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NU7801 Facilitating Learning in the Practice Environment (10 ECTS)

Learning Outcomes

Following completion of this module the student should be able to:

  • Critically evaluate factors which contribute to the development of a quality clinical learning environment
  • Critically evaluate factors which influence learning processes and outcomes in the clinical practice setting.
  • Critically appraise models of clinical education and their applicability in the practice setting.
  • Assess the learning needs of students in the clinical practice setting.
  • Plan and deliver educational programmes for learners in the practice environment.
  • Devise learning outcomes and educational opportunities appropriate to the learner’s level of education.
  • Review the learning process and provide feedback to learners in a supportive and educationally challenging manner.
  • Select, devise, and use appropriate assessment strategies for measuring educational outcomes in the practice setting.
  • Critically evaluate the role of mentorship, preceptorship and clinical supervision in the practice environment.
  • Critically evaluate one’s own performance and plan for future development as a teacher in the practice setting.
  • Act as a role model in the development of teaching and learning in the practice setting.

Module Learning Aims & Rationale

  • Critically evaluate the issues that emerge in the teaching, assessment, supervision and support of students in clinical practice settings.
  • Enhance the development of the knowledge, attributes and skills required to create and maintain quality clinical learning environments in institutional and non-institutional practice settings.
  • Analyse models of teaching, learning and educational support in a clinical setting.
  • Demonstrate a critical understanding of the roles and models of clinical education and emerging developments.
  • Develop competence as a teacher in the practice setting.

Recommended Reading List

Indicative Resources

  • An Bord Altranais (2003) Guidelines on the key points that may be considered when developing a quality clinical learning environment. An Bord Altranais: Dublin.
  • Billings D. M. , Halstead, J. A. (1998) Teaching in nursing a guide for faculty. Philadelphia: W.B. Saunders Company.
  • Downie C. M., Basford P., (eds) (1998) Teaching and assessing in clinical practice: A reader (2nd edn). Greenwich: University of Grenwich.
  • Glen S., Parker P. (2004) Supporting Learning in Nursing Practice. Hampshire: Palgrave MacMillan.
  • Henderson, A., Creedy, D.K. ,Cooke, M., Walker, R. (2010) Modification of a student feedback tool that provides feedback to staff in clinical contexts. Journal of Clinical Nursing 19; 2936-2938.
  • Holland, K. (2010) The education of student nurses in practice: the impact of professional and workforce change. Nurse Education in Practice. 10(5), 249-251.
  • Hinchcliff S. (2004) The Practitioner as Teacher, 3rd edn. Edinburgh: Balliere-Tindall
  • McCarthy, B. Murphy, S. (2010) Preceptors’ experiences of clinically educating and assessing undergraduate nursing students: an Irish context. Journal of Nursing Management. (18) 2, 234-244.
  • Neary M. (2001) Teaching Assessing and Evaluation for Clinical Competence: A Practical Guide for Teachers. Cheltenham: Nelson Thornes.
  • Nicklin P., Kenworthy N., De Witt R. (2000) Teaching and assessing in nursing practice: A experiential approach, 3rd edn. Edinburgh: Bailliere Tindall.
  • O’Connor, T., Fealy, G.M., Kelly, M., McGuinness,M., Timmins, F. (2009) An evaluation of a collaborative approach to the assessment of competence among nursing students of three universities in Ireland. Nurse Education Today 29 493-499.
  • Quinn F.M., Hughes S.J., (2007) Quinn’s principles and practice of nurse education, 5th edn. Cheltenham: Nelson Thornes Ltd.

* Additional readings will be given for each unit of learning.