Hawkins, P ; Shohet, R; 2006 Supervision in the helping professions: 3rd edition open university press
Rolfe G, Freshwater D & Jasper M (2001) Critical Reflection for Nursing and The Helping Professions, A Users Guide. London 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

Audio visual aids and equipment: laptop PC and data projector, OHP and flipchart, video /dvd camera and recorder/player, television.
Educational supervisor /assessor and access to relevant student(s) within the workplace or identified educational placement area.
PC with internet access, access To Blackboard VLE
Module and personal tutor.

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 with an identified educational practice assessor within the workplace.

Contact Hours: (30)
12 hours Interactive lectures
6 hours seminar presentations
8 hours workshops
4 hours tutorials

Independent Learning: (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.

Additional Assessment Details:
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 critical reflective enquiry 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
- evidence of sign off
(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

The aim of this module is to enable students to become practice teachers of nursing, and specialist community public health nursing. In order to do this they will develop, evaluate and critically reflect upon students ability to enable learning and justify their assessment of others proficiency in nursing practice environments. Students will be facilitated to critically explore the following areas:

Facilitating professional and interprofessional learning including:
- The role of professional and educational policy, regulation, curriculum and theory in guiding the planning of practice learning programmes
- Integrating professional standards, values and knowledge into practice learning
- Experiential, 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
- Observation and other forms of evidence
- Summative assessment of practice at and beyond the level of initial professional qualification
- Managing students 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 the justification of assessment decisions

Enhancing the Learning environment including
- Understanding and promoting equal opportunities for all within the practice learning environment, in line with anti discriminatory practice
- Quality appraisal and enhancement of the inter professional learning environment

Evaluation of learning including:
- The concept of the critically reflective teacher in practice.
- Approaches to evaluating learning in practice.
Throughout the module interactive teaching and learning strategies will facilitate engagement in critically reflective discussion and peer review of ongoing practice experiences and educational actions and their developing role in enabling learning with and for others.