Leading Education in Practice: NMC Practice Teacher Award
School - School of Health and Society
Subject area - Nursing
Start Date(s): September; February
September start: 8 months;
February start: 12 months
Part-time - £1,260 per 30 credit module
- Support your career progression within the field of health and social care education and become an NMC Stage 3 Practice Teacher
- Teaching and learning techniques used will advance your personal growth as a leader of education and enable you to deliver excellent health and social education care now and in the future
- Use this certificate as part of the MSc Leading Education for Health and Social Care Reform
- Part-time study option
This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher.
This postgraduate certificate is the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) Practice Teacher register.
This course is different to others as it combines developing yourself in the role as NMC Stage 3 Practice Teacher whilst at the same time developing your skills, knowledge, qualities and behaviours of an effective leader of health and social care education. Within the context of your organisation, you will develop the skills to lead practice based learning that is based on sound education and leadership practices that are research and evidence based. You will develop the skills to take into consideration the complexity of the different levels of practice and student experience. You will critically apply the NMC Practice Teacher Standard, thus facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel. You will be provided with opportunities to design and undertake assessment of educational knowledge, attitudes and skills in the practice context and identify a clear theory and/or research and evidence base in the design of learning, teaching and assessment.
There are opportunities for you to work flexibly full or part-time with options to use credits from this course towards the MSc Leading Education for Health and Social Care Reform.
The range of knowledge, skills and attitudes required of an effective practice teacher and educational leader have been carefully developed into two specialist modules.
Teaching and learning strategies reflect the real world recognising that you as Practice Teacher and educational leader have to present, report, justify, reflect, defend and write critically. Therefore you will be given opportunities to develop these skills throughout the course. These strategies will also prepare you to work in the range of health and social care practice setting that are often in a state of flux and transformation.
The teaching and learning strategies are dependent on sound group dynamics, trust and cohesion. The course commences with an induction day which explores students’ expectations, hopes and fears, work based learning opportunities, along with confidentiality and other issues. Specific teaching and learning strategies include: seminars, master classes, teaching experience, and shadowing experienced health and social care educational leaders. These are interactive, discursive, participatory, collaborative and practice based and employ a variety of teaching and learning methods including group activities, sharing of work based and learning experiences and personal and group reflections on educational leadership and practice Teacher ‘real life’ scenarios , utilising best-evidence generated from models, theoretical concepts, the workplace and their own experiences.
- Critically examine the theory, research base and impact of the drivers for health and social care reform on leading practice education
- Identify a clear theory and/or research base in the design of practice learning, teaching and assessment
- Aligning with the NMC Stage 3 Practice Teacher Standard, critically apply educational leadership and teaching and learning theories to facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel
- Design and undertake assessments of educational knowledge, attitudes and skills in the practice context that are based on the critical application of educational leadership concepts and theories