The University of Southampton

HLTH6134 Assessment and Learning in Practice Settings

Module Overview

Aims and Objectives

Module Aims

• 12 months full time experience (or equivalent part time) in a practice setting • access to learner(s) in a practice setting (NMC – requires nurses to work directly with BSc pre-reg students) • access to an experienced Practice-Based Supervisor (PBS) This module aims to prepare you to undertake the role of practice facilitator (mentor/educator/supervisor) in the practice setting and to create high quality learning and assessment experiences for a range of learners. Completing the requirements of the module will fulfil the requirements of your professional body; e.g. NMC (mentor) and HCPC (educator/supervisor). The module equips you to develop a lifelong learning approach to the role, the development of skills and knowledge in others (Knowledge Skills Framework [KSF] 2004); and for the purposes of your own Continuous Professional Development (CPD). The intension is to prepare you to work flexibility as proponents of good practice in the multi-disciplinary teams and emphasis is placed on developing generic facilitation skills and competencies, underpinned by specific professional values within the context of practice.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Evaluate the facilitator role in practice, comparing and contrasting different approaches in the development of working relationships with learners
  • Review learning theory (e.g. principles of adult learning/student centred/experiential learning) and illustrate how to effectively create and maintain a learning environment conducive to learning in practice
  • Critically appraise and adhere to the principles of assessment and accountability within the grading and assessment process, providing evidence of how to accommodate and support differing levels of achievement of learner(s)
  • Appraise and evaluate strategies for meeting the needs of learners in challenging situations and/or those learners who present challenges to others
  • Justify the application of a range of evaluation, feedback and reflective strategies that develop the learners knowledge and skills


Role of Facilitator in Practice: • roles, expectations and qualities required to become a good facilitator (including educator status/mentor/sign off mentor status and accountability) • elements of the reflective process and recognises their role in developing learners professional judgement • different models of supervision in relation to practice area • application of a reflective tool to area of practice Scope of Learning: • principles of learning and teaching • factors effecting adult learning & how learn best in practice • adapt facilitation style to meet learners learning needs • learning contracts to facilitate student-centred learning • core skills & writes/applies learning outcomes Principles of Assessment: • principles of grading, assessment, evaluation & feedback • nature of informal, formal, & self-assessment processes • validity, reliability & accountability • discriminates between grades of student performance effectively grades & monitors progress against standards • judges evidence & applies standards in order to fairly assess learners ability • adopts an approach which incorporates regular, documented feedback within the supervision regime • evaluates strategies for failing students & reflects on consequences of this judgement Managing Challenging situations/ learners • early diagnosis of difficulties that can occur • how to cope with challenging and/or failing learners • verbal/ written communication strategies for dealing with difficulties • how to deal constructively with learning differences • professional guidelines & procedures to report & record incidents Being a skilled Facilitator: • supervision functions & completes personal SWOT analysis • guidelines & assessment documentation • key factors in giving verbal & written reports • mode, arrangements & methods that suits current work area • processes to regularly check learning • the links/overlaps between facilitation roles in practice area • support mechanisms in academic & practice areas

Special Features

Teaching resources are designed to enable access to all students whatever their disability and/or experience. You will need access to a computer in order to access on-line e-learning resources and e-assignment system. This module is designed for all Health Care Professionals who: • have current professional registration • 12 months full time experience (or equivalent part time) in a practice setting • access to learner(s) in a practice setting • access to support from an experienced practice-based supervisor (mentor/educator/work based assessor/preceptor/manager in practice) • have experience of & access to IT including: internet/e-mail • must have assurance from employer/department of access to 5 day module plus 5 days protected time to study, apply learning through direct work with learner(s), practice-based supervisor and multi-disciplinary team in practice area whilst undertaking module

Learning and Teaching

Teaching and learning methods

The module uses a range of teaching and learning activities designed to provide guidance and support to achieve the learning outcomes. The intention is for you to develop the skills to be a good practice facilitator with an understanding of the principles of supervision, learning and assessment in the practice area. A blended learning approach will be adopted to reach a wide audience in extended geographical areas. There are two threads to the learning process: 1. Taught time: Where you work in a multi-professional, shared learning environment in highly participatory workshops, making effective use of the time spent in practice to gain confidence in the facilitator role. A mixture of methods are used such as: lectures, discussion, group work, simulated/hypothetical case activities, self-directed study, application of principles and reflection on practice experience through a reflective journal. 2. On-line: Where you take up the learning experience through on-line based activities, designed to both replicate (and enhance) the taught content and provide additional resources for self-study of theories, approaches and all aspects of the facilitator role. Each taught workshop is mirrored by the on-line version that can be accessed as an alternative to attendance at workshops, or can be used as an additional resource to compliment participation on workshops and to complete assessment requirements in your own study time. The content of taught and on-line version has been mapped to ensure activities and effort hours match across the two learning media. A combination of these, each being equally important ensures that the choice of method/media is about learning preference rather than a response to any financial and practice constraints. It is anticipated that everyone attends the first workshop which introduces you to each other and the website, and depending on the direction of your Trust who may require you to attend all the workshops, you may then choose the route which suits you best. Either way the expectation is that all the requirements of the formative, summative and practice–based requirements are completed. At the end of each workshop/on-line activities you are encouraged to be self-directed in seeking out learning experiences related to the topic, and to apply principles and reflect on your practice experience. References related to each workshop are used as a guide to this study. This record of work acts as evidence to support your CPD activities and the level 7 summative assessment submission. Service User Integration A substantial proportion of the Health Care Professional curriculum in higher education is devoted to the experiential learning which takes place in practice. The relationship between facilitator (Educator/Mentor) and learner is directly influenced by the Service User (SU) who takes part in the scenario. This practice-based triad underpins the learning experience and is fundamental in the development of knowledge and skills. You are encouraged you to maximise the learner/SU relationship and experience through the following channels: In practice area: • learners’ involvement in planning packages of care for SU’s and working within multi-professional teams to implement this care in practice areas • direct clinical case management to develop skills and competencies in SU (patient)-centred care A combination of academic and practice based area: • case studies (based on real people) as teaching/assessment tools to assist in developing learner clinical thinking/reasoning and in bridging any perceived theory practice gap • lived experiences derived from research, evaluation of practice and SU narratives utilising the power of the emotional connection This experience promotes an emotional connection with professional duties and places theoretical knowledge, skills and attitudes in a ‘real life’ context. This is a very effective method of teaching to adopt, and is an approach that underpins your experience on this module.

Wider reading or practice120
Completion of assessment task20
Preparation for scheduled sessions40
Practical classes and workshops15
Follow-up work30
Total study time240

Resources & Reading list

Biggs J & Tang C (2011). Teaching for Quality Learning at University: what the student does.. 

Further reading: see Blackboard/online material. 

Glen S & Parker P (2003). Supporting learning in nursing practice. 

Gopee N (2011). Mentoring and Supervision in Healthcare. 

Bastable SB (2008). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. 

Jarvis P (2006). The Theory & Practice of Teaching. 

Shepard F & Jensen GM (2012). Handbook of Teaching for Physical Therapists. 


Assessment Strategy

Practice Based Teaching Observations Three practical teaching observations must be completed covering: learning, assessment in practice and dealing with unexpected challenging situations. These will be observed and assessment by a practice–based supervisor (meeting HCPC/NMC standards and requirements, see Practice-Based Handbook for guidelines). All participants: On completion of these observations in practice (within 3 weeks of completing the module), you, your PBS and the academic tutor must all sign off completion of the requirements on the electronic Assessment of Professional Practice website (eAOPP) and you will be formally notified through by email that you have complete this professional component (see eAoPP, and Practice-Based Handbook). Professional Specific: • To achieve ‘mentor status’ (nurses) all of these observations should be carried out with an undergraduate (pre-registration) student nurse and be observed by a practicing ‘mentor’, ‘sign-off mentor’ or ‘practice teacher’. Nurses who wish to become sign-off mentors must complete with a ‘sign-off mentor’ and will require further observations in practice at a later date. • Midwives must carry out all these 3 observations with an undergraduate (pre-registration) learner and be observed by a practicing ‘sign-off mentor’ to achieve sign off status at this point. Method of repeat year: Only possible through arrangement with Trust/Employers.


MethodPercentage contribution
Personal Critical Reflection  (3500 words) 100%
Practice-Based Professional Requirements %


MethodPercentage contribution
Personal Critical Reflection 100%
Practice-Based Professional Requirements %

Repeat Information

Repeat type: Internal & External

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