Module Handbook for Negotiated Learning (Work Based Learning)

Academic year 2021/22

Module code: MHLMD3NLW

Level of study: 6

Number of credits: 20 credits

Programme/s the module belongs to : BSc Healthcare Practice

Faculty: Medicine, Health and Social Care

Academic calendar: C

Semester/Trimester of delivery: Trimester 1

Start date of the module: 30th September 2021

Location of study: Virtual delivery

Study hours for the module: 200 hours

 Number of contact hours and pattern of delivery: 12 hours academic direction- 4 session of 3 hours delivered
virtually.
 Number of hours when students are expected to study independently or amongst peers, with no direct
academic contact: 188 hours independent learning and work-based learning

Module leader name: Sue Holmes

Module leader contact details: sue.holmes@canterbury.ac.uk. Direct telephone number 01227 921743

Other teaching staff with contact details:

Mel Pitcher:

Module Facilitator and Tutor

Email: melanie.pitcher@canterbury.ac.uk

Karen Lumsden: Cohort lead Emergency Nurse Practitioners/Minor Injuries/Minor Illness

Email karen.lumsden@canterbury.ac.uk
How to access tutorials and other module support- Please contact Sue Holmes by email. I work part time -3 days
per week. These days do vary depending on my commitments, so email is the best way to contact me. My working
hours are 08.00- 16.00. If I am unavailable, please contact Mel Pitcher via email melanie.pitcher@canterbury.ac.uk

Who is the module for? This is an optional module for continuing professional students on the BSc Healthcare
Practice pathway and for stand- alone students undertaking bespoke employer led work- based learning.

Module aims: The aim of this module is to enable students to develop the values and beliefs, knowledge, skills and
competency relevant to their workplace culture and context and their own personal and professional development
as negotiated and relating to their particular working context.

Module learning outcomes:

Learning Outcomes

By the end of this module students should be able to:

1. Reflect critically on their current role and identify and justify the need for personal and professional
development.
2. Utilize different types of evidence to analyse their skill and competency development.
3. Critically reflect on their development of values, knowledge, skills and where applicable competency.
4. Demonstrate competence in a specified range of professional skills agreed between their tutor and their
practice supervisor.

Overview of learning and teaching activities on the module: Learning and Teaching Strategies

The first session will be facilitated by the module leader where students will be encouraged to present their ideas for
personal and professional development. Thereafter, workshop sessions will be student-led to critically analyse their
learning and development. Peer critique is a fundamental component of the module and students will be
encouraged to engage with classroom discussions. Students are expected to complete self-directed research for best
practice theory, reflective learning in and on practice, utilise on-line material and attend individual tutorials.

Bespoke Negotiated Learning

Students attending a bespoke Negotiated Learning module will receive specific topic teaching by the
employer/organisation. Reflecting the organisation’s learning plan. Peer critique is a fundamental component of the
module and students will be encouraged to engage with classroom discussions. Students are expected to complete
self-directed research for best practice theory, reflective learning in and on practice, utilise on-line material and
attend individual tutorials.

The university work-based facilitator will support the student academically to facilitate this learning by attending a
sample of the teaching sessions. Additionally, group/individual tutorials will be provided. The use of remote
communication systems for example, Blackboard Collaborate or Microsoft Teams will be utilised. Bespoke students
will additionally be invited to attend the virtual sessions provided.

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Equipment you need to bring to class: Before attending the first session students should complete the pre session
work available on Blackboard. This should be available to refer to at the first session.

Assessments:

Summative % weighting Deadline for Date for return Minimum pass

assessment submission of work of mark/grade mark for
Type and where and feedback assessment
assignment should be and where they task(s)
submitted will be returned

1. Written critical 100% Submission deadline 15 working days 40%

reflection- 3000 2pm on 13th January after submission
words 2022. deadline- via
To be submitted via Turnitin
Turnitin
2. Work Based 0% Submission deadline Pass/Fail
Evidence Tool 2pm on 13th January
2022.
To be submitted via
Turnitin

 Further information about the assessment can be found at the end of this handbook, in the “assessment
brief” section.

Indicative schedule of delivery Learning and Teaching Strategies

The first session will be facilitated by the module leader where students will be encouraged to present their ideas for
personal and professional development. Thereafter, workshop sessions will be student-led to critically analyse their
learning and development. Peer critique is a fundamental component of the module and students will be encouraged to
engage with classroom discussions. Students are expected to complete self-directed research for best practice theory,
reflective learning in and on practice, utilise on-line material and attend individual tutorials.

SESSION INDICATIVE CONTENT INDEPENDENT STUDY

30th Introduction to the module
Septembe Processes - Assignment, WBET (competency
r 2021 identification), work-place facilitator, learning
agreement.
Focus of workplace learning – group discussion
and feedback – using pre-module preparation
form review what do you want to learn, how are
you going to learn it and what are the benefits and
challenges. This may include workplace culture,
national occupational standards, job description,
policies and procedures, audit, appraisal.
Preparation for subsequent sessions.
28th Action learning set – feedback on identified
October actions from session one and setting of actions for
2021 session three
Student led discussion
Peer critique
Turnitin and originality reports
Mid module evaluation
11th
November Action learning set – feedback on identified
ACTIVITIES
Identify supervisor.
Learning agreement and Work-
based learning competency setting
with supervisor following 1st
session.
Set timeline for meeting with
supervisor to assess competencies
and gain formative and summative
feedback
Self -directed research for
reflective essay
Work towards achievement of
Learning objectives within WBET.
Self -directed research for
reflective essay
Work towards achievement of
Learning objectives within WBET.
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 SESSION INDICATIVE CONTENT INDEPENDENT STUDY
ACTIVITIES
2021 actions from session two and setting of actions Self -directed research for essay
for achievement of module learning outcomes.
Student led discussion
Peer critique
Tutorials

2nd End of module evaluation Work towards achievement of

December Tutorials Learning objectives within WBET.
2021 Self -directed research for
reflective essay

Guidance on how to use independent study time: As soon as possible after the first session. Identify a supervisor if
not already allocated. Set learning objectives and organise a meeting schedule for competency discussion and
assessment. Set out timeframe at the beginning of the module for self- directed research of literature appropriate to
your topic of study.

Referencing system: You should use the Harvard Referencing system. Please see Blackboard ‘referencing’ tab at the
top and open ‘Cite them right’

Learning Materials/Resources:

Dewing, J. McCormack, B and Titchen A. (2014) Practice development workbook: resources for health and social care
teams. London: Wiley-Blackwell

Douglas, A. and O'Neill, S. (2010) The Essential Work Experience Handbook. 3rd edn. Dublin: Gill & Macmillan

Eraut, M. (1994) Developing Professional Knowledge and Competence. London: Falmer Press.

Manley, K. McCormack, B and Wilson, V. (2008) International Practice Development in Nursing and Healthcare.
Oxford, Blackwell Publishing

Moon, J. A. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London, Routledge

Ovens, P. Wells, F. Wallis, P and Hawkins, C. (2011) Developing Inquiry for Learning. London: Routledge

Rolfe, G. Jasper, M and Freshwater, D. (2010) Critical Reflection in Practice: Generating Knowledge for Care. 2nd edn.
Basingstoke: Palgrave Macmillan

Schon, D. (1991) The Reflective Practitioner: How Professionals Think in Action. Basic Books: USA

Senge, P.M. (2006) The Fifth Discipline: The art and practice of the learning organization. 2nd edn. London: Random
House.

Journals

Adult Education

Educational Action Research Journal

International Practice Development Journal

Journal of Workplace Learning

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Websites

Centre for Advance HE formerly the Higher Education Academy Home | Advance HE (advance-he.ac.uk) (Accessed
05/08/21)

Centre for Creative Thinking www.ccthinking.com/ (Accessed 05/08/21)

Department of Health www.dh.gov.uk (Accessed 05/08/21)

Foundation of Nursing Studies Centre for Nursing Innovation www.fons.org (Accessed 05/08/21)

Nursing and Midwifery Council. www.nmc.org.uk (Accessed 05/08/21)

Patients Association www.patients-association.org.uk (Accessed 05/08/21)

Royal College of Nursing. RCN - Home | Royal College of Nursing (Accessed 05/08/21)

The Kings Fund. Available at: https://www.kingsfund.org.uk (Accessed 05/08/21)

World Health Organisation. Available at: http://www.who.int. (Accessed 05/08/21)

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Reassessment information:

Some students may be required to take reassessment for the module, following a decision from a
Board of Examiner. Do check the Your Guide to Assessment and Award Processes and seek advice
from your Personal Academic Tutor if this is the case for you. Support from the module team will be
available in preparation for the reassessments.

Should you be required to take reassessment, the nature of the reassessment will be:

Original assessment Reassessment type Deadline for submission of

1. Written critical reflection-
3000 words
2. Work Based Evidence Tool
Usually, the same type of reassessment, and where it
assessment and brief, but exam should be submitted
questions may vary
1. Written critical reflection- Date to be confirmed following
3000 words exam board
Turnitin
2. Work Based Evidence Tool Date to be confirmed following
exam board
Turnitin

This handbook should be read in conjunction with other sources:

 Student Handbook: for programme academic information applying to all modules
 Current Student Webpages: for generic student experience information

Assessment brief:

 Work Based Evidence Tool (WBET). The WBET is a pass or fail document. To pass, all
competencies need to be formatively and summatively assessed by your supervisor. It is
acceptable to have NOT met the competency at the formative stage. But you must meet the
standards required and be assessed as competent at the summative stage to pass the WBET.
Additionally, all signatures and dates need to be present. No electronic signatures are
accepted. Please see WBET and information available on Blackboard for further information.
 Critical Reflection/Analysis. A 3000- word critical reflection/analysis of the evidence base
utilized for one skill development (this needs to be different from the issue critiqued in your
WBET) or it can be on a different topic or aspect of your skill development. You may choose to
critically reflect/analyse the literature, which supports evidence- based care in relation to your
chosen skill or you may critically analyse the evidence, which supported how you developed
your chosen skill.

 Formative feedback. Will be provided by the negotiated learning facilitator for both the WBET
and essay.
 Formative feedback deadline dates: 9am on 9th December

 Assessment criteria for critical reflective essay. Additional information can be found on the
Negotiated Learning Blackboard

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CRITERION 80-100 - Excellent
PRESENTATION & STYLE
Clarity of expression Exceptional writing
(incl. accuracy, spelling, control, appropriate to
grammar, punctuation assignment, which
enhances the argument.
Grammar and spelling
accurate.
CONFORMING TO INSTRUCTIONS
Attention to purpose Addresses the purpose of
the assignment
comprehensively and
imaginatively.
Referencing Sources used are
acknowledged in the text
and reference list and used
fluently to support
discussion. Referencing
follows a systematic
approach, appropriate to
the discipline. All elements
of individual references are
present.
CONTENT AND KNOWLEDGE
70-79 - Very good
Fluent writing style
appropriate to the
assignment. Grammar and
spelling accurate.
Addresses the full purpose
of the assignment with
some creativity.
Sources used are
acknowledged in the text
and reference list and used
effectively to support
discussion. Referencing
follows a systematic
approach, appropriate to
the discipline. All elements
of individual references are
present.
60-69 - Good 50-59 - Sound 40-49 - Satisfactory 20-39 - Fail 0-19 - Fail
Language, fluent. Meaning clear, but Generally Meaning often Meaning unclear. Poor
Grammar and spelling language not always understandable, but unclear and/or spelling, grammar and
mainly accurate fluent. Grammar language contains errors frequent errors in punctuation.
and/or spelling which detract from the grammar and/or
contain errors. argument. spelling.
Addresses the main Addresses the main Some of the work is Mostly fails to Fails to address the task set.
purpose of the purpose of the focused on the aims and address the task set.
assignment assignment. themes of the
effectively. assignment.
Sources used are Sources used are Sources of information Some sources of Little or no
acknowledged in the acknowledged in the acknowledged but information acknowledgement of
text and reference list text and reference list. integration between text acknowledged but sources of information in
and used to support Referencing follows a and reference list is links between text text and/or reference list
discussion. systematic approach, inconsistent. Attempts and reference list
Referencing follows a appropriate to the to follow systematic unclear. Referencing
systematic approach, discipline. Most approach, appropriate to does not follow a
appropriate to the elements of the discipline. Some systematic approach.
discipline. All individual references elements of individual Elements of
elements of individual are present. references may be individual references
references are incomplete and/or incomplete and/or
present. absent. absent.
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CRITERION 80-100 - Excellent
Use of literature/evidence Demonstrates
of reading exceptionally broad and /
or in-depth independent
reading from appropriate
sources. Choice of sources
clearly enhances fulfilment
of the assignment
objectives. Clear,
accurate, systematic
application of material
with well-developed /
integrated critical
appraisal.
Knowledge and Knowledge and
application of theory understanding of theory
exceptionally detailed and
sophisticated.
Appreciation of the limits
of theory demonstrated
throughout the work.
Approach to assessment
task clearly, appropriately,
and consistently
theoretically informed.
THINKING / ANALYSIS / CONCLUSION
70-79 - Very good
Evidence of broad and / or
in-depth independent
reading from appropriate
sources. Rationale for
choice of sources clear.
Clear, accurate, systematic
application of material,
with consistent, thorough
critical appraisal.
Demonstrates a detailed,
accurate, systematic
theoretical understanding.
Appropriately selected
theoretical knowledge
integrated into the overall
assignment task.
60-69 - Good 50-59 - Sound 40-49 - Satisfactory 20-39 - Fail 0-19 - Fail
Evidence of Evidence of Limited evidence of Very limited evidence Little or no evidence of
independent reading independent reading independent reading. of independent engagement with relevant
from a wide range of from an appropriate Literature is presented reading / literature.
appropriate sources. range of sources. in a descriptive way. inappropriate sources
Clear, accurate, Sound application of used / engagement
systematic application literature. with the literature
of material. Shows very superficial
developing ability to
appraise material
critically.
Shows a systematic Sound descriptive Selection of theory is Knowledge of theory Absence of relevant
and accurate knowledge of key satisfactory but inaccurate and / or theoretical content / use of
understanding of key theories with some application/ incomplete. Choice theory.
theories, which are appropriate understanding limited. of theory
appropriately applied application. inappropriate.
within the context of Application /
the assessment task. understanding very
limited
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 CRITERION 80-100 - Excellent
Conclusions Conclusions exceptionally
well developed and show
considerable originality.
They form an integrated
part of the overall
argument / discussion,
reflecting commanding
grasp of theory / evidence /
literature and appropriate
forms of conceptualisation.
PRACTICAL/ INTERPERSONAL SKILLS
Work within a Develops specific,
framework of achievable objectives
professional values/code which show creativity.
of conduct Objectives are fully
consistent with
professional values/code of
conduct, and appropriate to
the clientele.
Date and validity Sept 2021 valid for academic year Trimester 1 2021/2022
70-79 - Very good
Conclusions well
developed, analytical, and
show some originality.
They are thoroughly
grounded in theory /
evidence / literature and
use appropriate forms of
conceptualisation, forming
an integrated part of
overall argument /
discussion.
Develops specific
objectives which are
achievable, consistent with
professional values/code of
conduct, and appropriate to
the clientele.
60-69 - Good 50-59 - Sound 40-49 - Satisfactory 20-39 - Fail 0-19 - Fail
Conclusions show Sound conclusions Adequate conclusions Limited or ineffective Lack of conclusions, or
some development are drawn which are are drawn which are attempt to draw unsubstantiated / invalid
and critical insight clearly derived from derived from limited together arguments. conclusions drawn.
and relate clearly and evidence / theory / understanding of
logically to evidence / literature. evidence/ theory/
theory / literature. literature.
Develops objectives Develops objectives Uses objectives which Inadequate attempt to No attempt to ascertain
which are consistent which are consistent are consistent with ascertain needs of needs of clientele and
with professional with professional professional values/code clientele and develop develop a workable brief.
values/code of values/code of of conduct but are set by a workable brief. Fails to work within the
conduct and conduct and generally the clientele. Limited Limited use of prescribed professional
appropriate to the appropriate to the consideration of professional values/ values/code of conduct
clientele. clientele. appropriateness and code of conduct framework.
practicability. frameworks.