Overview
This course provides you with a comprehensive framework for planning, guiding and evaluating learning activities in the clinical setting. You will explore theories and concepts that underpin adult learning to support your teaching in the clinical environment. You will develop the skills and knowledge to foster a culture of learning that includes engagement with health professionals and others in the clinical setting, to share knowledge and practices that support person-centered care.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Apply clinical education theoretical frameworks to your specialty
- Explain a philosophy for teaching practice relevant to the clinical context
- Construct an educational plan for a specific health/patient education context
- Conduct and evaluate a clinical educational session
- Examine the ethical and legal issues related to clinical teaching and learning.
NA
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Workplace Project - 50% | |||||
2 - Reflective Practice Assignment - 50% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Knowledge | |||||
2 - Communication | |||||
3 - Cognitive, technical and creative skills | |||||
4 - Research | |||||
5 - Self-management | |||||
6 - Ethical and Professional Responsibility | |||||
7 - Leadership | |||||
8 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||
---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
1 - Workplace Project - 50% | ||||||||
2 - Reflective Practice Assignment - 50% |
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
c.l.harvey@cqu.edu.au
Module/Topic
Introduction to learning and teaching in the clinical setting
Clinical learning and teaching in the international and
national context
Chapter
Events and Submissions/Topic
- Readings related to the topic
- ZOOM tutorial - Introducing the unit of study, identifying
milestones, discussion on the assignments
- Discussion Forum – Tell us a little about yourself and what
you hope to learn from this unit of study.
Module/Topic
The teaching and learning cycle
Teaching principles
Gibbs cycle for reflective practice
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- ZOOM Tutorial - Planning your workplace project
Module/Topic
Teaching principles
Fundamentals of learning success
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- Discussion Forum - Reflection on practice
Module/Topic
Strategies for adult learning
Planning the learning experience
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- Discussion Forum - Reflection on practice
Module/Topic
The importance of communication in learning and teaching
Considering a personal model of teaching
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- ZOOM Tutorial – Knowing yourself
- Assessment 1a - Project plan outline
Module/Topic
Nil
Chapter
Events and Submissions/Topic
Module/Topic
Teaching methods in clinical practice
- Simulation
- Peer learning
- Mentoring in practice
- Problem based learning
- Reflections
- Case studies
- Ward rounds and hand over
- The teaching moment
Chapter
Nil
Events and Submissions/Topic
- Literature search on one teaching method
- Discussion Forum - Reflection on practice
Module/Topic
Developing a positive environment for teaching
·
Using learner strengths and abilities
·
Organisational space and place
·
Preparation
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- ZOOM Tutorial – Identifying learning strengths – avoiding the square peg in a round hole
Module/Topic
Using evidenced based practice in teaching
Testing learner knowledge
Setting learning goals
Teaching clinical skills
Chapter
Nil
Events and Submissions/Topic
- Discussion Forum - Reflection on practice
Module/Topic
Providing effective feedback
Planning next steps
Managing performance
Chapter
Nil
Events and Submissions/Topic
- ZOOM Tutorial – Managing difficult situations
- Assessment 1 – Submission of project report
Workplace Teaching project (50%) Due: Week 9 Monday (7 May 2018) 12:00 am AEST
Module/Topic
Barriers to effective teaching and learning
Common challenges
Finding solutions
Workplace conflict
Chapter
Events and Submissions/Topic
Discussion
Forum - Reflection on practice
Module/Topic
Clinical leadership
Clinical governance
Chapter
Nil
Events and Submissions/Topic
ZOOM
Tutorial – Continuing practice development for quality care
Module/Topic
Monitoring and evaluating learning outcomes
Planning the annual learning cycle
Chapter
Nil
Events and Submissions/Topic
Discussion Forum - Reflection on practice
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 2 - Submission of reflective practice journal
Reflective Practice Journal (50%) Due: Review/Exam Week Monday (4 June 2018) 12:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Welcome to the unit.
In this unit of study, we will guide you through the information and skills development that will assist you in preparing and managing learning and teaching in the clinical setting.
Please make sure that you familiarise yourself with the assignments that are part of this unit. It is advisable that you start considering this work early in the term.
It is also important that you participate in the online discussions and also the ZOOM tutorials because these contribute 10% of the marks for assessment 2. These will be recorded so that you can return to listen to them in your own time.
You will notice that the is a FAQ general discussion forum at the beginning of the module. If you have any questions that relate to the unit of study, please use this forum so that all the students can see be involved in the discussions. For any personal discussion, of course, you can email me directly. I will always answer emails within 48 hours, unless I am away, however, I will also always let you know when this may occur.
So, on that note, let the term begin!
Regards Clare
1 Workplace Project
This assignment allows you to develop skills in planning, implementation and evaluating a teaching plan/learning package in your workplace. In this assignment, you will need to consider your preparation, based upon an identified need. Examples of a need could be;
• an issue that has occurred at work, for example, a poor clinical audit result that will need further education and support to improve clinical practice skills,
• A mandatory training skill
• A continuing practice development learning package
You will then need to develop your project using the following steps;
• Title of the project
• Introduction and overview of the project
• Needs analysis
• Objectives
• Learning outcomes
• Evidence based literature underpinning the project
• Identify the learners who will be accessing this teaching
• Describe your consultation process for the development of the project
• Identify communication strategies for dissemination of teaching package/planning delivery
• Identify any barriers to achieving outcomes
• Provide a teaching plan
• Identify materials required, physical environment and teaching support you will need
• Outline the methods of teaching and dissemination of information – you can use any method or medium for the delivery provided it is appropriate for your student cohort
• Outline your assessments and how these will be measured
• Describe how you will provide feedback
• Describe ongoing monitoring and evaluation
• Recording and reporting
• Timelines for delivery, assessment and feedback
• Reflection on the activity
Week 9 Monday (7 May 2018) 12:00 am AEST
Please upload your Project here
Week 11 Monday (21 May 2018)
Results will be uploaded with feedback.
In addition to meeting the criteria provided above in the outline of this assessment, you will also be given credit for the following academic writing points;
Assessment criteria |
Performance standard
|
Writing provides a clear, coherent and independent exposition of
knowledge and ideas
|
Writing · reflects the writer’s own voice · is persuasive All ideas
·
are
presented logically with no extraneous details ·
demonstrate
fresh, original thought and reflections ·
show
penetrating insights
|
Knowledge of
content area and development of ideas are demonstrated |
·
All
points are fully elaborated and support ideas ·
Original
thoughts and ideas are presented and supported with clear, accurate and
detailed information and references
|
Reflection
|
·
Seeks to
understand concepts by examining openly own experiences in the past as they
relate to the topic, to illustrate points ·
Demonstrates
an open, non-defensive ability to self-appraise ·
In-depth
synthesis of thoughtfully selected aspects of experiences related to the topic ·
Makes
clear connections between what is learned from outside experiences and the
topic
|
Participation in discussion
|
·
Maintains
flow and quality of discussion without prompting ·
Helps to
redirect or refocus discussion when it becomes side-tracked or unproductive |
Critical thinking |
· Successfully explains why/how main
issues they are problems or questions · Identifies embedded or implicit issues,
addressing their relationships to each other · Clearly and accurately labels not only
all the factual, conceptual, and value, but also those implicit in the
assumptions and the implications of positions and arguments · Not only formulates a clear and precise
personal point of view, but also acknowledges objections and rival positions
and provides convincing replies to these · Also identifies and evaluates some of
the more hidden, more abstract concepts
· Rigorously evaluates all important
evidence offered · Provides new data or information for
consideration |
Engagement with the literature |
·
Concepts
are drawn from wider literature
evaluated in depth |
- Apply clinical education theoretical frameworks to your specialty
- Construct an educational plan for a specific health/patient education context
- Conduct and evaluate a clinical educational session
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Reflective Practice Assignment
Using Gibb’s Cycle of Reflective Learning, please provide an evaluation of your learning progress and development of your teaching skills, based upon your previous experience, the work you are undertaking in your current work, and the learning outcomes provided in this unit of study. You will need to commence this assignment early in the course in order to provide evidence of your preparation to demonstrate your ability to reflect on your practice.
After every module, please provide one entry for your reflective journal.
Participation in the online reflective forum discussions will award you 10% towards the final mark for this assignment.
Review/Exam Week Monday (4 June 2018) 12:00 am AEST
Please upload your assessment here
Exam Week Monday (11 June 2018)
Results will be uploaded online
Your reflective practice journal will be graded using the following rubric;
Descriptive Writing |
Descriptive Account With Some
Reflection |
Reflective Writing |
Deeper Reflective Writing |
0 – 25 marks - Unsatisfactory |
26 – 50 marks – Poor |
51 – 75 marks - Satisfactory |
76 – 100 - Excellent |
·
No
self-questioning. ·
Emotions
not explored. ·
No
standing back from the event. ·
No
external information considered. |
·
Some questions raised but
not answered. ·
Emotions begun to be
questioned. ·
Some distance from the
event. ·
Some reference to
external information. |
·
Evidence of
self-questioning. Emotions placed in context and questioned. ·
Evidence of standing back
and questioning the event. ·
Reference made to theory
or literature. |
·
Critical analysis of self
and own behaviour. ·
Recognition of the role
of emotions in shaping events. ·
Examination &
appraisal of a range of perspectives. ·
Integration of literature
properly referenced. ·
Includes an outline of
the implications and plans for future prescribing practice |
- Explain a philosophy for teaching practice relevant to the clinical context
- Examine the ethical and legal issues related to clinical teaching and learning.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.