NMHS43910 Facilitating Std Learning 1

Academic Year 2022/2023

In this practice-based module students engage in educational practice in a range of contexts. The aim is to provide the student with the opportunity to demonstrate the preparation and capability to apply the knowledge and skills gained in the theoretical modules. The module allows the student to practice and demonstrate the synthesis and integration of knowledge to inform their approach to facilitate student learning. The student is prepared to present a theoretically informed and evidence-based approach to teaching and facilitating student learning and assessment.
The module enables students to build confidence and self-esteem in their role as educators. Students are provided with the opportunity to evaluate the application of assessment approaches in current and future practice, having experienced a variety of assessments of‚ for and as learning. The students will be engaged in teaching practice in his/her relevant profession.

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Curricular information is subject to change

Learning Outcomes:

Students will:
• Implement an innovative approach to the development of learning and teaching and learning approaches for health
professions education.
• Integrate relevant educational, professional and disciplinary knowledge and expertise in teaching practice.
• Create and design effective learning experiences for students in a range of learning contexts, including small and large
groups, seminars, tutorials, blended learning, supported distance learning, and clinical skills and simulations.
• Plan and implement teaching strategies that actively engage students in their learning taking
• Create and enhance a learning environment that facilitates students and practitioners to achieve their learning outcomes.
• Demonstrate a critical understanding of the factors necessary for the development of a clinical learning environment
including criteria for audit and the process of monitoring.

Indicative Module Content:

This module aims to broaden and build students’ repertoire of teaching strategies. Students will consider the techniques and strategies of teaching groups and will have an opportunity to develop and practice their skills. Students will explore the concept of “student engagement” and will examine how to: (1) incorporate active learning strategies into their classes and (2) use technologies to support teaching and promote student interest. Approaches to skills teaching in simulated and clinical practice settings are also addressed

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities


Small Group




Placement/Work Experience


Cont Professional Development




Approaches to Teaching and Learning:
The module is student led and is delivered by blended learning format, supported by workshops. Pre-workshop reading/study, the completion of online discussions and active engagement in preparation for the teaching role are key to achieving the learning outcomes.
Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles
Not applicable to this module.
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Continuous Assessment: Attendance and participation at Workshop/Seminar. Pre-workshop reading and engagement in class discussion,
This module is assessed using the preparation of a Teaching Portfolio
Throughout the Trimester n/a Graded No



Carry forward of passed components
Remediation Type Remediation Timing
Repeat Within Two Trimesters
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Dr Freda Browne Lecturer / Co-Lecturer
Dr Lorraine Carroll Lecturer / Co-Lecturer
Dr Wayne Thompson Lecturer / Co-Lecturer