Patch Five reflexive commentary for Module 7001: PG Cert in Academic Practice

1. Reflexive Commentary (Patch five) Module 7001

2. PATCH ONE

3. Mind map of concepts in January:

4. My Phenomenology What did I already know?

5. Kolb’s Model

6. Model of Critical Practice

7. Social Construct Theory Is it this? Or this?

8. Constructive Alignment, What’s that?

9. PATCH ONE: Reflexive prompts to carry forward • I designed a teaching task to support the learner in understanding the Mental Capacity Act (2005), I carried out the teaching and reflected. (Appendix A) • I considered the value of emotion, and motivation to transform learning. • I learned about taking a student centred phenomenological approach and the challenges tacit knowledge can pose to assessment and critical thinking.

10. PATCH TWO: Reflexive prompts revisited •I developed a mind map of motivation applied to learning approaches and environment (Appendix C). •I developed a model for critical practice and teaching (Appendix D). •I developed further Teaching of the Mental Capacity Act for small group work that I carried out in Patch One and reflected (Appendices E, F and G)

11. The Contrast of Learning Environments University Practice

12. Appendix c: My Motivational model

13. Intended Learning Outcomes Wicked Vs. Competencies? Summative Assessment

14. Bloom’s vs. SOLO Taxonomy

15. BENNER model (2001): old favourite? Linked to thinking in Patch One. How can you be a novice at everything? Competencies Deeper Learning Critical Practice Taxonomies

16. Appendix D: My Model of teaching Critical Practice

17. PATCH 3 Reflexive Prompts I developed a ‘micro curriculum’ that was student focussed and delivered complex content, delivered and evaluated its effectiveness, I tried to constructively align and evaluate through tasks and student perception of the experience (Appendices H - N).

18. Appendix P:Everyone wants their say mind map.

19. Sign off mentor – Practice Teacher: top down or bottom up? Teaching a micro curriculum Nice guidelines Trust guidelines Research and Evidence based Reflect current trends such Health Promotion Link – scaffold key concepts Based on practice

20. PATCH 4: reflexive prompts Debates within nurse education and the move to graduate status. Complexities of competencies and how we cannot define and evaluate our nursing role, how does this fit with a model of becoming a graduate profession I concluded that graduate status may answer some of these questions as I am unable to.

21. Debates in Health care reform vs. Graduate nursing

22. REFLEXIVE COMMENTARY Intended Learning outcomes. Have I met them?

23. Back at the beginning? Or somewhere else? Further Reflexive prompts Research in student learning in Hostile Learning Environments? Phenomenological approach to look situations that may “transform” students and how they motivate themselves to learn from these experiences and how we as teachers can support this. And here’s me still on the Journey

24. References Benner (2001) in Stuart, C., (2007) Assessment, Supervision and Support in Clinical Practice: A guide for nurses, midwives and other health professionals, (2nd edn.) Philadelphia, Churchill Livingstone Expectancy Value Theory of Motivation in Biggs, J., Tang, C., (2007) Teaching for quality learning at University, (3rd edn.) Maidenhead: Open University Press: LUNSERS: Liverpool University Side effect rating scale(1995) http://www.mentalhealthnurse.co.uk/images/Assessment%20Tools/LUNSERS%20Master.pdf