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.

A critical evaluation of the role of the practice educator in pre-hospital practice. Provided in one of the following formats:

A 2,500 word written essay submitted via Blackboard and Turnitin

Or

A 30-minute synchronous online presentation (25 mins presentation and 5 minutes Q&A) via Microsoft Teams. Students will underpin their assignment (specifically the meeting of LO2) with a teaching plan and reflection (the reflection and plan 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 and activities, blackboard or MS Teams support and peer evaluation.

The module is designed to be flexible in the style of delivery incorporating online and pre-recorded content- a mix of asynchronous material and synchronous tutor contact. Students will be encouraged to contribute to discussion and present evidence, alongside reflections from practice.
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
10 hours group work/discussions
11 Directed study activities

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

Module Learning Outcome

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

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

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

4. IDENTIFY AND CRITICALLY DISCUSS THE PROVISION OF AN EFFECTIVE TEACHING, LEARNING AND ASSESSMENT ENVIRONMENT

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.

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

What makes a good Practice Educator in the pre-hospital environment? In this module you will learn the skills and knowledge required to support pre-registration paramedic students during their practice placements. The module will equip you in such areas as creating a positive learning environment, supporting students in their transfer of theory into practice, facilitating learning and undertaking assessment and feedback in the prehospital emergency context.