1. Critically discuss the range of roles, responsibilities and wider scope of professional nursing practice in relation to the facilitation of learning

2. Demonstrate understanding of models of coaching, learning, teaching and assessment in the practice setting

3. Analyse own ability to guide, support and motivate individuals throughout learning, teaching and assessment

4. Critically reflect upon and demonstrate skills involved in peer supervision and in providing constructive feedback as key to the learning process

Collaborative small group teaching session (peer assessed)

Individual professional development plan, discussing professional responsibility to create a positive learning environment in the practice setting.

The two-part assessment allows students to complete all four module outcomes as well as demonstrate both the theoretical underpinning of key concepts and practical application of skills required for teaching responsibilities upon qualification.

1. Students will deliver 30-minute teaching and learning session to their allocated group which will be peer assessed. Accounting for 50% of the grade (LO1-4)

2. Students will then produce an individual professional development plan that identifies the skills and intended application of skills involved in supervision and practice learning and discuss how they intend to create a positive learning environment in practice. Using a framework of the student’s choice (1000 words). This will account for 50% of the grade (LO 1-4)

Formative opportunities for mini-presentation and session plan review for feedback.

The indicative content will cover the following:

Teaching, Coaching, and Supervision
Theories of learning, and learning styles

Session planning and understanding learning outcomes when supervising others
Types of supervision and assessment

Preparation for practice supervisor role in practice

Leadership in practice

Delegation in practice

Understanding different abilities and making reasonable adjustments

Self-reflection
Peer supervision, teamwork and constructive feedback
Maintaining records of performance

This module will focus on leadership skills development within practice and practice learning and is designed to prepare student nurses of all fields for the extended roles and responsibilities required upon qualification and registration into professional nursing practice; particularly in the area of preparation for their responsibilities in coaching, supervision and teaching and the practice supervisor role (NMC, 2018). The module will create opportunities for students to develop knowledge of self - awareness, self-reflection, teamworking, delegation, feedback and develop an ability to practically apply these skills (NMCa 2018; NMC 2018b).

1) Knowledge and Understanding Learning, Enquiry and Application - To facilitate several keynote workshops to include theoretical underpinning of principles, models and frameworks associated with the indicative content
(Teaching, Coaching, and Supervision; Leadership in practice, Delegation, Self-reflection, Peer learning, Teamwork and Feedback). Creating opportunity for discussion, scenario and enquiry-based learning as well as practical application

2) Learning, Application and Problem Solving - Guided study and group work (both facilitated and unfacilitated). Students will be allocated small groups to design deliver and evaluate a teaching and learning session of their choice in a relevant topic area of their choice.

3) Learning and application - Feedback and peer learning - students to present to another allocated groups and received written feedback this is passed by the academic staff however peer feedback will feed into the process (LO 2-4)

4) Tutorial support – offer guidance and create discussion for linking theory to own professional nursing practice in the form of the individual professional development plan (LO1)

This practical application approach lends itself to key principles of leadership integration as suggested by the HEE (2018), including, making leadership visible and tangible, using active learning and simulation (Armstrong et al. 2017), and using and developing role modelling for practice (HEE 2015).

SMITH, A. McAskill, H. and JACK, K. (2008) Developing advanced skills in practice teaching. Palgrave Macmillan. Basingstoke

Lidster, J. Wakefield, S. (2018) Supervision and assessment in nursing and health. SAGE: London


Jones, L. and Bennet, C.L. (2018) Leadership For Nursing, Health and Social Care Students – Essentials. Lantern publishing

Whitehead, B. and Brown M. (2017) Transition to Nursing Preparation for Practice. McGraw-Hill Education.

Access to online materials and virtual learning environments

During this module, members of the service user and carer group will be involved in supporting the assessment of the teaching sessions.

Enrolled on BSc (Hons) Registered Nurse Degree Apprenticeship