Module title: Work-based Learning - Portfolio (1)

SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: NMS11124
Module leader: Claire Kydonaki
School School of Health & Social Care
Subject area group: Nursing in Acute interventions
Prerequisites

n/a

2018/9, Trimester 3, Online, Edinburgh Napier University
Occurrence: 003
Primary mode of delivery: Online
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Claire Kydonaki
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
This module is designed around online and student - centred learning in their area of practice. This module will be delivered using an online learning approach via the virtual learning environment Moodle and the allocation of an academic supervisor for 1:1 academic support (LOs 1-4). The student is expected to critically reflect on their professional practice and identify any aspect(s) which they need to develop to an advanced level. They will negotiate and agree a personal set of learning outcomes and complete a LA indicating how their learning outcomes will be met (LO1). Students will need to demonstrate written evidence to support the achievement of their learning outcomes including a reflective account on their practice (LO2) and evidence of critical engagement with the work-based learning process (LO3). Evidence of engagement with others in the workplace to achieve the learning outcomes will be demonstrated by the student’s ability to communicate professionally and network appropriately (LO4).
N.B The LA must be approved prior to the students’ embarking upon its implementation. To ensure equity and consistency of approach a panel made up from the Module Team will consider and approve each student’s LA.
The constraints operating in relation to the LA are that learning outcomes written by the student are at level 11 SCQF; that the work is consistent with the philosophy of the award on which the student is registered; that the level of work produced to achieve the learning outcomes must be at level 11 SCQF 20 credits.
The Moodle units will be offered in sequential order to guide the student through the module content in a paced manner (LOs 1 -4). Key dates will be provided to help students plan their progression through the module. Moodle makes use of copyright cleared online video clips to enhance the learning experience. Asynchronous discussion with peers and the lecturers, support the student’s learning and unit activities are provided to promote active learning (LO’s 1-4). The discussion boards are used to promote shared learning within the student/lecturers’ groups. In addition, a ‘chat forum’ is provided for the students to share their experiences and gain support from one another.

Research / teaching linkages
This module is focused on understanding the nature of evidence and how it is disseminated and implemented in practice. Students are required to provide an evidence base when developing their Learning Agreement and portfolio of evidence. The module team will contribute to the students learning by using their experience to challenge their thinking so that they are better able to develop their selected assignment.

Supporting equality and diversity
This fully online approach helps to make this module more accessible to students who are part-time, mature, or learning at a distance. The delivery via Moodle with supported discussion helps to reduce the isolation of more traditional approaches to distance learning methods. Students with a disability are identified and necessary arrangements can be made for example exemption for spelling and grammatical errors in written work. A disability contact is also made available to all students who have been identified as requiring this. Information regarding this is posted within the Programme Handbook on Moodle.

Internationalisation
Teaching and learning resources used within this module are from respected journals and other sources e.g. Websites. Students are encouraged to consider the relationship of the context to the implementation of evidence into practice when research has been conducted in different countries, as well as thinking about the impact or relevance of their Learning Outcomes on other cultures and contexts. This module is delivered to students who learn from a distance. Relevant and appropriate adaptations are to the LTA strategy may be made to ensure that these students experience is comparable with students who are more locally based. For example, some students may have 1:1 academic supervision via Skype or WebEx.





Formative Assessment:
Formative assessment takes the form of a 500 word Learning Agreement (500 words) submitted in week 21 of the academic calendar (LO 1). Formative feedback is provided by the module team which will help the student to develop more focused and achievable learning objectives. A draft of the assignment (1500 words) will be submitted in week 27 and feedback will be provided by the academic supervisor by week 28 (LOs 2-4).

Summative Assessment:
For the summative assessment, a portfolio of evidence including the LA is submitted in week 34-35 of the academic calendar. The proof of learning must evidence that the all student’s learning outcomes have been achieved as specified in their LA. The chosen mode of demonstrating the achievement of the LA must be equivalent to 4,000 words, but there is flexibility in how the academic written evidence is presented - for example a portfolio of evidence which may include, development of a poster with a written assignment, development of a PowerPoint presentation or writing up a Briefing Report for your line manager/team.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Other Work based learning 160
Online Guided independent study 40
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Portfolio 100 1,2,3,4 34 HOURS= 0, WORDS= 4000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2019/0, Trimester 2, Online, Edinburgh Napier University
Occurrence: 002
Primary mode of delivery: Online
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Claire Kydonaki
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
This module is designed around online and student - centred learning in their area of practice. This module will be delivered using an online learning approach via the virtual learning environment Moodle and the allocation of an academic supervisor for 1:1 academic support (LOs 1-4). The student is expected to critically reflect on their professional practice and identify any aspect(s) which they need to develop to an advanced level. They will negotiate and agree a personal set of learning outcomes and complete a LA indicating how their learning outcomes will be met (LO1). Students will need to demonstrate written evidence to support the achievement of their learning outcomes including a reflective account on their practice (LO2) and evidence of critical engagement with the work-based learning process (LO3). Evidence of engagement with others in the workplace to achieve the learning outcomes will be demonstrated by the student’s ability to communicate professionally and network appropriately (LO4).
N.B The LA must be approved prior to the students’ embarking upon its implementation. To ensure equity and consistency of approach a panel made up from the Module Team will consider and approve each student’s LA.
The constraints operating in relation to the LA are that learning outcomes written by the student are at level 11 SCQF; that the work is consistent with the philosophy of the award on which the student is registered; that the level of work produced to achieve the learning outcomes must be at level 11 SCQF 20 credits.
The Moodle units will be offered in sequential order to guide the student through the module content in a paced manner (LOs 1 -4). Key dates will be provided to help students plan their progression through the module. Moodle makes use of copyright cleared online video clips to enhance the learning experience. Asynchronous discussion with peers and the lecturers, support the student’s learning and unit activities are provided to promote active learning (LO’s 1-4). The discussion boards are used to promote shared learning within the student/lecturers’ groups. In addition, a ‘chat forum’ is provided for the students to share their experiences and gain support from one another.

Research / teaching linkages
This module is focused on understanding the nature of evidence and how it is disseminated and implemented in practice. Students are required to provide an evidence base when developing their Learning Agreement and portfolio of evidence. The module team will contribute to the students learning by using their experience to challenge their thinking so that they are better able to develop their selected assignment.

Supporting equality and diversity
This fully online approach helps to make this module more accessible to students who are part-time, mature, or learning at a distance. The delivery via Moodle with supported discussion helps to reduce the isolation of more traditional approaches to distance learning methods. Students with a disability are identified and necessary arrangements can be made for example exemption for spelling and grammatical errors in written work. A disability contact is also made available to all students who have been identified as requiring this. Information regarding this is posted within the Programme Handbook on Moodle.

Internationalisation
Teaching and learning resources used within this module are from respected journals and other sources e.g. Websites. Students are encouraged to consider the relationship of the context to the implementation of evidence into practice when research has been conducted in different countries, as well as thinking about the impact or relevance of their Learning Outcomes on other cultures and contexts. This module is delivered to students who learn from a distance. Relevant and appropriate adaptations are to the LTA strategy may be made to ensure that these students experience is comparable with students who are more locally based. For example, some students may have 1:1 academic supervision via Skype or WebEx.





Formative Assessment:
Formative assessment takes the form of a 500 word Learning Agreement (500 words) submitted in week 21 of the academic calendar (LO 1). Formative feedback is provided by the module team which will help the student to develop more focused and achievable learning objectives. A draft of the assignment (1500 words) will be submitted in week 27 and feedback will be provided by the academic supervisor by week 28 (LOs 2-4).

Summative Assessment:
For the summative assessment, a portfolio of evidence including the LA is submitted in week 34-35 of the academic calendar. The proof of learning must evidence that the all student’s learning outcomes have been achieved as specified in their LA. The chosen mode of demonstrating the achievement of the LA must be equivalent to 4,000 words, but there is flexibility in how the academic written evidence is presented - for example a portfolio of evidence which may include, development of a poster with a written assignment, development of a PowerPoint presentation or writing up a Briefing Report for your line manager/team.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Other Work based learning 160
Online Guided independent study 40
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Portfolio 100 1,2,3,4 34 HOURS= 0, WORDS= 4000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

The Module Team acknowledge that learners can recognise their own learning needs and will bring their own resources and knowledge to their academic and professional development. WBL promotes personal and professional reflection and critical thinking on an aspect of the learner’s practice that requires to be enhanced. The main module content includes, developing a LA, reflecting on how the learner demonstrated achieving their learning Outcomes using a reflective model or framework, how to write learning outcomes at level 11; exploring the different types of evidence that may be used with in their assignment and a deeper understanding of the processes involved when demonstrating critical thinking.

On this module you will learn to stimulate continuous professional development by enhancing your clinical judgement and skills in critical reflection on an area relevant to your practice which is underpinned by professional knowledge, skills and attitudes. In negotiation with your line manager and academic supervisor you will develop and sign off a Learning Agreement (LA) (LO1) that is equivalent to 200 hours of study. Learning will occur as a result of the student engaging in experiences and activities within their workplace which are critically analysed, evaluated, synthesised and evidenced (LO 2 -4) There is flexibility in how the academic written evidence is presented - for example a portfolio of evidence (5000 words), development of a poster with a written assignment (2000 words), development of a PowerPoint presentation or writing up a Briefing Report for your line manager/team.
This module will enable the student to gain academic credit by undertaking a project within their work place.

Learning Outcomes for module:

Upon completion of this module you will be able to
LO1: Formulate a LA which complies with SCQF level 11
LO2: Critically reflect on new learning using the reflective process
LO3: Critically engage with the work-based learning process
LO4: Demonstrate effective professional communication and networking

Indicative References and Reading List - URL:

Please contact your Module Leader for details
Click here to view the LibrarySearch.