HS951-7-SP-CO:
Learning Organisations and Quality Enhancement

The details
2020/21
Health and Social Care (School of)
Colchester Campus
Spring
Postgraduate: Level 7
Current
Friday 15 January 2021
Friday 23 April 2021
30
30 January 2020

 

Requisites for this module
(none)
(none)
(none)
(none)

 

(none)

Key module for

CER B904MO Medical and Clinical Education,
DIP B904MO Medical and Clinical Education,
MSC B904MO Medical and Clinical Education

Module description

It is acknowledged that the practice environment provides, potentially,
extremely important learning opportunities for healthcare practitioners. In order for this opportunity to be fully realised, practitioners working with learners need to be knowledgeable, skilled and expert, in both healthcare and educational practice.

This module will help to provide health care practitioners working with learners the self-determination to improve their practice as educators and the ability to promote change within their learning environments and organisations. The module facilitates the development of an evidence-based and critical understanding of quality enhancement, and explores the complex influences that impact upon learning in clinical communities.

Module aims

To enable health care practitioners to enhance the quality of learning environments, to improve learning experiences within learning organisations.

Module learning outcomes

On successful completion of this module, you will be able to:
1. Critically evaluate the role of clinical supervision/appraisal in enhancing practice learning and hence the quality of that learning (interpersonal)

2. Critically assess and evaluate the quality of the practice learning environment in relation to enhancing the student experience (resources)

3. Critically evaluate the quality of the workplace as a learning organisation and identify the necessary conditions for change (organisational, culture)

4. Critically evaluate the administration of a programme of learning, with particular reference to formal quality assurance and enhancement procedures and relevant professional regulatory body requirements (regulatory)

5. Critically evaluate models of educational evaluation, as a means to ensuring the delivery of high quality health care education (evaluation)

Module information

This module is suitable for any healthcare professional supporting practice-based learning in clinical or higher education settings. It is mapped against the requirements for:

GP Trainers;

And, is a requirement – in combination with other modules – to achieve NMC Teacher status.Minimum enrolment

Please note that if insufficient numbers of students (i.e. <10) opt to take this module we may have to cancel it at short notice. If this is the case we will of course notify anyone who has applied to take this course in a particular term as soon as possible and offer an opportunity to discuss alternative options.

Learning and teaching methods

Four full days of face to face contact using a range of teaching and learning strategies. Classroom-based sessions are supported by, and consolidated with, technology-enhanced learning.

Bibliography*

  • Wright, Jane. (2012) 'Clinical supervision: a review of the evidence base.', in Nursing Standard. vol. 27 (3) , pp.44-49
  • Henderson, Amanda; Twentyman, Michelle; Eaton, Emma; Creedy, Debra; Stapleton, Peta; Lloyd, Belinda. (2010) 'Creating supportive clinical learning environments: an intervention study', in Journal of Clinical Nursing. vol. 19 (1-2) , pp.177-182
  • Newton, Jennifer M.; Jolly, Brian C.; Ockerby, Cherene M.; Cross, Wendy M. (2010) 'Clinical Learning Environment Inventory: factor analysis', in Journal of Advanced Nursing. vol. 66 (6) , pp.1371-1381
  • Richardson, John T. E.; Dawson, Lesley; Sadlo, Gaynor; Jenkins, Virginia; Mclnnes, Janet. (2007) 'Perceived academic quality and approaches to studying in the health professions', in Medical Teacher. vol. 29 (5) , pp.e108-e116
  • Wenger, Etienne. (1998, 2008) Communities of practice: learning, meaning, and identity, Cambridge: Cambridge University Press. vol. Learning in doing
  • Congdon, Graham; Baker, Tracey; Cheesman, Amanda. (2013) 'Enhancing the strategic management of practice learning through the introduction of the role of Learning Environment Manager', in Nurse Education in Practice. vol. 13 (2) , pp.137-141
  • Stavropoulou, Areti; Kelesi, Martha. (2012) 'Concepts and methods of evaluation in nursing education--a methodological challenge', in Health Science Journal. vol. 6 (1) , pp.11-23
  • Halpern, Helen; McKimm, Judy. (2005) 'Supervision', in British Journal Of Hospital Medicine. vol. 70 (4) , pp.226-229
  • John Driscoll. (2007) Practising clinical supervision: a reflective approach for healthcare professionals, Edinburgh: Baillière Tindall.

The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.

Assessment items, weightings and deadlines

Coursework / exam Description Deadline Weighting
Coursework   Summative Portfolio    100% 

Overall assessment

Coursework Exam
100% 0%

Reassessment

Coursework Exam
100% 0%
Module supervisor and teaching staff
Dr Christopher Green, email: cmgreeb@essex.ac.uk.
Chris Green
Rebecca Hindle Tel: 01206 874488 E: rahindle@essex.ac.uk

 

Availability
No
No
No

External examiner

Dr Michael Klingenberg
Leeds Beckett University
Senior Lecturer
Resources
Available via Moodle
Of 39 hours, 36 (92.3%) hours available to students:
3 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).

 

Further information

* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.

Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.