Practice Education

This programme is offered via a modular framework, with a combination of compulsory and designated modules which commence in October, February and June. Students may access the programme at any of these points. Attendance varies depending on the modules accessed, and further information is available from module leaders.

This course has been designed to provide an integrated, coherent and multidisciplinary/multi professional approach to work-based education. It has an emphasis on advancing critical awareness and problem-solving skills in order to develop innovative, reflective and pro-active approaches to mentoring and supporting students in the workplace.

The focus of the award is to ensure stage 3 NMC Standards to Support Learning and Assessment in Practice (2008) are met in order to enable NMC registrants to register on Provider Services mentor/practice teacher data-bases. However past student evaluations would suggest that those not registered with the NMC find this course invaluable in supporting their developing educational roles.

Modules are delivered by a range of teaching methods such as core lectures, group work, online and action-learning activities. Shared learning with other professionals will be a focus of this course, and students will be encouraged to develop a critical, evaluative approach to the knowledge which underpins learning and teaching activities.

The MSc consists of five compulsory modules and up to 40 credits of designated modules.

• Work-based action learning modules
• Recognized qualification by Provider Services resulting in inclusion on mentor/practice teacher registers
• Validated by the NMC as meeting stage 3 (Practice Teacher criteria) Standards to Support Learning and Assessment in Practice (NMC, 2008)
• Inter-professional education

Click here for a detailed list of modules.

The compulsory modules include:

• Facilitation and Assessment in Work-Based Learning
• Quality Assurance in Work-Based Learning
• Facilitation of Inter-professional practice and learning in the Workplace
• Research Methods in Health and Social Care
• Dissertation

Choices for designated modules include:

• Managing Advanced Clinical Practice
• Extended Independent and Supplementary Prescribing
• Therapeutic Communication Interventions
• Leading Public Health Practice
• Leadership

Gopee N. (2011) (2nd ed) Mentoring and Supervision in Healthcare. Sage

Whilst all applicants will have access to a personal academic tutor, it is strongly suggested that applicants also identify a named experienced professional support person in their workplace who is willing to support them in undertaking this course

This programme comprises of a range of assessment strategies which enables students to demonstrate knowledge, synthesis and analysis in a variety of forms. Assessment strategies include portfolios of evidence; action learning presentations and reflective accounts.

The University offers a wide range of facilities to support your learning, and these can be seen on the University website http://www.northampton.ac.uk/.

The programme is offered via flexible modular delivery which enables students to access modules at a pace that suits individual needs.

There are a range of teaching and learning methods used within this programme including core lectures; action learning and group work; on-line activity; tutorials and workshops. As experienced practitioners it is anticipated that you will bring a wealth of knowledge and skills to this learning experience, and students will be encouraged to debate, discuss and reflect on issues that develop current understanding of the mentoring role in order to enhance student learning.

All awards contribute to a portfolio of learning, and practitioners with any of these qualifications meet the minimum standard for Practice Teachers within the NMC Standards to Support Learning and Teaching (2008). Graduates who achieve these awards are well placed to move into leadership/practice development roles within their organisations. The autonomy and skills of independent working associated with postgraduate study are congruent with those required by service providers to achieve both their targets and future vision for an appropriately educated workforce.

It is anticipated that students will access these modules on a part-time basis and use personal work environments to support learning.

Applicants who intend to enter their name on the Provider service register as an NMC mentor/practice teacher must have access to a student who is following an NMC approved programme when undertaking the Facilitation and Assessment in Work-based Learning module. This is in order for them to develop a programme of learning for the student.

Applicants who may be in a management position and are not required to have their names entered on Provider service registers as mentors/practice teachers, may however access any learner when undertaking the Facilitation and Assessment in Work-based learning module. This includes students or colleagues who require a programme of learning to be developed.