HS951-7-SP-CO:
Learning Organisations and Quality Enhancement
2024/25
Health and Social Care (School of)
Colchester Campus
Spring
Postgraduate: Level 7
Current
Monday 13 January 2025
Friday 21 March 2025
30
21 September 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
CER B904MO Medical and Clinical Education,
DIP B904MO Medical and Clinical Education,
MSC B904MO Medical and Clinical Education
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.
To enable health care practitioners to enhance the quality of learning environments, to improve learning experiences within learning organisations.
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)
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.
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.
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Newton, J.M.
et al. (2010) ‘Clinical Learning Environment Inventory: factor analysis’,
Journal of Advanced Nursing, 66(6), pp. 1371–1381. Available at:
https://doi.org/10.1111/j.1365-2648.2010.05303.x.
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Henderson, A.
et al. (2010) ‘Creating supportive clinical learning environments: an intervention study’,
Journal of Clinical Nursing, 19(1–2), pp. 177–182. Available at:
https://onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2702.2009.02841.x.
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John Driscoll (2007)
Practising clinical supervision: a reflective approach for healthcare professionals. 2nd ed. Edinburgh: Baillière Tindall. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1160336.
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Woolley, N.N. and Jarvis, Y. (2007) ‘Situated cognition and cognitive apprenticeship: A model for teaching and learning clinical skills in a technologically rich and authentic learning environment’,
Nurse Education Today, 27(1), pp. 73–79. Available at:
https://doi.org/10.1016/j.nedt.2006.02.010.
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Halpern, H. and McKimm, J. (2005) ‘Supervision’, British Journal Of Hospital Medicine, 70(4), pp. 226–229.
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Richardson, J.T.E.
et al. (2007) ‘Perceived academic quality and approaches to studying in the health professions’,
Medical Teacher, 29(5), pp. e108–e116. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.1080/01421590701529389.
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 |
Coursework weighting |
| Coursework |
Summative Portfolio |
|
100% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Sagaradevi Barratt, email: barrattc@essex.ac.uk.
Dr Sagaradevi Barratt
Student Administrator David Bidwell
E: cpd@essex.ac.uk
No
No
No
Prof Guillaume Alinier
Hamad Medical Corporation
Director of Research
Available via Moodle
Of 39 hours, 39 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
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.