Health and Social Care Education provides a flexible and relevant route to a postgraduate teaching qualification for those working in the health and social care professions. The course reflects the need to prepare teachers in a multi-professional context, with increased shared learning, to enable them to teach and to facilitate teamwork in that environment. The course brings together practitioners from many different professional fields, including the professions allied to medicine such as medicine, such as physiotherapists, podiatrists, occupational therapists and social workers who share a mutual interest in developing educational skills.
Professional accreditation The programme is accredited by the Higher Education Authority and validated by the Nursing and Midwifery Council. Students wishing to record their qualification with the NMC are required to enrol for the Consolidation module.
Course structure Attendance is one day a week for the extensive mode or blocks of study over two semesters if taken intensively. The course may be taken over one year or up to three years. The modules explore educational theory linked to the practices of the developing role of the teacher and course design and planning. Students undertake 180 hours of teaching practice during the course, including direct teaching experience, educational activities appropriate to their professional role, and portfolio development. Action learning sets encourage the development of the portfolio through reflection, analysis and challenge students' perceptions of their teaching role in a supportive manner.
Areas of study The course offers a stimulating learning experience, which provides an excellent model of education for intending teachers. Students have a lived experience in a positive learning environment that values creativity, critical thinking and reflection. The aims of the course are to: - facilitate students' personal and professional development in terms of their knowledge, skills and critical awareness of teaching and learning in health and social care settings as well as in higher education institutions - enhance their ability to utilise a wide variety of approaches and methods for teaching and assessing in practice - prepare students for the challenges of role transition and the development of the educational roles of the future. On successful completion of the course; Postgraduate Certificate in Health and Social Care Education, students will be able to: Knowledge and theory - critically examine their developing knowledge and understanding of educational theory, whilst developing originality in the application of this knowledge required for future/enhanced roles as educators - critically evaluate their competence in teaching practice and course design; and develop confidence in selecting educational techniques that are relevant and of value to their professional field of practice - develop a critical awareness of historical and current educational issues/research, within the wider philosophical, theoretical and social contexts in which professional education is delivered Skill - develop skills in critical analysis, reflection, synthesis and experiential learning through the evaluation of teaching practice, action learning and the variety of educational opportunities offered during the course - develop strategic/leadership skills for delivering and evaluating the government's agenda for health and social care through education in practice - critically evaluate educational experiences within multi-professional groups to facilitate effective team working in a variety of placement settings. Action learning sets are learning support groups enabling students to link the theory from the modules and encouraging its application to educational practice through the Patchwork Text. The induction days will orientate students to the Patchwork Text, which are produced using a reflective framework to be analysed at each meeting. These texts plus the students' reflections upon the experience will be included in the portfolio assignment for Developing the Role of the Qualified Teacher through Reflection. A problem-based learning (PBL) approach is used in Course Design and Planning to enable students to engage in the process of developing an educational programme. Students will not only experience PBL as a reality but this approach encourages a creative, individual and challenging strategy for course design.
Syllabus Developing the Qualified Teacher's Role Through Reflection, Learning and Practice Course Design and Planning
The entry requirements listed here are for students starting their course in 2012. Individual offers may vary For non-native speakers of English:IELTS 6.5 overall, 6.0 in writing. Degree and/or experience:Students should hold a professional post in health or social care, involving at least 15 hours of educational activity per week. First degree in health or social care-related subject OR completion of the Level 3 or M-level Teaching, Learning and Assessment in Practice module.
Recipient: University of Brighton
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