Personal Professional Development

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Starting dates and places

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Description

Module delivery dates

Lancaster - 26 September, 24 October and 28 November 2013; 10:00 - 16:00 hours

You will need to attend one of the induction days prior to commencing your first module; these are running in Lancaster on 18 or 19 September 2013 (you only need to attend one date), 08 January 2014 and 26 March 2014 and in Carlisle on 20 September 2013, 07 January 2014 and 25 March 2014. If you have studied at the University of Cumbria in the past two years the requirement to attend the induction day may be waived.

Closing date for applications

The closing date for applications is 5 working days prior to the module start date or, if this is your first module, 5 working days prior to the indu…

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Frequently asked questions

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Module delivery dates

Lancaster - 26 September, 24 October and 28 November 2013; 10:00 - 16:00 hours

You will need to attend one of the induction days prior to commencing your first module; these are running in Lancaster on 18 or 19 September 2013 (you only need to attend one date), 08 January 2014 and 26 March 2014 and in Carlisle on 20 September 2013, 07 January 2014 and 25 March 2014. If you have studied at the University of Cumbria in the past two years the requirement to attend the induction day may be waived.

Closing date for applications

The closing date for applications is 5 working days prior to the module start date or, if this is your first module, 5 working days prior to the induction date.

Why study with us?

The module is designed to prepare you to undertake a structured programme of learning which will enable you to identify and address your individual learning and development needs within a culture that embraces lifelong learning. Whilst the module can be taken on a stand alone basis it is designed as a planning tool for a more extended programme of study.

This is a classroom-based course supplemented by use of Blackboard (BB) site, a Virtual Learning Environment (VLE) which supports teaching and learning.

On commencement of the module you will need to access the internet on a weekly basis. Even if you have very basic computer skills you will find these skills will improve as the module develops and that this activity will be part of your learning and development. There are computers available for students to use at all the university campuses, some computer room areas are open 24 hours a day.

Finance

If you are employed within NHS North West and this module is to be funded by your employing Trust, please contact your Line Manager and CPD Lead for advice relating to funding and the funding application process.

Resources and facilities We are amongst the UK’s leading health and wellbeing faculties and are proud of the high level of support we are able to offer to our students. We provide a wide range of high-quality courses supported by expert academic and clinical practice staff. If you join us you will enjoy great facilities and learn alongside caring, committed and experienced professionals. Our employment record is excellent. Entry requirements

Prior successful study at underpinning level

More about levels and credits

Credit and UCAS requirements Credit: 20 credits Selection criteria

To be eligible to study this module, you must demonstrate the ability to study at this level and commit to attempting the assessment. When taken as part of a specific named award, the module content and assessment must be focussed towards the subject of that award

You will be supported so that you can devise a programme plan which will identify learning needs and outcomes for your programme of study or your personal and professional development needs if studying this module on a stand-alone basis.

Participation in the formative components of the module is required in order to pass the module.

Modules

HLLG5013 Personal Professional Development (20 credits at level 5)

Intended learning outcomes

On successful completion, you will be able to:

  • Construct an outline plan for a structured programme of learning/ development which will address your individual learning and development needs and include within it appropriate learning outcomes
  • Demonstrate your understanding of lifelong learning and how it relates to the maintenance of personal and professional skills and proficiency
  • Demonstrate skills of reflection and information fluency
  • Map module outcomes to relevant subject benchmarks, where available and professional proficiencies related to their own practice e.g. QAA benchmark standards and Knowledge and Skills Framework for NHS staff
  • Identify the strategies, activities and mechanisms which enable you to meet your learning and development needs, e.g. mentorship, supervision
Indicative core bibliography

Cottrell, S. (2003) Skills for success. The personal development planning handbook. London, Palgrave

Cottrell S (2008) The study skills handbook (3rd Ed). London, Palgave

Dawson D (2007) The mature student’s study guide: essential skills for those returning to education or distance learning (2nd Ed). How to Books

Department of Health (2004) The NHS Knowledge and Skills Framework and the Development Review Process. London, DOG

Hull, C., Redfern, L. and Shuttleworth, A. (2005) Profiles and Portfolios. A Guide for Health and Social Care. London, Palgrave

Jasper, M. (2003) Beginning Reflective Practice. Cheltenham, Nelson Thornes

Jasper, M. (2006) Professional development, reflection and decision making. London, Blackwell

Talbot.C. (2007) Studying at a Distance (2nd Ed) Maidenhead. Open University Press.

Course summary

Indicative Module Content: Reflective practice; IT and information fluency including the use of Virtual Learning Environments; key graduate skills; individual planning sessions; the concept of lifelong learning in relation to health and social care professions. You will be supported to devise a plan, which will identity learning needs and outcomes enabled within the CPD framework.

Case studies

The module has been designed to cater for the needs of all students regardless of their academic or computer ability.

“On reflection I feel that throughout this module I have learned a great deal through reading, researching and meeting with my personal academic tutor and through doing the activities in the PADR and on the blackboard. So, I know what type of learner I am and I have come to realise that I too can be an effective learner!”

Many students having completed this module will walk away with the satisfaction of completing a module with increased self-awareness and confidence in their own academic abilities ;

“I found this module to be fundamental to my future studying. I am more aware of my learning style, my goals for the rest of the course and I have a clear vision as to where I would like to be at the end of the course.”

As part of the Assessment Portfolio, students will have created themselves (with support from tutors) a development plan that they can use at their next appraisal, and this will also affect their future choices of academic studies and training and development courses, regardless of their status at work. These students told us of their experiences:

“I started this module with the opinion that I was a proficient nurse and a relatively successful learner. As a new compulsory module intended for those who were just starting to study, I felt creating the portfolio may be a paperwork exercise to get me through my degree. However this module has made me stop and think about what I am doing and where I am going”………. “I have been so busy trying to fulfil a role that I did not realise the impact it was having on me”.

Another student expressed that; “It could be argued that this portfolio has been compiled to fulfil academic requirements, it will have limited value. However I would disagree, as compiling this portfolio has allowed me to take time to identify and work through some issues and so has been a valuable experience for me.”

Students who start the module are not always so sure to how engaged they will be on the module, for example; if they will be able enjoy studying again. But often students become extremely motivated! Many students tell us that they find the activities set within the module are thought provoking and brings to light things that they were maybe not so aware of before. That on completion of the module they were able to prioritise what was important, and other things that were not so important.

We have designed the module in such a way that students converse with each other in face to face in the classroom and also on line, this keeps students motivated and has helped them become familiar with understanding the key texts.

One student told us that the online environment “has allowed me to share and discuss experiences and situations without feeling that I was being judged”.

Another said “for my progression I identified that I needed to improve my academic writing skills so I focused on this throughout the module. Completing and getting feedback for my on-line tasks really helped me progress in this area. I received encouragement from other students which helped my confidence. The results of the assessments discussed can be related to practice”

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