Facilitating Teaching Assessment and Supervision in the context of practice


Facilitating Teaching Assessment and Supervision in the context of practice

This three-month-long (40 credit) module aims to help you develop your knowledge, skills and competence to effectively facilitate and support learning and undertake the assessment of students and others within the context of your area of practice. 

This module is for registered nurses, midwives and other registered healthcare professionals who support others learning in practice. The knowledge and skills gained from studying this module can be used to support the learning and assessment of students, junior staff, service users and carers in your practice setting.

On completion of this module, you will have 40 credits at Level 7 which can be used towards a MSc in Professional Practice programme or you can continue to undertake the full PGCert Ed for Health care Professionals. Successful completion will also enable you to fulfil the role of  Practice Assessor, in accordance with NMC requirements.

You must be a registrant nurse, midwife or allied health professional to apply for the course. 

CA4D008 Glyntaff and online using a blended approach Three months (10 set study days) April

During the module, you will study the theoretical perspectives of learning, the associated evidence base and the critical application to learning, teaching and assessment and develop the knowledge and skills required to support the development and maintenance of an effective physical, psychological and social learning environment in a variety of settings. The module will also explore the processes, skills and accountability required to assess learning and competence and the quality assurance processes underpinning the provision of learning, teaching and assessment in both the educational and practice. The module will encourage the use of reflection to enhance learning, growth and competence in yourself and others.

  • Creating an environment conducive to learning in both the academic and practice settings. 
  • The who/what/why/how of teaching – practical application 
  • Facilitating learning in a formal setting / planned learning - Planning your session.  
  • How do students learn – learning theory and evidence supporting educational pedagogy -surface v deep learning - immersive Learning and constructive alignment.
  • Overview of the range of pedagogical strategies to facilitate learning - Facilitating the development of practical/clinical skills in learners.
  • Facilitating the development of practical/clinical skills in learners.
  • Roles, responsibilities and accountability of the academic and practise assessor. 
  • Failing to Fail -When what and how when delegating. 
  • Critical reflection - reflective writing 
  • Promoting inclusivity in learning, teaching and assessment - ensuring equality and diversity. 
  • Assessing students with additional learning needs/disabilities/making reasonable adjustments
  • Innovation in teaching
  • Inter-professional Learning 
  • Assessing in Practice - Making and recording objective, evidence-based assessments.
  • Ways of gathering assessment data and giving feedback
  • Technology-enhanced learning in practice and the educational setting.
  • Self and Peer Assessment in education and practice. 


  • Jill Barnes, course leader
  • Dr Mark Davies
  • Stacey Jenkins
  • Donna Price
  • Natalie Davies–Dixon.  

There will also be best practice exemplar lectures whereby expert educationalists will demonstrate innovative learning and teaching methods they employ.

Although this is a changing landscape with due consideration of social distancing requirements and access to campus. The module will be delivered using a blended learning approach, consisting of:

  • Live – online sessions – synchronous activities.
  • Guided asynchronous activities which although scheduled for the Fridays you can study these at any point during the week.
  • a Communities of Practice Group where you can learn with and from your peers, share ideas, reflections and resources.
  • Regular discussions with your Personal Tutor – reflecting on your development.
  • Group tutorials with your peers in Personal Tutorial Group Meetings.

There are ten scheduled study days on a Friday between 10am and 3pm. However, there are also a number of activities to undertake prior to some of the live sessions and you will need time to prepare your two summative teaching sessions. This is a 40 credit module, so you need to be prepared to devote around 400 hours to this module.

The module will provide formative feedback throughout especially in relation to you proposed lesson plans and PowerPoint presentations etc – however the summative elements of the module include:

  • Two sessions where you are observed facilitating learning – plus your lesson plan and resources.
  • A critical reflection on how you have developed your knowledge, skills and competence as a facilitator of learning.
  • A portfolio of your journey during the module.

You will be allocated a Personal Tutor to offer support and guidance with all aspects of the module. Your Personal Tutor  will also offer you academic supervision to help you prepare for your assessments and undertake observations of your taught sessions. 

Depending on social distancing rules you will have access to:

  • State-of-the-art Clinical Simulation Suite
  • Hydra Minerva suite. 
  • Usual USW library and journal database access – online service as well as click and collect books.
  • All USW student support resources including a number of IT packages free for students.
  • Personal Tutor and Module Team 

Interested in applying?

If you have any further questions, or you'd like to apply for this course, please contact module leader Jill Barnes.

Contact email: [email protected]