Learning, teaching and assessment is heavily orientated towards work-based learning where knowledge gained is applied your role in the workplace and reflection and evaluation further enhances practice.
The emphasis of the teaching throughout the programme is centred on the programme’s aim to support you to become a compassionate, competent, confident and responsible practitioner who is able to identify goals, engage in self-directed learning and achieve competence in the provision of holistic, safe, effective evidence-based care. You will be able to practice safely and effectively within the parameters of your practice, demonstrating appropriate values and behaviours in a range of health and care settings.
A blend of face-to-face and online activities has been purposively chosen to meet the modules learning outcomes and to provide a connectedness between university and work-based learning. For example, core information may be provided via narrated PowerPoint presentations, suggested readings and learning activities while learning at university will encompass action learning sets, formative peer-feedback and student-centric activities which fuse theoretical and practical knowledge. The number of face-to-face days for academic direction will normally be five per 20 credit module and in general academic direction will incorporate face-to-face, directed and on-line activities. Importantly face-to-face facilitates active learning and enhanced engagement in work-based learning as you value and accredit the knowledge and skills which have been learnt through the medium of work. This allows you to demonstrate knowledge and skill development relevant to your work and enables you to enhance practice and consider new ways of working.
Directed learning is a significant aspect of all modules and an important process to enhance and supplement learning. You are encouraged to reflect on the classroom teaching and carry out structured activities to reinforce, consolidate and revise learning. Self-directed learning is less structured and encourages autonomy and independent learning and can be enhanced by the use of the e-library where you will have access to online journals and books.
Core modules, where all trainees come together, provide the opportunity for interprofessional learning and the building of learning communities. To build on the interprofessional skills, problem-solving will be a consistent feature. To build on the interprofessional skills, problem-solving will be a consistent feature. The use of service-user case studies and scenarios will test understanding of the topic and elicit appropriate judgements, behaviours and actions. This approach will also contribute to your journey to self-regulative practitioner able to contextualise learning to the context of care delivery.
The work-based modules will allow you to develop the ability to question, listen, discuss and participate in more depth, allowing opportunity to practise different types of communication skills. The work-based modules will utilise simulation so that role play and peer observation can occur. This allows you to practise new skills in the safety of the learning environment which can then be safely transferred into work-based learning. Application of learning to practice will also be achieved in a number of ways, via group discussions and debate, service-user vignettes and case studies.