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Co-operative Learning Group 7: Learning in Practice - HEA00072M

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  • Department: Health Sciences
  • Module co-ordinator: Ms. Trudi Neenan
  • Credit value: 10 credits
  • Credit level: M
  • Academic year of delivery: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20

Module aims

The Department of Health's quality assurance strategy (DoH, 1998), reviews of failings in healthcare (DoH, 2000; Francis Report, 2013), the professional regulatory Code of Practice with revalidation (NMC, 2015),and Standards to support learning and assessment in practice (NMC, 2008b) provide strong imperatives for the newly registered nurse to become part of an intellectual practice community in which curiosity, rigour, creativity, intellectual honesty and scholarship are valued and cultivated, in order to deliver safe, effective and compassionate in patient-centred care.

The overall aim of the module is to reflect upon the nature of learning in practice communities; critically exploring the resources within and the characteristics of a positive learning culture and the essential role of learning in promoting quality patient-centred care. The student will synthesise an understanding of the knowledge and values required to participate in the practice community as a learner, also supporting the facilitation of learning in others and thus make a significant contribution to the sustainability of their future practice community.

Module learning outcomes

The learning outcomes are mapped against Stage 1 of the Developmental Framework set out in the Standards to Support Learning & Assessment in Practice (NMC, 2008b).

At the end of the module, students will be able to:

  1. Understand the relationship between accountability and learning and how this can strengthen practice communities in the provision of safe, effective and compassionate patient-centred care.
  2. Critically examine theories and principles of how learning occurs in practice communities and the factors that influence learning in these contexts.
  3. Understand how professional relationships and values underpin and influence the nature of learning in practice communities.
  4. Analyse different approaches (eg personal and collective reflection, critical appraisal) to utilising the complex resources for learning (eg patient experience, research evidence, inter-professional knowledge) that might be available in the practice community.
  5. Critically explore approaches to the evaluation and dissemination of learning within the practice community.
  6. Synthesise an understanding of the different ways in which practice learning communities can be sustained and make recommendations for their own personal future participation.

Assessment

Task Length % of module mark
Essay/coursework
Essay - 2000 words
N/A 100

Special assessment rules

Non-compensatable

Reassessment

Task Length % of module mark
Essay/coursework
Essay - 2000 words
N/A 100

Module feedback

Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

  • Davies, H.T.O. and Nutley, A.M. (2000). Developing learning organisations in the new NHS. British Medical Journal, 320, 998-1001.
  • Department of Health (1998). A first class service: quality in the new NHS. London: Department of Health.
  • Department of Health (2000). An organisation with a memory. London: Stationery Office.
  • Department of Health (2012). Health and Social Care Act and associated Factsheets. [Online]. Available at: http://www.dh.gov.uk/health/2012/06/act-explained/
  • Francis Report (2013). Report of the Mid Staffordshire NHS Foundation Trust Public Enquiry. London: The Stationery Office.
  • NMC (2015). The Code: Professional standards of practice and behaviour for nurses and midwives. London: NMC.
  • NMC (2015). Revalidation. [Online]. Available at: http://www.nmc.org.uk/revalidation [accessed 17/09/15].
  • NMC (2008b). Standards to Support Learning and Assessment in Practice. London: NMC.
  • Willis Commission (2015). Raising the bar: shape of caring: a review of the future education and training of registered nurses and care assistants. London: Health Education England.
  • Willis Commission (2012). Quality with Compassion: the future of nursing education. Report of the Willis Commission on Nursing Education. London: Royal College of Nursing.



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

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