The University of Southampton

HLTH6140 Learning and Teaching in Health and Social Care Practice (Practice Teacher)

Module Overview

This module aims to develop competent, confident reflective practitioners who are capable of evaluating and developing current teaching and learning support in practice. It aims to prepare you to work with productively with service users, carers and peers. Emphasis is placed on developing generic competencies, underpinned by professional values and is relevant to those who facilitate learning in practice. This includes learners undertaking the following programmes: • specialist practice qualifications (SPQ), • specialist community public health nurses (SCPHN) • advanced nurse practitioner (ANP) • pre-registration students (AHP’s) • other programmes (CPD and post qualifying)

Aims and Objectives

Module Aims

Please see the learning outcomes below.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Design and implement a sequence of activities primarily in the practice environment that facilitate quality learning, achieve learning outcomes, and explore underpinning learning and teaching theory
  • Critically appraise and make effective use of methods and resources to facilitate quality learning and justify choice and selection of methods and resource/s
  • Liaise with others to provide constructive, timely feedback and identify any concerns about the learner’s performance, justifying and agreeing action as appropriate.
  • Construct, develop and evaluate effective assessment procedures to support learning and to record learner achievement
  • Critically evaluate the effectiveness of provision of teaching and learner support through evidence derived from self, peers, students, service users and other sources
  • Analyse and reflect on professional practice and development, assess future learning needs and compile a Continuous Professional Development plan


Learning and Teaching: • linking theory and research to practice • research about learning and learning processes, • implications for linking theory and practice • learning and teaching methods used in practice • effective communication and facilitation skills to foster professional growth and personal development • ethos of inter-professional learning and working • supporting learning during professional practice • setting and maintaining professional boundaries, whilst recognising contribution of inter-professional team Programme Design • issues related to programme and module design • standards as the foundation for programme development • programme specification, • role of subject benchmarks and quality assurance • design process, including rationale, specification of LO’s, choice of teaching and learning methods and resources, organisation of content, choice of assessment/ evaluation • principles and methods of curriculum planning • practical approaches to programme planning Assessment and Account-ability: • principles and practice of educational assessment and evaluation of professional performance • assessment experiences, range of practices and issues • purposes and requirements of assessment • practical aspects of setting, marking and providing feedback on assessments in practice settings • ways of making assessment more effective • accountability for confirming standards of proficiency in practice and at a level beyond initial registration • measuring competence of safe and effective practice Evaluation • leadership in and contribution to evaluation of effectiveness of learning and assessment in practice • strategies to determine effectiveness of practice • collaboration to judge and determine learning assessment • feedback: responsibility for, methods, constructive approach, timely delivery • collecting and evaluating evidence on quality of education • using evaluation to improve and develop teaching Facilitating Quality Learning: • leading education in practice • managing the requirements of Professional Bodies • managing competing demands of education and practice related to supporting students • approaches and methods for teaching individuals, large groups and small groups • preparation and planning issues, common problems and possible solutions • role of learning resource, e.g. use of IT in education

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 such as Blackboard. This module is designed for all Health Care Professionals who have an interest in learning and teaching in a practice setting. For all Health Care Professionals who: • meet the pre-requisites for Masters awards • have experience of, and access to IT including: internet and e-mail • must have assurance from employer/department to 30 days protected time to combine module attendance, study time, apply learning through direct work with learner(s), practice-based supervisor /manager and multi-disciplinary team in practice area whilst undertaking module • must sign a declaration that protected time has been achieved at time of completion of module/academic submission and practice based observations For practice teacher participants (NMC 2008) who: • are working with a Specialist Community Public Health Nurse/s (SCPHN) or Specialist Practice Qualification (SPQ) students in an identified area of practice • must be supervised by a Sign Off Practice Teacher For AHP (UK) participants who: • must have access to the support from an experienced practice supervisor/manager • must have experience of working with learners in practice (preferably as a Practice Placement Educator (PPE) in order to gather evidence to apply for Professional Accreditation through ACE (CSP), APPLE(COT) or PACE(POD).

Learning and Teaching

Teaching and learning methods

The intention is to develop you as a reflective practitioner who is required to reflect critically on practice in the context of theory and evidence to inform the planning and development of your skills. Teaching and learning methods include: lectures, seminars, interactive group work, specific learning groups as defined by area of practice and academic need, participant led workshops/ presentations, reflection on practice experience, peer and practice educator/teacher review The purpose of the schedule is to present the module content in a manner which promotes participation in a range of academic and practical related activities including lectures, seminars and action learning sets (ALS). The three strands underpinning the approach and methods used are described below. The schedule also includes advice and suggestions on how you might structure self-directed study. The purpose of the schedule includes: 1. Educational Theory and Research Lecture/Interactive Sessions/Self-directed Study All participants work together Lectures & group activities will be used in order to cover the following: • Tuning in to learning (RAS activity) encouraging deeper learning • New information/theory base/concepts • Opportunity to handle new information 2. Personal Learning & Development Personal/Professional Journey/Action Plans Action Learning Sets: (mixed) Sessions will cover evidence base / critical enquiry / academic writing in the following way: • Search, select, read, using/application • Delivery, presentation (Professional Conversations • Writing & reflection, making arguments 3. Regulatory Requirements in Practice Standards, regulations, guidelines Action Learning Sets: (Discipline Specific) Sessions will cover the following: • Roles & expectations • Designing specialist programmes Workshops are designed to incorporate these strands which ensure that you work in a large group (25 maximum) and 2 types of small facilitated action learning sets (4-6). This guarantees everyone is accountable for their level of participation and works with 2/3 tutors with specialist expertise each day. Each of the 5 workshop covers a different theme, such as learning theory and assessment and guidance is provided to assist self-directed study in between workshops. The intention is to help you to prioritise academic study and practice demands, e.g. follow up research and preparation for next session. This structure enables those who may not have previously accessed HE7 academic study before to acclimatise to the work ethos required at level 7. The module is supported by Blackboard in-line with university practice. This is an easy-to-use web-based system that supports by providing: • access to unit information, such as the syllabus and reading lists; • access to hand-outs, presentations, useful Web links and other resources; There is opportunity to develop and demonstrate critical thinking, reflection, enquiry, problem solving and critical self-awareness as well as demonstrating the use of evidence based teaching and learning practice. Action learning sets/groups and professional conversations provide further opportunity for analysis of critical incidents. You are encouraged to be self-directed in seeking out learning experiences, including evidence based practice, research and literature specific to a defined area of practice. Optional Teaching Practice in Action Learning Sets/Groups (for those with little or no teaching experience) Additional opportunity for self-development is offered for those with very limited practical teaching experience. This involves you in planning and carrying out a specific presentation and/or teaching session (e.g. one to one, small group or larger audience) which is supported by detailed tutor feedback and peer review. This allows you the chance of stepping onto the teaching stage, updating your teaching practice, thereby providing evidence of current practice and self-evaluation which can be used to enhance the summative assignment. 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. Specific Learning Activity/Course Completion: Professional Conversation Purpose: To assist you in the journey towards becoming an effective teacher through the provision of formative support and constructive feedback part way through the module You are required to: 1. attend and participate in a Professional Conversation session (maximum half day) with fellow participants, Practice Based-Supervisors (for Practice Teachers) and academic facilitator 2. reflect upon teaching practice in relation to an incident and/or undesired event that occurred in order to show development in knowledge of teaching and learning 3. present a summary of this experience to the group and lead a short discussion on selected and/or relevant educational issues 4. in addition to leading your own ‘conversation’, produce a written peer review of a fellow participant’s conversation, so each person receives written reviews from one of their peers, and/or the PBS/academic facilitator 5. keep a copy of related documents (personal reflection, outline of presentation, supporting references, copy of peer reviews to act as evidence of personal development for the final Critical Reflective Report) See specific information about Process of Professional Conversation on Blackboard.

Follow-up work80
Guided independent study40
Wider reading or practice135
Practical classes and workshops15
Preparation for scheduled sessions80
Total study time365

Resources & Reading list

Further Reading. Learning/Teaching Theory –Historical Development on Blackboard.

Biggs J and Tang C (2011). Teaching for Quality Learning at University: what the student does (4th Ed) The Society for Research into Higher Education. 

Brockbank A and McGill I (2007). Facilitating Reflective Learning in Higher Education. 

Gopee N (2010). Practice teaching in healthcare. 

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

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

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





MethodPercentage contribution
Personal Critical Reflection  (3000 words) 100%


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

Repeat Information

Repeat type: Internal


Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at

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