Nurse as a Facilitator of Learning

NURS31301 Nurse as a Facilitator of Learning 20 Semester 1 Undergraduate Level 6 Patricia Conaghan Unit coordinator Division of Nursing, Midwifery and Social Work 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This unit is designed to help you achieve the NMC Standards of Proficiency by developing skills in supervision, teaching, and performance appraisal. It equips you with the knowledge, critical thinking, and practical skills required to:<ul><li>Support students in understanding the role of a nurse as learner and facilitator/educator in multi-professional contexts</li><li>Develop knowledge and skills for sharing health and wellbeing information with patients, clients, carers, or relevant others</li></ul>The unit is delivered in Semester 1 and is designed to enable deep learning and practical application of skills within your practice placement and field of nursing. The unit will draw on learning theories, health psychology and health education to identify appropriate learning environments and teaching and learning methods in order to develop a teaching session in clinical practice. This unit will act as a platform for students who will be taking the Nurse as a supervisor and educator unit in year 4. <ul><li>Key themes - Learning theory and teaching methods  Education theory and Practical application for teaching  </li><li>Health Education, Health Psychology, and Motivation Behavioural Change Theories and practical application   </li><li>Nurse as Supervisor Understanding the NMC roles for Practice assessment. Practical application to managing learners  </li></ul> This unit aims to: Support the student in understanding the role of a nurse as learner and facilitator / educator in a range of contexts in a multi-professional environment and develop knowledge and skills in sharing information with clients and their families / carers with regard to their health and wellbeing. Learning outcomes are linked to the NMC (2018) Standards of Proficiency Platforms A1: Demonstrate a clear understanding of a range of learning theories and factors impacting learning (e.g. motivation, environment). A2: Critically appreciate teaching and learning methods, selecting those appropriate to learner, content, and context. A3: Critically understand patient/client motivation to learn using relevant health psychology theories. A4: Demonstrate critical knowledge of tools and resources that enhance learning experiences. A5: Explore and understand issues that enhance or create barriers to learning. A6: Understand the roles and responsibilities of practice supervisors and assessors, and their contribution to student assessment and progression. A7: Provide clear instructions and explanations when supervising, teaching, or appraising others. A8: Deliver unambiguous, constructive feedback on strengths, weaknesses, and potential improvement. A9: Provide encouragement that helps colleagues reflect on their practice. (2.8, 2.9,2.10 5.6, 5.10, 7.2)    B1: Co-create/co-produce a teaching session using appropriate teaching and learning methods. B2: Reflect on learning environments and factors that facilitate learning. B3: Utilise research and evidence-based practice in planning and delivering teaching to clients and families. B4: Reflect on the effectiveness of personal teaching style in relation to pedagogical theory. B5: Identify the value of IT and innovative tools in enhancing learning. (2.4, 2.7, 2.9,2.10, 5.9, 5.11)  C1: Identify learning opportunities and plan teaching sessions for patients, carers, students, staff, or others. C2: Deliver a teaching session to patients, clients, families, carers, students, staff, or others. C3: Demonstrate confidence in both formal and informal teaching styles. (2.7, 2.9,2.10 5.4, 5.6, 5.8, 5.9, 7.15.10) D1: Develop enhanced IT skills and effective use of technology. D2: Select appropriate communication strategies to support client understanding. D3: Communicate effectively with other professional groups. D4: Enhance skills in reflecting on personal performance. (1.5, 1.8, 1.13, 1.15, 1.17, 5.4, 5.6, 5.8, 5.11) The unit aims to support the student in understanding the role of a nurse as educator and supervisor in a range of contexts in a multi-professional environment and develop knowledge and skills in supporting clients and other health care professionals in their learning and development. The aims and learning outcomes all focus on teaching and learning and so directly align to this. The assessment tests the student's ability to recognise learning needs, to plan a learning event for either a patient or junior colleague and to reflect upon their ability to effectively deliver it. The student then develops a plan for future learning.  Unit content will be delivered using traditional lectures, seminars and workshops; these to be interspersed with on-line interactive computer-based resources and tutorials. The assessment and learning opportunities are closely aligned to all the ILO' s at FHEQ level 6. 0 Other 100% Write a short teaching plan for a chosen audience (patients, families, carers, students, staff, or others).(500 words) Deliver this teaching session in practice. The teaching session is not graded (non-assessed); however, it must be observed by a practice assessor/supervisor, who should give feedback. Write a critically reflective essay using a recognised reflective model reflecting on the teaching experience underpinned by reference to the academic literature. (2000 words). Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in CADMUS. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in CADMUS is utilised across many undergraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced. Student feedback is obtained through open discussion forums on CANVAS, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.  BNurs (Non HEE) BNurs (Hons) Adult Third Year Mandatory BNurs (Non HEE) BNurs (Hons) Children's Third Year Mandatory BNurs (Non HEE) BNurs (Hons) Mental Health Third Year Mandatory N <a href="https://www.library.manchester.ac.uk/search-resources/reading-lists/">https://www.library.manchester.ac.uk/search-resources/reading-lists/</a> Lectures 6 Seminars 12 Work based learning 30 0 152