Written assignment of 2500 words entitled ‘A critical analysis of the role of the practice educator within pre-hospital practice’.

Students will underpin their assignment (specifically the meeting of LO2) with a reflection and a peer review of a teaching exercise (the reflection and peer review MUST be appended in the assignment). In accordance with this, students will be expected to engage with a 20-minute formative teaching exercise. Time will be built into the module for students to undertake this exercise, but if difficulties are experienced, an example from practice may be utilised.

Formative Assessment will include:
Feedback will be offered through tutorials, group discussion, blackboard support and peer evaluation.

This module focuses on the role of the practitioner supporting students within in a practice setting and the exploration of the varied aspects of the practice educator role. This will involve:
- Critical levels of reflection using reflective frameworks, critical incidents, concepts of critical thinking.
- Self assessment tools.
- Learning theories and strategies, transfer of theory into practice.
- Working in partnership to manage effective professional development, enhancing learning and care delivery, team working and professional boundaries.
- The roles and responsibilities as a practice educator in developing professional evidence based practice/professional accountability/fostering professional growth.
- Practice educators as leaders.
- Communication including skills of facilitation, responding and provision of constructive feedback.
- Support of a student within clinical practice.
- Assessing strategies and processes, proficiency and competency.
- Assessment in practice: assessing prior knowledge: utilising effective assessment strategies; validity/reliability and effectiveness, supporting failing students.
- Planning and evaluation of learning.
- The importance of documentation of student progress.

Bates, R. (2016). Learning Theories simplified and how to apply them to teaching, SAGE Publications Ltd, London.

Gopee, N. (2018) Supervision and Mentoring in Healthcare. London: Sage Publications.
Kinnell, D. & Hughes, P. (2010) Mentoring Nurses and Healthcare Students. London: Sage Publications.
Stuart, C. (2007) Assessment, Supervision & Support in Clinical Practice: A Guide for Nurses, Midwives & Other Health Professionals. 2nd Ed. Philadelphia: Elsevier
Kilgallon, K. & Thompson, J. (ed) (2012) Mentoring in Nursing and Healthcare. West Sussex: Wiley-Blackwell.

The module is designed to be flexible in the style of delivery incorporating a blended approach with integration of work-based learning and more formal teaching sessions. A variety of teaching/learning strategies focusing on student-centred learning will be used including

Scheduled Learning and Teaching Activities: (36 hours)
15 hours key lectures
3 hours group work/discussions
3 hours individual & group tutorials
6 hours practice Hours
9 hours work based activities including Blackboard activities

Guided Independent Study: (114 hours)
60 hours self directed study using Blackboard and other web resources and personal reading, work based mentor activities
54 hours summative assessment

A Healthcare Professional registered with the Health Professions Council who have completed 12 months full-time experience (or part-time equivalent) post qualification

1. CRITICALLY APPRAISE THE ROLE OF THE PRACTICE EDUCATOR IN THE DEVELOPMENT OF PROFESSIONAL PRACTICE AND THE PRACTICE EDUCATOR’S CONTRIBUTION TO EFFECTIVE WORKING RELATIONSHIPS
Analysis
Application
Reflection

2. DEMONSTRATE A SYSTEMATIC UNDERSTANDING OF THE RELATIONSHIPS BETWEEN TEACHING, FACILITATING LEARNING AND ASSESSMENT
Knowledge and Understanding

3. CRITICALLY EVALUATE THE RELATIONSHIP BETWEEN ASSESSMENT, STANDARDS AND PROFESSIONAL ACCOUNTABILITY
Analysis
Learning

4. IDENTIFY AND CRITICALLY DISCUSS THE PROVISION OF AN EFFECTIVE TEACHING, LEARNING AND ASSESSMENT ENVIRONMENT
Analysis
Communication
Problem Solving
Reflection