Dates                          27

         Registering at Masters Level                                29




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                                                        MODULE TEAM


Dorenda Mackie                                          Tel:   01452 702166
(Module Leader)                                         email: Dorenda.Mackie@uwe.ac.uk


Angela Bailey                                           Tel:   0117 32 88623
                                                        email: Angela.Bailey@uwe.ac.uk

Margaret Broadberry                                     email: Margaret.Broadberry@uwe.ac.uk

Leigh Crossland                                         Tel:   01793 604737
                                                        email: Leigh2.Crossland@uwe.ac.uk

Sue Davis                                               Tel:   0117 32 88639
                                                        email: Susan.Davis@uwe.ac.uk

Karen Dunmall                                           Tel:   0117 32 88903
                                                        email: Karen.Dunmall@uwe.ac.uk

Jane Fitzpatrick                                        email: Jane.Fitzpatrick@uwe.ac.uk

Rosemary Greenwood                                      email: Rosemary.Greenwood@uwe.ac.uk

Mark Haith                                              Tel:   0117 32 88449
                                                        email: Mark.Haith@uwe.ac.uk

Audrey King                                             Tel:   01225 824243
                                                        email: Audrey.King@uwe.ac.uk

Alice Hortop                                            Tel:   0117 32 88588
                                                        email: Alice.Hortop@uwe.ac.uk

Polly Redfern                                           email: Polly.Redfern@uwe.ac.uk

Christine Stevens                                       Tel:   0117 32 88505
                                                        email: Christine.Stevens@uwe.ac.uk

Richard Thomas                                          Tel:   01452 702179 (Hartpury)
                                                        email: Richard.Thomas@uwe.ac.uk

Mandy Tuckey                                            Tel:   0117 32 88509
                                                        email: Mandy.Tuckey@uwe.ac.uk

Trish Upton                                             Tel:   01452 702166
                                                        email: Patricia2.Upton@uwe.ac.uk

Zoe Veal                                                Tel:   0117 32 88442
                                                        email: Zoe.Veal@uwe.ac.uk

Julie Williams                                          Tel:   0117 32 88562
                                                        email: Julie.Williams@uwe.ac.uk




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Administration Contacts

Post Basic Admissions and Enrolment                     -       HSC.CPD@uwe.ac.uk

Glenside                                                -       Sue Levick        0117 32 88457
                                                        -       Denise Curtis     0117 32 88416
Bath                                                    -       Vicki Millward    01225 824831
Hartpury                                                -       Stephen Tufnell   01452 702167
Swindon                                                 -       Jeanette Ellis    01793 604737
Practice Learning Unit                                  -       Suzanne Ford      0117 32 81164

This module handbook should be read in conjunction with:-

              The School of Health and Social Care Undergraduate Modular Programme Student
             Handbook http://hsc.uwe.ac.uk/net/student/school-student-online-handbook-200910.aspx
              The UWE Student Handbook
              Students Disability Guidance http://hsc.uwe.ac.uk/net/student/disabilityguidance.aspx
              The web address is http://hsc.uwe.ac.uk/net/student/




                                            INTRODUCTION TO MODULE

Welcome to this module which is designed to enhance your role Facilitator of Learning and
Assessing in Practice.

Your study time should equate to 200 notional hours over 4 months. This comprises 3 days in
University, 2 supported days in practice (validated by the professional body) and your own
study. You will also need to schedule some days in practice to enable you to undertake the
facilitation and assessing of learners.

The units are easy to use if you follow the guidelines. Our suggestion to you is to first consider
your time management skills. We then suggest you read through the units initially and read
through the units a second time completing the activities as you go.

Once you have completed an activity the material following suggests aspects you may have
considered. To assist all students with the module we have in http://hsc.uwe.ac.uk/flap
resources for you to use. Go here and use your UWE user name and password to enter the
resource materials for the module.

The units have been constructed to guide you through the required theory. Your study time will
include literature searches, reading and completing the activities which will assist with your final
assessment.

If you have any difficulty, we request that you contact your Course Leader ( not the Module
Leader) who will be willing to give assistance with any matter relating to the module whilst
undertaking study.

We hope you enjoy this module.




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                             University of the West of England
                                   Module Specification
Title                                                 Facilitating learning and assessment in practice
New Code                                              UZURAR-20-3
Version                                               6
Versions                                              |1|2|3|4|5|6
Last Updated
Level                                                 3
UWE Credit Rating                                     20
ECTS Credit Rating                                    10
Module Type                                           Project
Module Leader                                         MACKIE D
Owning Faculty                                        Faculty of Health and Social Care
Field                                                 Maternal & Child Health
Field Leader                                          Valerie Watson
Valid From                                            01/09/2007 00:00:00
Discontinued From
Pre-requisites                                        Working in a relevant area of practice
Co-requisites                                         None
Excluded combinations                                 None
Module Handbooks                                      Level 3 and M
Learning Outcomes

Knowledge and understanding
        Identify standards and develop strategies to manage, monitor and critically evaluate the
         learners practice and progress (Component A)
        Demonstrate a breadth of understanding of assessment strategies
Intellectual Skills

        Appraise learning, assessing and mentoring strategies in practice (Component A)
        Critically analyse the principles and practices of education in practice, ensuring
         monitoring of quality (Component A)
        Support learners in applying an evidence base to their own practice
Subject/professional and practical skills
        Analyse the factors which contribute to the creation and maintenance of an effective
         practice curriculum and learning environment (Component A)
        Facilitate selection of appropriate learning strategies to integrate learning from practice
        Plan a series of learning experiences that will meet learners defined learning needs
         (Component A)

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        Evaluate the importance of role modelling to learning in the practice environment
         (component A)
        Be accountable for confirming that learners have met or not met professional
         competencies (Component A)
Transferable skills
        Interact effectively within an interprofessional team/learning group, giving and receiving
         information and ideas
        Establish effective working relationships to facilitate transition from one learning
         environment to another
        Taking responsibility for own learning ( Component A)
        Participate in self and peer evaluation to facilitate personal development
Syllabus Outline

Theories of teaching and assessing
Philosophy of adult learning
Theory, principles and professional implications of learning and assessing
Learning and assessment theories and their application to practice
The use of evidence based practice to inform practice teaching and to determine standards
Curriculum development
Developing the learning environment
Frameworks for support, supervision and assessment
Role modelling
Consideration of practice development and change
Evaluation
Feedback and communication skills
Issues of accountability in developing the practice of others with reference to quality assurance
systems, audits and national standards
Teaching and Learning Methods

A variety of approaches will be used which may include lectures, seminars, distance and online
learning, workshops and reflection on practice through units of study
Reading Strategy
Students will be directed to reading which is either available electronically or provided for them
in a printed study pack. They will also be expected to read more widely by identifying relevant
material using the Module Handbook and the Library Catalogue.




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Assessment

Where necessary, and appropriate, an alternative medium of assessment may be negotiated.

Weighting between components A and B (standard modules only) A: % B:%
Attempt 1
First Assessment Opportunity
Component A


                                                                                    Element
Element Description
                                                                                    Weighting
              4000 word Portfolio of evidence which evaluates learning and
1                                                                                   100%
              assessing skills through the units of learning

Second Assessment Opportunity
Attendance is not required
Component A


Element Description                                             Element Weighting
1             Resubmission of portfolio as above 100%

Second (or Subsequent) Attempt
Attendance is not required




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                MODULE ASSESSMENT INFORMATION AND GUIDELINES – Level 3

Assessment for the module involves a submission, which demonstrates teaching and assessing
skills. This consists of:-

Part A)           Submitting a Record of two teaching sessions and two assessment sessions
                  conducted during the module. The Record sheet must be presented on
                  submission prior to Part B).

Part B)           100% total marks
                  Using your two teaching and two assessing sessions write profiles and place prior
                  to the 1000 word reflections. You may also include corresponding teaching and
                  assessing plans.
                  NB: The content of the plans and profiles are not included in the word
                  allowance.

At level 3 you need to discuss and analyse current literature within your logs. There is the
expectation that all logs will compare current literature.

Guidelines to Part B :

Place your profile immediately prior to your reflection on
  Aim and Learning Outcomes (1,000 words)
1      Discuss your plan of action including the aims and learning outcomes.
2      How are these defined and discuss why they are useful in practice?
3      Explore how your knowledge of the learner influenced the learning outcomes set.
4      Reflect on the strengths and weaknesses of the teachings session.
       Based on units 1, 2 and 3.

Place your profile immediately prior to your reflection on
Teaching Methods (1,000 words)
1     Discuss your plan of action including the reasons for choice of teaching methods.
2     Evaluate the advantages and disadvantages of teaching methods used.
3     Reflect on the strengths and weaknesses of your own performance.
4     Incorporate the relevance of your teaching resources.
      Based on units 3 and 4.

Place your profile immediately prior to your reflection on
The Assessment Plan, Criteria and Feedback (1,000 words)
1     Discuss the effectiveness of the assessment plan.
2     Discuss the assessment criteria used.
3     Explore the validity and reliability of the assessment criteria.
4     Discuss how constructive feedback was undertaken.
      Based on units 5 and 6.

Place your profile immediately prior to your reflection on
Evaluation of your Assessment Session and the Questioning Skills Used (1,000 words)
1     Describe and evaluate the assessment session.
2     Explore the appropriateness of the questions asked.
      Based on units 7 and 8.

Learning resources and handouts can be presented with the corresponding reflection.


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Please structure one draft log and email this to your Course Leader (N.B. not the Module
Leader ) to review with your name, site of study, level of study and assessment date no
later than 2 weeks prior to the assessment date.



Descriptors            Knowledge                   Intellectual     Transferable   Practical Skills
                          and                         Skills           Skills
                      Understanding

                              30%                       40%             20%             10%


(Please refer to the assessment grid in the module handbook for more detail).


Presentation of the Written Assessment

                 Submit ONE COPY only.
                 Identify your student number on each page (preferably in footer or header).
                 Identify a word count at the end of each log.
                 Include one reference list using the Harvard system of referencing (see Faculty
                  Undergraduate Student Handbook). http://hsc.uwe.ac.uk/net/student
                 Use Arial font size 12, double-line spacing and number the pages.
                 Double space between paragraphs.
                 Check for grammar, spelling and typographical errors.

Submission Date

Students will be required to submit ONE hard copy of Parts A and B of the assessment on
or before 14:00 hours to the corresponding date allocated on their module run. The module
box will be opened two weeks prior to the assessment date.


Submission boxes - Submission boxes are situated at:-

Glenside:         Block A (the annexe)
                  (or Saturdays only – Opposite the issue desk in Glenside Library)
Bath:             Inside the library
Swindon:          Main Reception (right hand side)
Hartpury:         1st Floor lobby area


If you are submitting at a site where the module is being delivered you will find a submission
box specifically for the module. These are normally opened two weeks before the submission
date. Submission boxes are emptied at 14.00 on the days of submission, and a record is made
of the contents. ‘Catch all’ boxes are also emptied at 14.00 each working day. However, if you
accidentally submit your work in the wrong box, please contact the Field Administrator, Jenny
Phillips immediately, on 0117 32 88560.



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Submitting by post

If you are submitting by post to Programmes Office, Faculty of Health and Life Sciences,
Glenside Campus, Blackberry Hill, Stapleton, Bristol, BS16 1DD remember the envelope must
have a postmark showing up to the submission date and you must obtain Registered Postage
as evidence.

Please note that the Academic Regulations have changed. Please refer to the information sent
to you regarding the changes and refer to the Academic Regulations which can be found on the
University’s web pages at http://acreg.uwe.ac.uk/rf.asp
If you are at all unclear how these regulations may affect you then please seek guidance from
the Student Advisors.

Return of provisional course work mark

This will be posted to your address shown in the ISIS database 4–6 weeks after the assessment
date.

Notification of results

To find your results on MyUWE go to:-

http://www.uwe.ac.uk

1        Log in (at log in screen)

2        Select the ‘Marks’ tab

3        Select the ‘Marks Checker’ tab

The marks for the module UZURAR-20-3 will than be in a table on this page.


Procedure for referrals from the field board:

If you find for whatever reason on the first assessment submission you received a referral (RAL)
you will need to follow the following instructions:

UWE home page click on “Faculties”
Click on “Health and Life Sciences”
Click on “Health and Social Care”/http://hsc.uwe.ac.uk/net/student
Click on “Student”
Click on the yellow (“i” icon) = “Student net” (bottom right)
There is a yellow tab at the top of the page with “Your programme of study”, click on this
Look down, go to and click on “Assessment”
Look down click on “Publication of results”
Here the date will be announced to resubmit.

Please make contact with your Course Leader.




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                                                         Micro-teach


On the third study day you have a formative assessment.

You are required to undertake a micro-teach for 10 minutes to a small group of your peers. This
session has been designed to assist the development of your skills in planning, implementing
and evaluating learning experiences. In addition it allows you to develop your skills in giving
peer feedback.

You will need to carefully select a topic that is appropriate to share with your peers and plan the
teaching methods appropriately. Remember you can use the members of your group during
the session. Academic tutors will give you feedback on your plan if they are emailed before the
session.

This session will be facilitated whenever possible by a tutor and peer assessed. You will be
expected to give feedback to your colleagues in a group setting.

The micro-teach can be utilised in Logs 1 or 2.




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                                  Constructive Feedback Form for Micro-teach

Please remember giving constructive and well-balanced feedback is a skill which can be of
great benefit to the presenter, giving improvements suggestions, alternatives and specific
positive praise will be really helpful. Thank you very much.


Title:


Please circle the most accurate description and then comment further if appropriate:-
Content               Too basic       Too little      Just right     Too much      Too            Further Comments:
                                                                                   complex

Verbal                Quickly         Quietly         Clear &        Slow          Loudly         Further Comments:
communication         spoken          spoken          concise        speaking      spoken



Non-verbal            Minimal         Some            Engaging &     Bit over      Distracting    Further Comments:
communication         animation       animation       appropriate    zealous



Audience              Minimal         Some            Balanced       Too much      Ineffective    Further Comments:
interaction           interaction     interaction     interaction    interaction   interactions



Learning              No              Limited         Effective      Too many      Ineffective    Further Comments:
resources             resources       resources       resources      resources     Resources



Session               Lacked          Some flow       Good flow &    Too rigid &   Ineffective    Further Comments:
management            structure       & structure     structure      stilted       structure &
                                                                                   flow


Question              Limited         Some            Good level     Too much      Didn’t         Further Comments:
responses             responses       depth           of depth       info          answer the
                                                                                   question



Overall comments:




Ideas for improvements:




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                                                                     Student Number: ……………………………….


                                                          PART “A” :

 Record of Teaching and Assessing Experiences ( Facilitating Learning and Assessment
                                    in Practice)


                   Date and time Title of                        Evaluation of Learner’s   Signature of
                                 teaching                        session by    Signature   colleague who
                                 /assessment                     learner or                observed the
                                 session                         yourself.                 session .This
                                                                 (Brief                    could be the
                                                                 comment)                  “sign off
                                                                                           mentor”.
 Teaching




 Teaching




 Assessing




 Assessing




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Part “B”: Facilitating Learning and Assessment in Practice – Level 3


                                              “Profile of Teaching” Form

Please complete this form and ensure it accompanies the written work.


 Student ID No:                                             Date of Assessment situation:

 Practice Setting: include date and time of
 contact with learner.




 Details of practice setting: eg numbers of
 learners, resources available.




 Profile of learner’s previous experience.




 Aims and Learning Outcomes of session (if
 you have a teaching plan attach it for this
 section).




 Your role in the process: eg
 Supervisor/Associate Mentor. Regular or a
 ‘one-off’ session.




 Learner’s consent obtained.                                (please tick)



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                              Facilitating Learning and Assessment in Practice

                                              Teaching/ Facilitation Plan

(Please remember to maintain anonymity of area of work and persons involved)

Student Number:

Date on which the teaching occurred:

Learning environment:




Numbers and learning styles of learner(s) ( if known) :




Learners previous knowledge and skills :




Title of Session /Aim :




Learning outcomes:




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Time frame:                Content:                    Teaching           Resources used:
                                                       methods used
                                                       eg explanation /
                                                       lecture,
                                                       demonstration,
                                                       practice,
                                                       questioning).




Evaluation of the teaching/ facilitation session: (What would you do if you were to undertake this
again? Would you alter anything with reference to your learning environment, timing, aim,
learning outcomes, resources used?)




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Part “B”: Facilitating Learning and Assessment in Practice – Level 3


                                             “Profile of Assessing” Form

Please complete this form and ensure it accompanies the written work.


 Student ID No:                                             Date of Assessment situation:

 Practice Setting: include date and time of
 contact with learner.




 Details of practice setting: eg numbers of
 learners, resources available.




 Profile of learner’s previous experience:
 include details of previous practise of the
 skill/subject.




 Title of the course the learner is undertaking
 and stage of placement, eg 1st year,
 2nd placement or staff development
 stage eg newly qualified, new staff


 Consent given for anonymous use of
 assessment for the portfolio (this is
 essential).



 Describe the learning contract Aims and
 Learning Outcomes (if you have an
 assessment plan attach if for this section).



 Attach the criteria for the assessment and
 state authority eg UWE Student assessment
 placement guidelines, Trust policy,
 company policy, Royal Marsden handbook.




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                              Facilitating Learning and Assessment in Practice

                                                     Assessment Plan

(Please remember anonymity to maintain the area of work and persons involved)

Assessors Student Number :                                             Date:

Learning style(s) of Learner(s) being assessed: ( if known)


Learning environment:



Title/Aim:




Learning outcomes:




Preparation of the learner(s) for the assessment: (please include the context of assessment e.g.
formative/summative).




Consider any Issues to be considered by the Assessor with the learner(s): (such as maintaining
dignity, confidentiality, maintenance of safety. please include the standard/level to be achieved,
and relate to knowledge/skills/attitudes/safety).




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Assessment Criteria to be used for this assessment?




Evaluation of the assessment: (What would you alter, if necessary, regarding the assessment?
what methods would you use to collate information regarding the assessment for e.g. by
observation, patient narrative or questioning techniques? Would you prepare the learner more
satisfactorily for the assessment? Would you alter the aim/ learning outcomes? Did you assess
knowledge, skills and attitude?)




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                                   Undergraduate Marking Grid adapted from SEEC Guidelines – LEVEL 3                                                              September 2009

Percentage                              0-19                20-29                 30-39                 40-49                50-59               60-69               70-79              80-89               90-100
Overall Descriptor                  Very Poor                Poor             Inadequate            Acceptable          Satisfactory             Good             Very good           Excellent         Outstanding
KNOWLEDGE AND
UNDERSTANDING
Knowledge Base: has a                  Little or no       Insufficient        Some relevant         Some relevant        Relevant with a     Substantial and     Comprehensive        Extensive         Exceptional depth
comprehensive/detailed             relevant material   relevant material        material but         material and       satisfactory level   appropriate use      selection and     knowledge and             and
knowledge of a major                &/or significant   &/or factual errors       significant          adequate          of understanding       of material         utilisation of   understanding        understanding
discipline(s) with areas of          factual errors                           omissions &/or        understanding           but some                                 material
specialisation in-depth and an                                                 factual errors         but some              omissions
awareness of the provisional                                                                         omissions.
nature of knowledge
Ethical Issues: is aware of          Little or no         Insufficient           Limited              Evidence of        Satisfactory          Substantial      Comprehensive          Extensive          Exceptional
personal responsibility and        awareness &/or       awareness &/or       awareness &/or            acceptable       awareness and        awareness and      awareness and       awareness and        awareness and
professional codes of conduct        discussion           discussion           discussion            awareness but         debate            debate of issues   debate of issues    ability to debate       debate
and can incorporate a critical                                                                     limited discussion                                                                     issues
ethical dimension into a major
piece of work
INTELLECTUAL SKILLS
Analysis: can analyse new             Little or no        Insufficient       Descriptive, little     Evidence of          Satisfactory         Substantial      Comprehensive        Extensive and      Exceptional level
and/or abstract data and               analysis             analysis           evidence of           acceptable            analysis          analysis evident   analysis evident    detailed analysis    of analysis and
situations without guidance                                                     analysis             analysis but                                                                                         awareness of
using a range of techniques                                                                        somewhat limited                                                                                       complexities/
appropriate to the subject                                                                                                                                                                               contradictions
Synthesis: can transform              Little or no        Insufficient       Limited synthesis        Evidence of         Satisfactory         Substantial       Comprehensive         Extensive           exceptional
abstract data and concepts for        synthesis            synthesis                                  acceptable           synthesis           evidence of      synthesis evident      synthesis             synthesis,
a relevant purpose and can                                                                           synthesis but                              synthesis                                                demonstrating
design novel solutions                                                                             somewhat limited                                                                                       creativity and
                                                                                                                                                                                                           imagination
Evaluation: can critically            Little or no        Insufficient           Limited             Evidence of          Satisfactory         Substantial       Comprehensive         Extensive           Exceptional
evaluate evidence to support          evaluation          evaluation            evaluation           acceptable           evaluation           evaluation          evaluation          evaluation           evaluation
conclusions/recommendations,                                                                        evaluation but                                                                                          throughout
using an appropriate                                                                               somewhat limited
framework. Can investigate
contradictory
information/identify reasons for
contradictions
Application: is confident and        Little or no         Insufficient           Limited              Evidence of         Satisfactory         Substantial       Comprehensive          extensive         Exceptional
flexible in identifying and          application          application           application           acceptable          application          application         application         application        application

      20
Percentage                                 0-19               20-29                30-39               40-49                50-59               60-69              70-79               80-89              90-100
Overall Descriptor                     Very Poor               Poor             Inadequate         Acceptable           Satisfactory            Good            Very good            Excellent        Outstanding
applying appropriate concepts                                                                      application but
/tools/methods. Able to                                                                           somewhat limited
critically evaluate the relevance
and significance of the evidence
presented, in novel ways
TRANSFERABLE
SKILLS
Management of Learning                  Little or no       Insufficient        Limited evidence      Evidence of          Satisfactory     Substantial range   Comprehensive          Extensive          Exceptional
Resources: Can select and              evidence of         evidence of          of appropriate        acceptable       evidence of range   of resources used selection and use of selection and use   selection and use
manage information from a              appropriate         appropriate          management of      management of          of resources                        a range of relevant   of a range of       of a range of
range of sources, using               management of       management of             learning        resources but                                                 resources            relevant            relevant
appropriate research strategies.         learning            learning             resources       somewhat limited                                                                    resources           resources
Can reference material                  resources           resources
appropriately.
Communications: can engage           incoherent and/or   Insufficient and/or        Limited          Generally           Satisfactory          Clear and          Effective,         Excellent           Exceptional
effectively in debate, in a formal   incomprehensible         unclear             expression       acceptable but       communication        concise, with     appropriate and     communication           ability to
manner, and produce detailed                                                                      some limitations                              effective       professional      and presentation    communicate and
and coherent reports                                                                                                                         signposting of                                                structure
                                                                                                                                                 ideas                                                    effectively
Group working: can interact             Little or no     Insufficient group     Limited group       Evidence of          Satisfactory          Substantial     Comprehensive       Excellent group       Exceptional
effectively within a                    evidence of        working skills       working skills    acceptable group      group working         evidence of        evidence of        working skills      group working
team/learning/professional           appropriate group                                            working skills but        skills         appropriate group   effective group      demonstrated             skills
group, recognise support or be         working skills                                             somewhat limited                           working skills     working skills                          demonstrated
proactive in leadership,
negotiate in a professional
context and manage conflict
Self evaluation: is confident in        Little or no      Insufficient self      Limited self      Acceptable self     Satisfactory self      Substantial      Comprehensive        Excellent self    Exceptional self
application of own criteria or        evidence of self      evaluation           evaluation          evaluation          evaluation         evidence of self   evidence of self      evaluation         evaluation
judgement and can challenge              evaluation        demonstrated         demonstrated      demonstrated but                             evaluation         evaluation        demonstrated       demonstrated
received opinion and reflect on                                                                   somewhat limited
action. Can seek and make
use of feedback
Autonomy: can take                      Little or no        Insufficient       Limited autonomy      Acceptable          Satisfactory         Substantial      Comprehensive          Extensive         Exceptional
responsibility for own work and        evidence of           autonomy            demonstrated         autonomy            autonomy            evidence of       evidence of          evidence of         autonomy
critique it                            appropriate         demonstrated                           demonstrated but      demonstrated           autonomy          autonomy             autonomy         demonstrated
                                        autonomy                                                  somewhat limited
Problem solving: is confident           Little or no        Insufficient       Limited evidence      Acceptable           Satisfactory       Substantial       Comprehensive      Excellent problem     Exceptional
and flexible in identifying and        evidence of          evidence of         of appropriate       evidence of        problem solving      evidence of         evidence of           solving        problem solving
defining complex problems and          appropriate          appropriate        problem solving       appropriate            evident          appropriate         appropriate       demonstrated        demonstrated
the application of appropriate       problem solving      problem solving                          problem solving                         problem solving     problem solving
knowledge/tools/methods to                                                                          but somewhat
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Percentage                              0-19               20-29                30-39              40-49              50-59               60-69               70-79               80-89              90-100
Overall Descriptor                  Very Poor               Poor            Inadequate         Acceptable         Satisfactory            Good             Very good            Excellent         Outstanding
their solution                                                                                   limited




PRACTICAL SKILLS
Application of Skills: can            little or no       Insufficient          Limited           Acceptable         Satisfactory        Substantial       Comprehensive          excellent          Exceptional
operate in complex and               evidence of         evidence of         application of     application of     application of       evidence of         evidence of        application of      application of
unpredictable contexts,              appropriate         appropriate             skills           skills but           skills           appropriate         appropriate            skills              skills
requiring selection and             application of      application of                        somewhat limited                         application of      application of      demonstrated        demonstrated
application from a range of               skills            skills                                                                         skills              skills
innovative or standard practical
skills
Autonomy in skill use: able to        Little or no        Insufficient     Limited autonomy     Acceptable          Satisfactory        Substantial       Comprehensive          Extensive          Exceptional
act autonomously, with minimal       evidence of       autonomy in skill      in skill use    autonomy in skill   autonomy in skill     evidence of         evidence of         evidence of          autonomy
supervision or direction, within     appropriate             use             demonstrated           use                 use           autonomy in skill   autonomy in skill   autonomy in skill   demonstrated in
defined guidelines                 autonomy in skill    demonstrated                          demonstrated but     demonstrated             use                 use                 use               skill use
                                           use                                                somewhat limited




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                          GUIDELINES FOR READING

You may wish to buy one of the following books on mentoring and assessing
related to your practice area :-

Kenworthy, N. Nicklin, P. (2000) Teaching and Assessing in Nursing Practice: an
experiential approach. 3rd Ed. Bailliere Tindall: Edinburgh.

Quinn, F.M .Hughes, S.J. (2007) Quinn’s Principles and Practice of Nurse
Education. 5th Ed. Nelson Thornes: Cheltenham.

Smith, A. McAskil, H. Jack, K (2009) eds Developing advanced skills in practice
teaching Palgrame Mackmillan: Hampshire


The following resources are available free on the Internet, and are essential
reading for this module:-

DOH, ENB (2001) Placements in focus - guidance for education in practice for
health care professions. Access via http://www.nmc-
uk.org/aArticle.aspx?ArticleID=1695

DOH, ENB (2001) Preparation of Mentors and Teachers: A new framework of
guidance. Access via http://www.nmc-uk.org/aArticle.aspx?ArticleID=1695

NMC (2006) Standards to support learning and assessment in practice: NMC
Standards for mentors, practice teachers and teachers. Access via
http://www.nmc-uk.org/aArticle.aspx?ArticleID=1658


Examples of electronic journals are:-

Nurse Education Today
Advances in Nursing
British Medical Journal
Journal of Midwifery and Women’s Health
Radiography
Physiotherapy
Nursing Standard.

To access these journals go to the UWE Library Catalogue :
http://www.uwe.ac.uk/library/catalogue

If there is a yellow box on the right of the screen “I’m from UWE” then click this
first and then click on the green arrow prompt on the next screen.
Choose any campus from the list to enter the catalogue.
Choose “Journal Title Search” in the box on the right of the screen.
Type in the title of the journal that you want to find and click on “Search
Catalogue”.



23
Any journal available electronically will have “Electronic Journal” in brackets after
its title. You can access full text articles from these journals on the Internet,
simply click “Connect to resource” button to the right of the screen along from the
title of the journal - this will take you directly to the journal on the Internet. You
will need your UWE network username and password to log into these electronic
journals off campus. Look out for the option to Log-in with “Athens” – often in the
top right corner of the screen.

There is a guide to accessing journal articles available on the Library website at :
http://www.uwe.ac.uk/library/resources/hea/docs/accessjournals.pdf


You can access these Health and Social Care databases by going to the UWE
Library Service website:
http://www.uwe.ac.uk/library/resources/hea/databases.htm

Here you can scroll down a selection of databases and access them directly.
Each database has a description page and help materials available (including
online tutorials to introduce you to searching them).

Once into the databases use suggested key words such as:-

Learning environment, group work, assessing, assessment, feedback, evaluation,
clinical supervision, learning styles, facilitation of learning, teaching, peer support,
learning theory, learning philosophy, role-modelling to find relevant material.

The Library website has a wealth of support material available to support you in
doing literature searches for articles on the databases, including :


For a step by step guide to searching the Ovid health databases (British Nursing
Index etc) see :
http://www.uwe.ac.uk/library/resources/hea/docs/ovid.pdf


For online tutorials on using library resources and finding information see : (the
“Finding Journal Articles” section is particularly useful)
http://www.uwe.ac.uk/library/resources/general/otis/index.htm


For tips on putting together an effective search to use on the databases see:
http://www.uwe.ac.uk/library/resources/hea/docs/Tips_for_effective_searching.pdf




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Useful Web sites:

www.dh.gov.uk Department of Health site
www.open.gov.uk Government site pertaining to all professions
www.dfe.gov.uk Department of Education
www.qaa.ac.uk Quality Assurance agency
www.nmc-uk.org Nursing, Midwifery and Health Visitors Council
www.sor.org Society of Radiographers
www.vts.rdn.ac.uk/tutorial/nurse/ Good tutorials for nurses, midwives and health
visitors on using the internet to find information.
www.hlsp.org/uk Health and Life Sciences Partnership
www.csp.org.uk– Physiotherapy




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             FACILITATING LEARNING AND ASSESSMENT IN PRACTICE - LEVEL 3

                                                  MODULE TIMETABLE

Day 1
Time

09:30–10:30                     Getting to know each other.

10:30-11:00                     Coffee.
11;00-12:00                     Review module handbook. Explanation of module assessment.

12:00-13:00                     Lunch.
13:00:14:00                     The Learning Environment, Aims and Learning Outcomes. Reflective
                                writing (relating to module resource materials).
14:00-14:30                     Tea.
14:30-15:30                     Library.

Units 1- 4 to be completed between days 1 - 2 (A further independent study day should
be negotiated).

Day 2
Time

09:30–10:30                     Review Units 1-4.

10:30-11:00                     Coffee.
11:00-12:00                     Assessment ,criteria and feedback.

12:00-13:00                     Lunch.
13:00:14:00                     Introduction to assessment documentation.

14:00-14:30                     Tea.
14:30-15:00                     Scenarios

15:00-15:30                     Tutorial support.

Units 5 - 8 to be completed between days 2-3 (A further independent study day should be
negotiated).

Day 3
Time

09:30–12:30                  Micro presentation with peer assessment. Coffee to be
                             taken when appropriate.
12:30-13:15                  Lunch.
13:15:14:00                  Review Units 5-9.
14:00-14:30                  Leadership and evaluation.

14:30-15:00                  Tea.
15:00-15:30                  Tutorial support

Unit 9 to be completed after last study day.
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                                       OVERVIEW OF FLAP COURSE AND DATES

   2009-2010
  Site                               Online/Blended or          Dates of    Date of      Field Board
                                     Distance                   Study       Assessment
                                     Learning
                                     Level 3 / M
  Hartpury                           Online/Blended             7 Sept      4 JAN        JUNE 10
                                                                5 Oct
                                                                2 Nov
  Glenside                           Online/Blended             8 Sept      4 JAN        JUNE 10
                                                                6 Oct
                                                                3 Nov
  Glenside                           Distance Learning          10Sept      4 JAN        JUNE 10
                                                                8 Oct
                                                                5 Nov
                                                                12 Nov
  Glenside                            Distance Learning         11Sept      4JAN         JUNE 10
                                     proposed                   9Oct
                                     UHBristol course           4Nov
                                                                6Nov
  Swindon                            Distance Learning          14Sept 12   4 JAN        JUNE 10
                                                                Oct
                                                                9 Nov
  Glenside                           Distance Learning          7 Oct       1FEB         JUNE 10
                                     Allied Health              5 Nov
                                     Professionals              10 Dec
  Redwood House Gloucester           Distance Learning          15 Oct      8 FEB        JUNE 10
                                                                10 Nov
                                                                8 Dec
                                                                17 Dec
  Weston                             ? Distance Learning        20Oct       8FEB         JUNE 10
                                                                17Nov
                                                                15Dec
  Hartpury                           Distance Learning “M”      23 Oct      15 FEB       JUNE 10
                                     Level                      20 Nov
                                                                23 Dec
  Glenside                           Distance Learning “M”      28 Oct      15 FEB       JUNE 10
                                     Level                      25 Nov
                                                                16 Dec
  Hartpury                           Online/Blended             11 Nov      8 MAR        JUNE 10
                                                                9 Dec
                                                                27 Jan
  Swindon                            Online/Blended             16 Nov      8 MAR        JUNE 10
                                                                14 Dec
                                                                18 Jan
  Bath                               Distance Learning          17 Nov      8 MAR        JUNE 10
                                                                16 Dec
                                                                20 Jan
  Hartpury                           Distance Learning          23 Nov      15 MAR       JUNE 10
                                                                11 Jan
                                                                8 Feb
  Glenside                           Distance Learning          24 Nov      15 MAR       JUNE 10
                                                                26 Jan
                                                                23 Feb
                                                                2 Mar
  Bath                               Online/Blended             26 Nov      22 MAR       JUNE 10
                                                                17 Dec
                                                                18 Feb
  Hartpury                           Distance Learning          2 Dec       29 MAR       JUNE 10
                                                                13 Jan
                                                                17 Feb




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          Glenside           Online/Blended           7 Dec      29 MAR    JUNE 10
                                                      25 Jan
                                                      1 Mar
          Hartpury           Distance Learning        19 Jan     10 MAY    SEPT 10
                                                      16 Feb
                                                      23 Mar
          Bath               Distance Learning        2 Feb      1 JUNE    SEPT 10
                                                      2 Mar
                                                      30 Mar
          Hartpury           Online/Blended           4 Feb      1JUNE     SEPT 10
                                                      4 Mar
                                                      22 Apr
          Bath               Online/Blended           25 Feb     21 JUNE   SEPT 10
                                                      25 Mar
                                                      6 May
          Glenside           Online/Blended           9 Mar      28 JUN    SEPT 10
                                                      20 Apr
                                                      18 May
          Glenside           Distance Learning        17 Mar     5 JULY    SEPT 10
                                                      5 May
                                                      2 Jun
                                                      16 Jun
          Hartpury           Distance Learning        19 Apr     9 AUG     FEB 11
                                                      17 May
                                                      21 Jun
          Bath               Distance Learning        20 Apr     9 AUG     FEB 11
                                                      18 May
                                                      15 Jun
          Glenside           Distance Learning        11 May     6 SEPT    FEB 11
                                                      15 Jun
                                                      6 July
                                                      13July
          Hartpury           Online/Blended           12 May     6 SEPT    FEB 11
                                                      9 Jun
                                                      7 Jul
          Glenside           Online/Blended           25 May     13 SEPT   FEB 11
                                                      22 Jun
                                                      20July
          Glenside           Online/Blended            7 Jun     27 SEPT   FEB 11
                                                      5 July
                                                      3Aug
          Glenside           Distance learning        14 Jun     4 OCT     FEB 11
                                                      12 Jul
                                                      2 Aug
                                                      9 Aug




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                                       REGISTERING AT MASTERS LEVEL


To register as a participant on the module at Masters Level please complete this form
and return to your course leader. You must do this within 21 days. Failure to do this
may mean you will not be registered on the module at Masters Level.



                              Facilitating Learning and Assessment in Practice

Level M                                      Please tick




Date module started and venue:



Name:                                                       Student Number:



Address:                                                    Trust details:




Student signature:



Office use only:                                    Date

Administration officer informed

Course leader informed

ISIS changed




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