Hawkins, P ; Shohet, R; (2006) Supervision in the helping professions: 3rd edition Open University press
Rolfe,G, Freshwater,D and Jasper,M (2001) Critical Reflection for Nursing and the helping professions. A users guide. Palgrave
Stuart, C.C (2006) Assessment, Supervision and Support in Clinical Practice: a guide for nurses, midwives and other health professionals. Revised 2nd edition Churchill Livingstone

Educational supervisor /assessor and access to relevant student(s) within the workplace or identified educational placement area.
Blackboard VLE
Module and personal tutor.

Contact Hours: (30)
12 hours Interactive lectures
6 hours Seminar presentations
8 hours Workshops
4 hours Tutorials will be used to explore the main areas of indicative content. Students will also engage in small specialist group work in order to explore concepts related to their specific specialist requirements

Independent Study Hours: (120)
Participants will engage in independent learning activities to prepare for seminar presentations within the classroom, engage in reading in order to contribute to and build upon classroom activities. Students should also utilise the Blackboard resources for the module to support classroom learning and independent learning activity and prepare for their assessed work. Independent learning will also include learning strategies used for the development and improvement of their practice learning and teaching, including the development of reflective logs/journals, the use of practice supervision, supervisor/peer observation and review.

The aim of this module is to facilitate students to become practice teachers for nursing, and specialist community public heath nursing students, enabling students learning and assessment in nursing and healthcare and other relevant practice environments

Students will explore the following areas:
Facilitating professional and interprofessional learning including:
- Integrating professional standards, values and knowledge into practice learning
- Experiential and reflective approaches to facilitating learning in practice
- Developing a learning programme/curriculum for practice
- Facilitating interprofessional learning
- Supervision of practice

Assessment of practice including:
- The use of formative assessment in guiding professional learning
- Using observation and other forms of evidence to make decisions about practice competence/proficiency
- Sign-off assessment of practice at and beyond the level of initial professional qualification
- Managing candidates with difficulties in achieving progression
- Liaising with and supporting others with decision making in practice assessment
- Facilitating the contribution of service users and carers into the assessment process
- The concept of accountability and it's relationship to assessment.

Enhancing the Learning environment including
- understanding and promoting equal opportunities for all within the practice learning environment, in line with anti discriminatory practice
- appraising the quality of the inter professional learning environment

Approaches to reflecting upon and evaluating learning in practice.
Throughout the module interactive teaching and learning strategies will facilitate engagement in reflection, discussion and peer review of ongoing practice experience.

Professional qualification and post qualification experience must accord with NMC (2008) requirements.
Recognised mentor qualifications and currently live on a local mentors register, .
Opportunity to undertake the appropriate practice based learning activities
An identified educational practice assessor within the workplace.

A Portfolio of evidence from the students professional educational workbase practice. All elements of the portfolio contribute to an overall grade, the portfolio should demonstrate integration of module learning outcomes and NMC practice teacher requirements. The protfolio must include:
- a learning log illustrating relevant practice based learning and teaching activity.
- the provided assessment schedule which demonstrates successful observation of 1) an episode of relevant teaching practice and 2) the appraisal of evidence for and justification of an assessment decision within the relevant area of practice
- a reflection focussed on a chosen aspect of a programme of practice learning and assessment implemented for a relevant learner in a practice learning environment. The essay should identify an evidence based rationale for decisions taken during the facilitation and assessment of the chosen aspect of the learners programme and an appraisal of their role and responsibilities in assuring the quality of the interprofessional learning environment. (maximum 2000 words)
- an action plan for future professional development in practice teaching

(Assesses learning outcomes 1-4)

Formative Assessment:
Formative feedback will be provided through
Feedback on student presentations
Feedback on formative reflective writing
Feedback from practice supervisor on developing educational practice