Understanding the Principles of Supervision and Coaching
| Module title | Understanding the Principles of Supervision and Coaching |
|---|---|
| Module code | NUR3300 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Ms Alison Marchbank (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
Module description
In this module you will consider the strengths and weaknesses of a number of approaches to supervising learners and mentoring. You will learn about Pendleton’s rules, the Set-Go method and Agenda Led, Outcomes-based feedback, and the use of the ePortfolio and the educational supervisor’s review (ESR).
Module aims - intentions of the module
Nurses as students and professionals need to encourage all learners to improve and to identify those who need particular help. They also need feedback and mentoring on their own performance. This module builds on Understanding Education Essentials and will equip you with the necessary knowledge and skills to give effective feedback, supervise learners, identify struggling learners and provide appropriate support to them. In a similar manner to other modules, there is an emphasis on developing both in-depth knowledge and practical experience.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a theoretical understanding and application of a range of different feedback methodologies in healthcare education contexts and situations.(E)
- 2. Explain how learning characteristics and issues can be identified in practice and identify a variety of interventions and strategies to encourage learner remediation and improvement. (F; E)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate understanding of the roles and responsibilities of regulatory and employing bodies in the provision and quality assurance of education in the health professions.(E)
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Critically appraise the importance of and own ability to provide constructive feedback to peers within the workplace and actively engage with feedback received on ones own professional practice.(F;E)
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
The typical indicative content of your module includes
Theories of feedback and feedback frameworks
Learners understanding of and responses to feedback.
Assessing prior learning and determining learning needs
The role of statutory regulatory bodies in ensuring standards.
Other stakeholders’ role in defining standards.
The concept of ‘coaching’
The failing learner; causes, recognition and remediation.
The limitations of remediation.
Providing feedback to colleagues.
Receiving feedback form colleagues.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 16 | Taught sessions |
| Guided independent study | 34 | Online preparation, formative assessment and preparation of teaching materials |
| Guided independent study | 100 | Assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Completion of online preparation and assessment | 1-4 | Online feedback | |
| Log of feedback received and given with an analysis of learning needs. | 1-4 | Tutor verbal | |
| Practical demonstration of giving feedback, with critical reflection on feedback received and analysis of learning involved. | 15 minutes practical demonstration | 1-4 | Verbal and written feedback from peers |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment: A critical engagement with theoretical, research and best practice literature to inform your practice. | 100 | 2,000 words | 1-4 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment (100%) | Written assignment (2,000 words) | 1-4 | 4 weeks after result |
Re-assessment notes
All items of assessment must be passed. The resubmission of the Written assignment must be a revised version of the original submission.
Indicative learning resources - Basic reading
Cantillon, P., Wood, D. (2017) ABC of Learning and Teaching in Medicine BMJ Publishing.
Curzon, J., Tummons, L.B. (2013) Teaching in Further Education: An Outline of Principles and Practices Bloomsbury. An excellent introduction to the principles of teaching and learning for all professionals.
Dolan, B., Hinchcliff, S. (2017) The Practitioner as Teacher (4th ed) Elsevier (Nurses as educators)
Hughes, L.J., Mitchell, M., Johnston, A.N. (2016) Failure to fail in nursing- A catch phrase or a real issue? A systematic Integrative literature review. Nurse Educ Pract 20. P 54-63. Available at https://doi.org/10.1016/j.nepr.2016.06.009
Swanwick, T. (2017) (ed.) Understanding Medical Education; Evidence Theory and Practice, Wiley-Blackwell.
Vinales, J.J. (2015) Exploring failure to fail in pre-registration nursing. BJN 24,(5), p 284-288 Available at https://doi.org/10.12968/bjon.2015.24.5.284
Useful texts
Archer, J. C. (2010), State of the science in health professional education: effective feedback. Medical Education, 44: 101–108.
Bachkirova T, Jackson P, Clutterbuck D (eds.) (2011), Coaching and Mentoring Supervision: Theory and Practice. Open
University Press.
Chism, N.V.N. & Chism, G. W. (2007) Peer Review of Teaching: A Sourcebook (2nd ed) London: John Wiley & Sons.
Curzon, J. & Tummons, L.B. (2013) Teaching in Further Education: An Outline of Principles and Practices Bloomsbury. An excellent introduction to the principles of teaching and learning for all professionals.
Dornan, T. Mann K, Scherpier A, Spencer J (eds.) (2010). Medical Education: Theory and Practice. London, Churchill Livingston.
Knowles, M.S. Holton III, E.F. Swanson, R.A. (2005) The Adult Learner (6th ed.) London: Elsevier Butterworth Heinemann.
Kurtz SM, Silverman JD, Draper J (2004). Teaching and learning Communication Skills in Medicine (2nd ed.) Oxford: Radcliffe Medical Press.
Moon J. (2006) Learning Journals: a handbook for reflective practice and professional development. (2nd ed.) London. Routledge
Steinert, Y. (2013). The "problem" learner: whose problem is it? Medical Teacher 35(4) e1035-45.
Waugh, C.K., Gronlund, N.E. (2013). Assessment of student achievement. (10th ed.) New Jersey: Pearson Education.
Wright, C., Richards, S.H., Hill. J.J., Roberts, M.J., Norman, G.F., Greco. M., Taylor, M., Campbell, J.L., (2012). Multisource feedback in evaluating the performance of doctors: the example of the UK general medical council patient and colleague questionnaires. Academic medicine. 87:12 p1668-1678.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Last revision date | 12/12/2018 |
