Key Facts

Course Title: PgCert Learning And Teaching In Higher Education (With NMC Registered Teacher Status)
Course type:
Mode of Study:Part Time
Contact Details:Contact Course Administration Office
Contact email:nursing.cpd@keele.ac.uk or,
Website: Go to School homepage
Faculty: Faculty of Medicine and Health Sciences
Subject Area: Nursing

Overview

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

Year 1: PgC Learning and Teaching in Higher Education (with NMC Registered Teacher Status)

The Postgraduate Certificate comprises of three modules;

NUR-40058 Registered Teacher Professional Portfolio
EDU-40086 Teaching Reflectively in Higher Education
EDU-40090 Design and Development in Higher Education

PLEASE NOTE: Students are required to successfully complete all modules to achieve the NMC Registered Teacher status.

This stimulating course will prepare successful students to meet the requirements of the Nursing and Midwifery Council's Level 4 Teacher standards to support learning and assessment. Separately, successful completion of the PgCert entitles students to Higher Education Academy Fellowship.

Throughout the PgCert you will work to develop a dynamic, critical rationale for your teaching practice drawn from reflection on what works in certain contexts, and why. The PgC aims to build professional confidence in promoting high quality learning in a rapidly changing higher education landscape.

Participants may elect to leave the programme with the exit award of Postgraduate Certificate Learning and Teaching in Higher Education (with NMC Registered Teacher Status).

Year 2: PgD Learning and Teaching in Higher Education (with NMC Registered Teacher Status)

The Postgraduate Diploma comprises of two modules;
EDU-40093 Technology Enhanced Learning
EDU-40092 Learning Technology Project

Continuing to build on study from the PgCert, you will have the chance to further develop as a reflective practitioner by encouraging reflection on your own experiences using technology, both as teacher and learner.

You will have the opportunity to learn about the technology available to teachers and engage with the practices and debates in this area. You will be encouraged to explore how technology can be used in curriculum development to support and enhance the learning experience of their students. The design, implementation and evaluation of a learning technology project will allow participants to investigate the impact of technology on student learning.

Participants may elect to leave the programme with the exit award of Postgraduate Diploma Learning and Teaching in Higher Education (with NMC Registered Teacher Status).

Year 3: MA Learning and Teaching in Higher Education (with NMC Registered Teacher Status)

The capstone module of the MA in Learning and Teaching in Higher Education (with NMC Registered Teacher Status) is the 60 credit NUR-40017 Action Research Project. Participants will explore educational research practices and methods as training for their own study. You will determine a project for investigation, independently or collaboratively with colleagues and/or students using Action Research as the underpinning philosophy or methodology. Projects are all required to follow University of Keele ethical procedures.

Aims of the Course

NUR-40058- Registered 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) education in both practice and academic learning environments.
2. To promote and enhance skills of critical reflection, analysis and synthesis to inform and support the development of best practice within practice and academic learning environments.
3. To prepare teachers to be able to make insightful and accurate judgments regarding whether a student has achieved the required standards of proficiency for entry to the professional register or, for recording a qualification at a level beyond initial registration, being the final point of accountability for Fitness for Practice decisions.
4. To prepare the teacher to be able to demonstrate leadership skills for education within both practice and academic learning environments.

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.

EDU-40090 Design and Development in Higher Education
1. To develop teaching practice (skills, knowledge and value sets)
2. To develop critical rationale for practice in the context of both general and discipline-specific educational theory, communities of practice, a range of policy contexts and a framework of professional values.

EDU-40093 - Technology Enhanced Learning
1. To encourage you to become reflective practitioners of learning technology
2. To increase confidence in how technology can be used to enhance your teaching and improve student learning
3. To expand your knowledge of curriculum development with particular reference to the use of learning technologies

EDU-40092 - Learning Technology Project

1. To engage in critically reflecting on their own practice of technology enhanced learning
2. To encourage the development of awareness of the contribution technology can make to learning and teaching in HE
3. To explore the processes of designing, implementing and evaluating the introduction of a learning technology

EDU-40017 - Action Research Project
1. To plan, undertake and submit a piece of action research demonstrating participants development as curriculum developers, reflective practitioners and pedagogical researchers.

 

Entry Requirements

To undertake this course you must;

 

  • Work in a capacity where you are involved in the promotion and development of practice-based education and have the opportunity to teach within a Higher Education Institute. You must have a teaching practice supervisor (themselves an NMC Registered Teacher) who will assess your achievement of the work-based 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 registered in the same part or sub-part of the register as the students they support;
  • Be able to meet the entry criteria determined by their regulatory body;
  • Have a minimum of 3 years post-registration experience;
  • Have successfully completed a first level degree or higher, relevant to their field of practice;
  • Be able to teach and assess in both practice and academic settings, contributing to decisions about fitness for practice of students for both registration and qualifications at a level beyond initial registration, and be accountable to the professional body for such decisions.

 

 

Course Content

EXIT AWARD: PgC Learning and Teaching in Higher Education (with NMC Registered Teacher Status)  
Module 1
NUR-40058 -  NMC Registered Teacher Professional Portfolio (Pass/Fail)
Module 2 EDU-40086 - Teaching Reflectively In Higher Education 30 Credits
Module 3 EDU-40090 - Design And Development In Higher Education 30 Credits
EXIT AWARD: PgD Learning and Teaching in Higher Education (with NMC Registered Teacher Status)  
Module 4: EDU-40093 -Technology Enhanced Learning 30 Credits
Module 5: EDU-40092 - Learning Technology Project 30 Credits
EXIT AWARD: MA Learning and Teaching in Higher Education (with NMC Registered Teacher Status)  
Module 6: EDU-40017 - Action Research Project 60 Credits

 

NUR-40058 - Registered Teacher Professional Portfolio

  • Planning for learning, teaching and assessment
  • Theories of Assessment
  • Educational Theory
  • Evaluation of Learning and Teaching
  • Curriculum design and delivery
  • Contemporary healthcare practice and the implications for nurse / midwifery and AHP education
  • Academic and practice based learning environments
  • Supporting and encouraging student learning in both the academic and practice based learning environments
  • Inter-professional education
  • The role of the registered teacher

 

EDU-40086 - Teaching Reflectively in Higher Education

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

 

EDU-40090 - Design and Development in Higher Education

  • Design, including; Module and Course design, Assessment, Constructive Alignment, Using ICT in module and course design, Problem-based-Learning)
  • The policy context, including; Evaluation, Understanding educational diversity, Education for Sustainable Development
  • Discipline-specific teaching and design

 

EDU-40093 - Technology Enhanced Learning

  • Formal/informal learning
  • Learning together and learning alone
  • Designing for learning - teaching, assessment and feedback with technology
  • Learning theory and online technologies
  • Generations of information seekers
  • An introduction to a range of technologies available including Google apps, mobile learning, blogs, wikis, clickers, and audio/video options.

 

EDU-40092 - Learning Technology Project

  • Project planning and action research: Action research is a good basis for curriculum development projects.
  • Analyzing learning needs: Understanding the needs of students and other stakeholders, the knowledge domain, learning objectives, resources and constraints.
  • Educational design: Some principles of designing learning technology
  • Choosing development tools
  • Evaluation of Learning Technology: Evaluation purposes, types and methods.
  • Participant presentations of progress in the first learning outcome and plans for projects.
  • Usability and accessibility issues around the use of technology and an increasingly diverse student population.

 

EDU-40017 - Action Research Project

  • The context of pedagogic research; types of pedagogic research particularly focusing on, and critiquing, action research. Planning and undertaking action research. Data types, data collection, evaluation and analysis. Research ethics and project planning.

 

Teaching and Assessment

The principal learning and teaching methods used during the course 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.

 

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme.

To apply for this course you will need to download and complete the MA, PGD, PGC Learning and Teaching in Higher Education Application form. You will also need to download and complete the Manager/Supervisor (Mentor) Guidance & Form 2017/8. Once fully complete please return both of these forms to Course Administration either electronically via nursing.cpd@keele.ac.uk 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 (Mentor) Form in conjunction with your application; without receipt of both forms your application will not be considered.