Within this module theoretical models of learning and teaching will be covered and discussions will be held on what makes a good mentor with the use of a Padlet to explore previous experiences. Other topics covered within this module will be mentoring/coaching/buddying, the use of direct and indirect supervision, how to deal with failing students and coping with difficult students.

Support will be given on how to assess and provide feedback in practice, alongside education on assessment of learning needs, self and others, preceptorship, practice supervisor/educator roles, responsibilities, and training.

For support with the teaching and education within this module, educational taxonomies will be visited alongside an understanding of a peer review and lesson planning.

You will also consider key themes of transition to practice such as freedom to speak up, duty of candour, reporting concerns, taking responsibility for your own practice, ongoing professional development and self-reflection. In doing so you will naturally draw upon your own experiences in the practice placement environment and throughout the rest of this course. This module will also prepare you practically for transition to a qualified professional, considering self-progression with interview techniques, CV writing and maintaining professional registration. This module will also give you the opportunity to explore different preceptorship models, how to apply HCPC guidance as a registrant and what to expect in first few weeks and months as a newly qualified practitioner.

During the course of this module, you will plan a teaching session and deliver this to at least one other student as part of the module structure. You will then source feedback on your teaching session from your learners.

Your assessment will reflect upon your anticipated transition to being a full registrant as an Operating Department Practitioner. You will consider your responsibilities as a fully registered professional,

incorporating your role as an educator. You will also reflect upon the feedback you received on your teaching session, with justification of choices made and any adaptions that would occur if this session was to be taught again. In doing so you will analyse theories of teaching that you utilised in your session. You must include your lesson plan, as an appendix to your essay. All teaching sessions must be under the supervision of the course team or your practice supervisor or educator to maintain safety and accuracy of taught content.

The formative assessment will take the form of submission of a lesson plan and equipment booking form (if required) by a specified date. Each student will then be offered a one-to-one tutorial to discuss their lesson plan. If the micro teach is not performed at the specified time the student may teach a member of the lecturing staff.

You will have the opportunity to choose the format of your assessment, either as a written assignment or a professional discussion. You will be expected to submit your appendices for either choice.

Learning strategies for this module will include a mixture of lectures, presentations, pre-recorded materials, peer review, micro teach and independent learning.

1. Critically analyse educational theories in the context of Allied Health Professions.
Problem Solving Enquiry Knowledge and Understanding

2. Critically evaluate and reflect on your role as a future HCPC registrant, including the training, supervision and mentoring of others.
Reflection Analysis Enquiry Application

3. Apply what you have learnt to your transition into a Health and Care Professions Council registrant. Problem Solving Application

Library resources

Access to Virtual Learning Environment

Classrooms

Health & Care Professions Council (2016) Standards of Conduct, Performance and Ethics [Online]. Available from: http://www.hcpc-uk.org/assets/documents/10004EDFStandardsofconduct,performanceandethics.pdf Health & Care Professions Council (2022) The standards of proficiency for operating department practitioners[online]. Available from:Operating department practitioners | (hcpc-uk.org)
Gopee, N. (2018) Supervision and mentoring in healthcare. 4th ed. London: SAGE.
Petty, G. (2014) Teaching todayż: a practical guide. 5th ed. Oxford: Oxford University Press.
Peate, I. (2018) ‘Failing to fail’, British journal of nursing (Mark Allen Publishing), 27(7), pp. 355–355. Available at: https://doi.org/10.12968/bjon.2018.27.7.355.

Students must have met the requirements for progression through levels 4 and 5 of the BSc (Hons) Operating Department Practice

This module will assist in the transition from student to qualified Allied Health Professional. Undertaking this module will equip you with the skills to support and assess Allied Health students. It will also provide you with the skills to recognise your own learning and teaching style and the impact this has on you as a future Practice Educator. You will explore key themes of transition to becoming a registered professional and consider the professional responsibility you have towards yourself, colleagues, service users and the general public. You will also undertake practical preparation for employment and ongoing professional development.