2. Learning outcomes:
1. Knowledge & Understanding
On successful completion of this module you will be able to...
1.1 Evaluate learning, teaching and mentorship theories,
principles of assessment, concepts of reliability, validity and
factors that influence judgement relevant to learner needs
1.2 Critically reflect upon the responsibilities and boundaries
of your role in supporting learning, teaching and assessment
working within a legal, ethical and professional framework
cognisant of your professional accountability.
3. Learning outcomes:
2. Subject-Specific Skills
On successful completion of this module you will be able to...
2.1 Critically analyse the practice setting as a learning
environment and develop effective evidence based learning
opportunities
2.2 Evaluate your contribution to on-going audit and quality
enhancement of the practice learning environment
2.3 Negotiate learning needs and use appropriate assessment
strategies to offer guidance, provide feedback, facilitate and
support learning and assessment, and reflect upon the
effectiveness of your role in those processes.
4. Learning outcomes:
3. Personal Transferable Skills
On successful completion of this module you will be able to...
3.1 Advance and reflect upon existing interpersonal skills to
enhance effective learning and teaching and comprehensive
assessment.
3.2 Contribute to and integrate the involvement of others
through effective team working in the practice learning
environment.
3.3 Utilise information technology congruent with the
developing skills of a 21st century health practitioner.
5. Getting Started
Overall aims of the Module
Module Handbook – Learning Outcomes
Practice
Level 5 or Level 6?
Time Management/Planning
Academic Supervision
Mind Maps
6. Example of mind mapping
SLIP
Assessing
Mentorship
Learning
theories
Teaching
Styles
Feedback
Types
e.g. norm
Criterion
Assessing
7. Essay
The essay should have one central focus, broken
down into a sequence of inter-linking points.
8. The Introduction
Informs the reader how you will answer the question
Comprising of
Introductory remarks
Sets the agenda for the essay
Is 5-7% of the total essay length
9. The Conclusion
Restates the main argument in a way that shows
that you have answered the question
No new information is included
May include recommendations (this depends on the
criteria)
Is still supported by literature/references
Is 13-15% of the total essay length
10. The Main Body
Comprises of a chain of interlinking paragraphs which
build and present a case
Each paragraph
Should be a complete section of the argument posed
Should be carefully positioned – why is your first
point your first point? Your second, your second
point … etc?
Should contain a 'topic sentence„
Should have a logical flow from the previous and
connect
Is 80% of the total essay length
11. Ensure Flow
Use simple and appropriate words
Avoid jargon/slang
Avoid over-quoting
Avoid 'overly-common used' phrases
Avoid verbosity
Remember the rules of grammar
Stick to first or third person
Avoid mixing tenses
Don't waffle
Proof read
12. Evidence/Supporting literature
Evidence supports an argument, it does not form an
argument in its own right
You should present evidence supporting both sides
of an argument
Level 5/6 work demands that you look in detail at a
particular area. There is no substitute for reading
around your subject area to develop your
arguments.
13. Supporting Literature
The literature can be from a variety of sources,
however if using journals you need to explore those
that are peer reviewed (says in journal or check with
librarian).
Avoid using the internet for sources of information as
the quality is variable and may not be accurate. Use
recognised sites for example DH, NMC, RCN etc.
You need to explore research that has been
undertaken around the area you are investigating.
Remember though that all research has its
limitations.
14. Supporting Literature cont…
Avoid relying on limited reference sources for your
work.
Ensure that you have referenced correctly. Avoid
making direct quotes if possible.
15. Using literature in a variety of ways
1) It has long been established that "within the hospital
setting, the wearing of uniforms by nurses is
essential" (Smith 2003 p92).
2) Smith (2003) suggests that it has been long
established that "within the hospital setting, the
wearing of uniforms by nurses is essential" (p92)
3) Smith (2003) suggests that it has long been
established that nurses should wear uniforms in
hospital ward settings.
4) It has long been established that nurses should wear
uniforms in hospital ward settings (Smith 2003).
16. Levels 5 & 6
The difference with work at level 6 is your ability to
analyse the issues under discussion and be
constructively critical. You need to be concise with
your language
At level 5 this is also applicable but less emphasis
on analysis and more on „discussion‟ (see marking
criteria/grid).
An assignment may involve making
recommendations for practice, these should be
evidence based.
17. Style
"Everything said in academic texts tend to be
cushioned in very cautious language. In fact, this is a
necessary part of academic writing‟‟.
(Northledge 2007;p29)
For example:
„…it would appear…‟ or „…it appears that…‟
rather than stating something „is‟. In academic writing
it is difficult to be absolutely certain about anything
18. An extra note on level 5
Marking grids
Assignment Guides – descriptive as oppose to
analytical
Marks still gained for analysis and the more you
include the more potential for higher marks
Style, layout, sources, referencing, reading around
subject are all still important
SLIP - mentorship in practice as well as the
academic work /level
19. Proof read
“as I was unable to meet Client A's dietician, in
future I will ensure more than one appointments are
made quite in good time so that when one is
cancelled, I have another available to look up for”
“although digestion does occur in the stomach,
there is no nutrient absorption there because.”
20. In summary
Use what you have learnt on the module
Be objective and analytical
Show that you have understood what you have said
Explain yourself
Apply to practice/ensure in context
Write clearly, legibly and without error
Pay attention to grammar and general presentation
Do make sure that you read the question for the
assignment and cover the learning outcomes.
21. Suggested reading
Cottrell S (2013) The Study Skills handbook. 4th ed.
Palgrave Macmillan, Basingstoke.
Craig, C (2009) Study Skills for health and Social care
Students Sage, London.
McMillan K and Weyers J (2012) The Study Skills
Book – available as an e-book from university library.
Moore S, Neville C, Murphy M and Connolly C (2010)
The Ultimate Study Skills Handbook Open University
Press, Maidenhead.
