Key Facts

Module Title: Practice Teacher Programme (NMC)
Mode of Study:Part-time
Contact Details:Contact Course Administration Office
Faculty: Faculty of Medicine and Health Sciences
Fees: Click for details

Developed to meet the needs of busy healthcare professionals, in response to stakeholder requests, this exciting and innovative programme uses classroom and practice based learning to prepare postgraduate students for their role as Practice Teacher.

This programme comprises of two modules; EDU-40086 Teaching Reflectively in Higher Education and NUR-40057 Practice Teacher Professional Portfolio. Students are required to successfully complete both modules to achieve the Practice Teacher status.

This stimulating programme will prepare successful students to meet the requirements of the Nursing and Midwifery Council's level 3 Practice Teacher standards to support learning and assessment in practice. Throughout the programme you will develop a dynamic, critical rationale for your teaching practice drawn from reflection on what works in certain contexts, and why. You will benefit from the support of a dedicated health professional tutor and will complete a number of learning activities, both as an individual and collaboratively with fellow education and Practice Teacher students. Separately, successful completion of EDU-40086 module entitles you to Higher Education Academy Associate Fellowship.



To apply for this module you will need to download and complete Practice Teacher Programme Application‌ form. You will also need to download and complete the Manager/Supervisor Form. Once fully complete please return both of these forms to Course Administration either electronically via or via post to PGT Course Administration, Keele University, Clinical Education Centre, Newcastle Road, Stoke on Trent, Staffordshire, ST4 6QG.

PLEASE NOTE: that you are required to fully complete and submit the Manager/Supervisor Form in conjunction with your application; without receipt of both forms your application will not be considered.

EDU-40086 Teaching Reflectively in Higher Education

1.To instil principles and techniques of reflective practice that will help successful graduates to become resourceful and critical developers of teaching and learning in higher education.
2. To develop a critical rationale for practice that is grounded in theoretically informed understanding, experience gained through critical incidents, and relevant values and policy contexts.
3. To provide structured support to encourage peer collaboration and learning from each other, through both direct observation and regular discussion of what worked, and why.

NUR-40057- Practice Teacher Professional Portfolio

1. To provide a course of study which offers intellectual challenge, both academic and professional, by promoting skills of critical analysis, evaluation and problem-solving in relation to nursing and midwifery (or other health and social care) practice-based teaching and assessing.
2. To promote and enhance skills of critical reflection, analysis and synthesis to inform best practice within practice-based teaching.
3. To prepare practitioners to be able to make insightful and accurate judgments regarding whether a student has achieved the required standards of proficiency for safe and effective practice.
4. To prepare the practitioner to be able to organise and coordinate learning activities in the practice setting and provide leadership for those involved in supporting learning and assessment in practice.

To undertake this module you must:

  • Work in a capacity where you are involved in the promotion and development of practice based education AND have a work-based supervisor (themselves an accredited Practice Teacher or Teacher (or equivalent) who, in relation to students in the School of Nursing and Midwifery, is live on the relevant Trust Mentor/Practice Teacher Register) who will assess your achievement of work-based learning outcomes.
  • Be live on the Nursing and Midwifery Council (NMC) Register as a Nurse or Midwife. The possibility exists for other professions to do the course, following discussion with the module lead.
  • Be able to meet the entry criteria determined by your regulatory body
  • Be registered in the same part of the register as the student you are to assess (for nurses and midwives)
  • Be active on the local Mentor/Sign-off Mentor Register
  • Have a minimum of 2 years post-registration experience
  • Be working in a capacity where there are opportunities to engage in practice-based education.
EXIT AWARD: Practice Teacher Programme (NMC)  
Module 1 NUR-40057 Practice Teacher Professional Portfolio (Pass/Fail)
Module 2 EDU-40086 Teaching Reflectively In Higher Education 30 Credits


EDU-40086 Teaching Reflectively in Higher Education

  • ‘Good teaching’ and the roles of a teacher
  • Microteaching
  • Lecturing
  • Using ICT and Smartboards
  • Making discussion work
  • Understanding and supporting student learning: theory and practice.
  • Session planning
  • Supporting learning in labs and tutorials
  • Giving student feedback
  • Catering for diversity and Internationalisation


NUR-40057- Practice Teacher Professional Portfolio

  • Planning for learning, teaching and assessment
  • Assessment
  • Theories of workplace learning
  • Curriculum design and delivery with regard to the workplace / practice setting
  • Contemporary healthcare practice and the implications for nurse / midwifery and AHP education
  • Learning environments
  • Supporting and encouraging student progress in the workplace / practice setting
  • Inter-professional education
  • The role of the practice teacher
  • Sign off preparation

The principal learning and teaching methods used in the programme are:

  • Lectures, seminars and workshops: The core of each module delivery mode is a series of face to face tutor-led or group-led seminars or workshops.
  • Web-based learning using the Keele Learning Environment (KLE), Blackboard.
  • Group work and peer support. All modules use focused group work and class discussions within face to face tutor time
  • Directed independent study. Most of the study hours for each module comprise independent learning by expecting participants to add depth and breadth to their knowledge of topics, to practice skills and to reflect on critical incidents and their practice.