BNurs Children's Nursing

Year of entry: 2024

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Course unit details:
Nurse as a Facilitator of Learning

Course unit fact file
Unit code	NURS31301
Credit rating	20
Unit level	Level 3
Teaching period(s)	Semester 2
Available as a free choice unit?	No

Overview

This unit will support undergraduate students in developing their knowledge and skills in their role as a teacher and educator in clinical practice. Students will utilise their knowledge and skills to identify appropriate learning opportunities with clients and their families and colleagues drawing on theories around health promotion and health psychology. The unit will draw on learning theories to identify appropriate learning environments and teaching and learning methods in order to develop a teaching session for clients and families. This unit will act as a platform for students who will be taking the Nurse as a supervisor and educator unit in year 4

Aims

his 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

Learning outcomes are linked to the NMC (2018) Standards of Proficiency Platforms

Teaching and learning methods

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 wither 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

Knowledge and understanding

Demonstrate a clear understanding of a range of learning styles and factors, impacting on learning (motivation/environment etc)
Have a critical appreciation of teaching and learning methods and select appropriate methods for learner, content and context
Have a critical understanding of patient client motivation for learning utilising relevant health psychology theories
Demonstrate critical knowledge of tools and resources that can enhance the learning experience
To explore and understand issues that may enhance or create barriers to learning

(2.8, 2.9,2.10 5.6, 5.10, 7.2)

Intellectual skills

Co0create/co-produce a teaching session based on appropriate leaching and learning methods
Be able to reflect on a learning environment and what facilitates learning
To utilise research and evidence based practice in the choice of learning opportunity and delivery of teaching to clients and families
To be able to reflect on effectiveness of own teaching style in relation to pedagogical theory
To identify the value of a range of tools to enhance learning IT, innovative

(2.4, 2.7, 2.9,2.10, 5.9, 5.11)

Practical skills

To identify an learning opportunity and plan a teaching session for patient / client and / or their family
To deliver a teaching session to Patients, clients and or their families
To demonstrate confidence in formal and informal styles of teaching

(2.7, 2.9,2.10 5.4, 5.6, 5.8, 5.9, 7.15.10)

Transferable skills and personal qualities

Enhanced IT skills and use of other technologies
Selection of appropriate communication strategies to support client understanding
Skills in communication with other professional groups
Enhanced skills in reflection on own performance

(1.5, 1.8, 1.13, 1.15, 1.17, 5.4, 5.6, 5.8, 5.11)

Assessment methods

An observed (non-assessed) teaching session delivered to a patient / client or their family / carer taking place in a practice setting (observation by assessor supervisor in practice)

Feedback form from assessor / supervisor

Teaching plan

Rationale for choice of teaching activity, content, structure of session, environment and teaching style, to include a teaching plan and reflection on delivery and self-assessment / reflection on the experience and /or PDP for future learning - equivalent 2500 words

Assessed by : Teaching plan and 1500 word self- assessment

Feedback methods

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 Grademark. 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 Grademark is utilised across all 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 blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.

Study hours

Scheduled activity hours
Lectures	8
Seminars	20
Tutorials	2
Work based learning	20

Independent study hours
Independent study	200

Teaching staff

Staff member	Role
Jane Hughes	Unit coordinator

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