Pg Cert in Practice Education in Health and Care

This module has been developed to support practitioners in their role as educators and assessors. It is suitable for any health or social care professional who has a practice supervisor role and is intended to develop skills in providing education within the practice environment. 

The aim of the module is to develop the appropriate knowledge, understanding and skills to supervise others in their professional learning within the practice setting.

This module explores the application of the skills of mentorship, supervision and teaching within the practice environment. The application of the theories of teaching and learning, models of supervision and learning are explored, identifying evidence and using evidence for best effect.

Teaching sessions and a work-based portfolio will be used to develop the students' understanding of learning and the factors which influence individual learning. These will include learning styles; reflection; facilitating development; creating a learning environment; models of supervision; assessment; evaluation and managing challenges faced by learners in practice. Students will be required to draw upon their practical experience and theoretical knowledge to discuss, develop and evaluate their roles as facilitators of professional development in the work place. In addition to their personal development, all students must be responsible for the development of others over the duration of the module.

The course is delivered by online synchronous teaching sessions:  

Thursday 27^th March 2025 10-4
Thursday 10^th April 2025 10- 4
Wednesday 7^th May 2025 10-4
Wednesday 21^st May 2025 10-4
Wednesday 4^th June 2025 10-4
Wednesday 18th June 2025 10-4
Wednesday 2^nd July 2025 10-4
 Wednesday 16^th July 2025 (Assessment) 10-4

Through this module, students will develop a wide range of transferable skills relating to the advancement of teaching, learning and assessment in practice and academic settings. Students will be enabled to articulate their understanding of pedagogic research and educational theories and their application to practice−based learning.

This module facilitates students to advance their understanding of personal and professional development needs and lead strategic educational developments in the practice arena.

Students are supported through tutorials with the module team as either group or individual sessions. Taught sessions will be utilised to offer a forum for professional debate and enquiry and as a means of bolstering personal and professional development in relation to the advancement of clinical skills and knowledge.

The module content will include teaching and learning activities relating to the learning outcomes associated with this module including:
-Enabling effective inter-professional teaching, learning and assessment in practice.
-Reviewing the current national and local educational standards related to education in practice.
-Evaluating pedagogical research and educational theories and their applicability in practice
-Developing and maintaining resilience in practice
-Inclusivity within the learning environment
-Engaging in active learning and life-long approach to professional development.

Learning Outcomes

Knowledge & Understanding

Successful students will typically:

-Demonstrate an advanced understanding of interprofessional teaching, learning & assessment strategies, and their application to learning in practice.

-Critically reflect and analyse experiences of being a role model, educator, supervisor, coach and mentor, evidencing own learning and development.

-Critically engage with pedagogical research and educational theories, considering their applicability within clinical practice.

Intellectual, Practical & Transferable Skills:

-Enable and support individuals and the wider team to identify learning and development needs.

-Develop and utilise a strategic approach that advocates for and contributes to a culture of organisational learning that inspires future and existing staff.

-Engage with technological tools to articulate and convey a strategic approach to learning and development within their own organisations.

Number of Learner Hours: 

1.    Scheduled - 30

2.    Independent - 120

3.    Placement/work-based learning - 0

Assessment
Students will prepare and present a proposed strategic approach for interprofessional teaching learning and assessment in practice to evidence underpinning knowledge and understanding of pedagogical research and educational theory and their application in practice.

The module aims to enable the student to understand the role of coaching in leadership and to evaluate a range of approaches to coaching and develop their own skills in coaching within their leadership practice. The module will comprise of theoretical lectures and workshops, to facilitate the development of the fundamental knowledge, understanding and skills underpinning the roles and responsibilities of coaching and its application within leadership. 

A key learning activity for this module is practical work in which students practise their coaching skills and through peer group learning develop a functional, supportive community of coaching practice. This activity requires the whole student group to participate in a collaborative, facilitative and supportive manner at each study day. 

Module Content:
-The role of coaching approaches within leadership.
-The development of knowledge, skills, confidence and competence to select and apply a range of coaching skills within leadership practice.
-Students will integrate learning with practical experience throughout the duration of the module.
-The application of an evidence-based approach to coaching practice will be a key theme throughout.

Knowledge and Understanding:
1.    Evidence a systematic, in-depth knowledge and understanding of the underpinning theoretical perspectives and evidence that inform and support coaching as a leadership approach within healthcare.
2.    Critically analyse leadership within contemporary healthcare settings.

Intellectual, Practical and Transferable Skills:
1.    Critically evaluate, select and apply a range of appropriate coaching skills within a coaching context.
2.    Critically reflect on their own leading and coaching practice, to inform and develop their future coaching and leadership practice.

Assessment:

Students will be required to facilitate a coaching conversation and critically reflect on their performance within that coaching conversation.

Number of Learner Hours: 

1.    Scheduled: 30

2.    Independent: 120

3.    Placement/Work based learning: 0

Please note that non-attendance on 09 & 10 Oct 25 will mean that you cannot continue to study the Semester A instance of the module.

Please note that non-attendance on 29 & 30 Jan 25 will mean that you cannot continue to study the Semester B instance of the module.

This module has been developed to support practitioners in their role as educators and assessors. It is suitable for any health or social care professional who has a practice supervisor role and is intended to develop skills in providing education within the practice environment.
The aim of the module is to develop the appropriate knowledge, understanding and skills to supervise others in their professional learning within the practice setting.
This module explores the application of the skills of mentorship, supervision and teaching within the practice environment. The application of the theories of teaching and learning, models of supervision and learning are explored, identifying evidence and using evidence for best effect.
Teaching sessions and a work-based portfolio will be used to develop the students' understanding of learning and the factors which influence individual learning. These will include learning styles; reflection; facilitating development; creating a learning environment; models of supervision; assessment; evaluation and managing challenges faced by learners in practice. Students will be required to draw upon their practical experience and theoretical knowledge to discuss, develop and evaluate their roles as facilitators of professional development in the workplace. In addition to their personal development, all students must be responsible for the development of others over the duration of the module.

Assessment
70% Coursework
30% Practical

Learning Outcomes

• Evaluate the evidence base for professional education in practice
• Analyse and synthesise information and create responses to individuals personal learning needs and facilitate an inclusive learning environment.
• Critically evaluate and apply educational principles to identify and interpret learning and assessment needs for all learners.
• Engage in a critical community, facilitating reflection within self and others to enhance future practice as an educator.
• Utilise evidence-based practice to critically evaluate the effectiveness of existing learning experiences/resources within the practice setting and formulate action plan(s) to enhance and develop future learning in practice
  
  

This module is synchronous on-line delivery.
1.    Week 35
Wednesday 25/3/26 10-12pm, 1-4pm
2.    Week 38
Wednesday 15/4/26 10-12pm, 1-4pm
3.    Week 40
Wednesday 29/4/26 10-12pm, 1-4pm
4.    Week 42
Wednesday 13/5/26 10-12pm, 1-4pm
5.    Week 45
Wednesday 3/6/26 10-12pm, 1-4pm
6.    Week 47
Wednesday 17/6/26 10-12pm, 1-4pm
7.    Week 49
Wednesday 1/7/26 10-12pm, 1-4pm
8.    Week 51
Wednesday 15/7/26 10-12pm, 1-4pm

Learner Hours
Scheduled - 40
Independent - 260
Placement - 0