This course’s taught modules explore a wide range of educational issues, including the nature of professional education, local, national and international factors impacting on curriculum development, and facilitating inter-professional learning and quality enhancement in education.
Practice-based modules provide the opportunity to apply teaching and facilitation strategies in a range of learning environments. In these modules you will be encouraged to engage in educational activities at two institutions and you will receive support in doing this.
As the course progresses, increasing emphasis is placed on the support of learning through practice to ensure you feel confident in your role in a more formal classroom setting as well as in the practice environment. This approach encourages the development of creative and innovative facilitators of learning with a strong sense of self-awareness and a commitment to personal development.
The final award depends upon the number of modules you take. A PGCert requires the successful completion of three modules and the PGDip requires the successful completion of six modules. The MSc requires the successful completion of nine modules, which must include Advanced Research Design and a Dissertation.
Nurses and Midwives
Nurses and Midwives who wish to meet the NMC standards to support learning and assessment in practice (NMC 2008) for teacher status will need to pass the compulsory modules: Teaching in Higher Professional Education and Creating Frameworks for Learning.
Creating Frameworks for Learning explores models of curricula, together with local, national and international policies and strategies, and the manner in which they impact on curriculum design, assessment, quality management and evaluation.
Teaching in Higher Professional Education offers an intensive, practice-based opportunity to explore and develop your practice as an educator in your own place of work and also in another educational institution.
For the PGDip you may choose from other relevant modules from across the postgraduate health and social care course portfolio, for example there are relevant modules in work-based learning, leadership and research.
Please note: as courses are reviewed regularly as part of our quality assurance framework, the module lists you choose from may vary.
Teaching and learning
The course team is committed to embedding the principles of adult learning into their own practice as educators. By this we mean valuing, and drawing on your experience as course members. Encouraging them to be engaged in the learning process. As well as developing a partnership with you based on self-awareness, negotiation and mutual respect.
There is a strong commitment to participative teaching methods and student-centred learning, which is achieved through mutual respect and negotiation. Reflection is used at many levels and provides a valuable strategy for examining and integrating theory and practice. It will also allow for monitoring and evaluating individual learning. There is also strong emphasis on acknowledging the rights, roles and expectations of people who use health and social care services as well as those whom you support in your learning.
You are expected to explore your own practice, recognising potentially discriminatory practices. Reflecting on them and incorporating change where appropriate.
Assessment is based on coursework. Throughout the course the assessments are designed to help you focus on the areas most appropriate to your field of work. The emphasis on self-assessment promotes reflection and self-awareness in analysing academic and professional abilities.
On rare occasions we may need to make changes to our course programmes after they have been published
on the website. For more information, please visit our
Changes to programmes