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Term1,5
Term1,5

Unit Summary

Unit type

PG Coursework Unit

Credit points

12

Faculty/College

Faculty of Health

Unit aim

Develops knowledge and skills centred on the preparation and delivery of professional experience education for healthcare disciplines. Explores issues pertinent to the facilitator’s responsibilities in balancing an optimal education experience for the student with quality professional advice and services.  Analyses and synthesizes a range of contemporary adult learning theories which are integrated into the unit through discussion and reflection.

Unit content

  • The broad landscape of professional experience learning in a healthcare setting
  • Managing the learning environment for patient safety
  • Teaching and applying critical reflection of professional experience education
  • The inclusion of the patient’s voice in professional experience education
  • Providing and monitoring the students’ application of the feedback they are provided
  • Assessing students’ work at the point of patient care

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:
1 demonstrate understanding of supervision and facilitated learning in health, social and community settings
2 critically analyse ways in which facilitating learning supports patient safety, patient-centred care and student-centred teaching
3 evaluate the features of effective feedback that encourages students to reflect on their knowledge, skills, behaviours and clinical practice methodologies
4 apply multi/cross/inter disciplinary frameworks to support development of educators and supervisors in health, social and community care settings

On completion of this unit, students should be able to:

  1. demonstrate understanding of supervision and facilitated learning in health, social and community settings
  2. critically analyse ways in which facilitating learning supports patient safety, patient-centred care and student-centred teaching
  3. evaluate the features of effective feedback that encourages students to reflect on their knowledge, skills, behaviours and clinical practice methodologies
  4. apply multi/cross/inter disciplinary frameworks to support development of educators and supervisors in health, social and community care settings

Prescribed texts

  • No prescribed texts.

  • No prescribed texts.
Prescribed texts may change in future teaching periods.