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Module Descriptors

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Session: 2022/23

Last modified: 15/03/2022 08:59:08

Title of Module: Work related learning 2

Code: NURS09169 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Elaine  Gifford

Summary of Module

This module will provide an opportunity for students to reflect on their work related experiences to develop leadership and self-management skills required for careers within health and social care services. The workplace should be within a health and social care service in which the student is employed or volunteers.

The student will reflect on their ability to lead, inspire and motivate others within the workplace and identify ways in which they aim to develop their knowledge, skills and performance.  Students will critically appraise their professional autonomy and provide explanation and justification for their practice and the decisions that they make. 

A key component of this module will be the development of skills for employment. This will be achieved through input from UWS Careers and Skills to enable the student to increase their confidence in searching for employment, writing an application form, personal statement and CV as well as developing interview skills.

This module will support students to develop a number of characteristics which contribute to the UWS Graduate Attributes of:

UNIVERSAL: Critical thinker, Emotionally intelligent, Ethically-minded, culturally aware, Collaborative, socially responsible and research minded.

WORK-READY:  Knowledgeable, problem solver, digitally literate, effective communicator, influential, motivated, ambitious, potential leader, enterprising

SUCCESSFUL: Autonomous, innovative, creative, imaginative, resilient, driven, daring and transformational


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Critically evaluate their own strengths within the workplace and identify areas for personal improvement.

L2. Critically appraise their ability to lead, motivate and inspire others

L3. Evaluate the scope of their professional autonomy within health and social care services.

L4. Reflect on their own learning and skills developed for future employability within health and social care or administration services.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

Demonstrate a broad knowledge and understanding of the importance of leading, motivating and inspiring people who use and provide services

Practice: Applied Knowledge and Understanding SCQF Level 9.

Appraise their own self-management skills including assertiveness skills within the area that they are employed or volunteer

Use a range of problem solving and safe decision making skills in order to lead, motivate and inspire people who use and provide services

Generic Cognitive skills SCQF Level 9.

Critically reflect on their own learning and skills development for future employability within health and social care services.

Communication, ICT and Numeracy Skills SCQF Level 9.

Demonstrate a range of effective communication techniques, numerical and IT skills to support service provision.

Use library data-bases to obtain evidence-based information.

Demonstrate knowledge and understanding in the ability to interpret numerical and graphically presented data

Autonomy, Accountability and Working with others SCQF Level 9.

Act autonomously whilst acknowledging the boundaries of own practice

Recognise own learning needs in relation to skills developed for employability within health and social care services.

Articulate and justify processes associated with managing own practice

Create and use opportunities to lead, inspire and motivate others


Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This is a reflective, work-related learning module to allow students to focus on their personal development related to the student's own work-place which may be voluntary or paid employment. Students will have an opportunity to reflect on their practice, enabling skills to be developed and demonstrated.

In addition, weekly timetabled sessions will be delivered using a hybrid approach using synchronous and asynchronous activities. Timetabled sessions will consist of a variety of teaching approaches including: synchronous timed online workshops and group problem solving activities as well as on- campus groupwork, networking and support. Some ‘coffee and chat’ support sessions will also be available. Students will have access to direct individual and tutorial support from the lecturers delivering the module.

Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery12
Tutorial/Synchronous Support Activity12
Personal Development Plan50
Asynchronous Class Activity10
Practice Based Learning60
Independent Study56
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

There are no essential core reading materials for this module. The following reading list is recommended to support the content of this module and its learning outcomes:




Gray I, Field R, Brown K. (2020) Effective leadership, management and supervision in health and social care. (2nd Edition) Exeter. Learning Matters Ltd.

Hafford-Letchfield T, Gallop L(2012) How to become a better manager in social work and social care: Essential skills for managing Care London, Jessica Kingsley Publishers




Pears, R & Shields, G (2019) Cite them Right. The Essential Referencing Guide. London: MacMillan International

Roberts G.W & Machon A. (2015) Appreciative Healthcare Practice: A guide to compassionate, person-centred care. Cumbria: M&K Publishing

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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Supplemental Information

Programme BoardMental Health Nursing & IP
Assessment Results (Pass/Fail) No
Subject PanelMHN&IP L9-11
ModeratorAnna Jack-Waugh
External ExaminerE Mistry-Jackson
Accreditation Details
Version Number

2.09

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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment Component 1
Summative Assessment
Critical incident analysis (50% weighting)
Assessment Component 2
Summative Assessment
Personal statement (50% weighting)
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical workcheck markcheck mark  500

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written work  check markcheck mark500
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Equality and diversity is at the heart of the module – recognising that this is key to the student experience within the module.

Through the hybrid approach taken the module is inclusive and supports the belief of fairness and equal opportunities across the teaching and learning, assessment, and evaluation processes within the module. This is further supported by any anticipatory adjustments and additional flexibility that is required to ensure accessibility of the module.

All students are encouraged to disclose disability and any specific individual needs is given consideration by the module team.


To ensure the module is responsive to the demand for equality and diversity UWS Equality and Diversity Policy is a key driver in the ethos of teaching and learning processes within the module

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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