Postgraduate Certificate in Learning and Teaching in Higher Education

The Postgraduate Certificate in Learning and Teaching in Higher Education is designed for those who are new to teaching in higher education, including registered nurses and midwives. It will equip those embarking on careers in HE with the knowledge, skills and professional values, together with an appreciation of the demands of the working context of higher education, so that they can become effective, reflective, adaptive and responsive teachers.

It is suitable for those who want to obtain a higher education teaching qualification and achieve Fellowship of the HEA, or update themselves in current debates and issues in learning and teaching. As well as supporting unqualified teachers working in higher education, any nurse or midwife in clinical practice who can demonstrate that they are teaching student or qualified nurses or midwives undertaking higher education courses is potentially eligible to undertake this course. Nurses and midwives who successfully complete the course are able to claim NMC Teacher Status.

 

This course is subject to validation.

Study Mode
2017
Duration Start Date Campus Campus Code
Part-time 2 Years September Treforest A
Study Mode
2018
Duration Start Date Campus Campus Code
Part-time 2 Years February Treforest A
Part-time 2 Years September Treforest A

Part Time Delivery - One Year

The course is delivered over a calendar year enabling the project to be undertaken over the summer period. This will provide a meaningful space to allow the project work to be incorporated into actual teaching practice in the forthcoming academic year. All modules are supported by UniLearn, the University’s integrated system which supports learning and teaching activities through technology.

Year One

  • Influences on Learning and Teaching Roles and Relationships (20 credits)
  • Developing, Implementing and Evaluating the Curriculum (20 credits)
  • Teaching and Learning in Practice (20 credits)


Part Time Delivery – Two Years

Year One

  • Influences on Learning and Teaching Roles and Relationships (20 credits)
  • Developing, Implementing and Evaluating the Curriculum (20 credits)


Year Two

  • Teaching and Learning in Practice (20 credits)

Or 

Part Time Delivery - Two Years 


Year One

  • Influences on Learning and Teaching Roles and Relationships (20 credits)


Year Two

  • Developing, Implementing and Evaluating the Curriculum (20 credits)
  • Teaching and Learning in Practice (20 credits)


Anyone undertaking the Influences on Learning and Teaching Roles and Relationships module in isolation is supported to make a claim for Associate Fellow (D1) of the HEA. All three modules demand the completion of a number of hours of teaching practice and any student must be able to achieve these hours of teaching practice in order to enrol on and satisfactorily complete the course.

For those wishing to support NMC Teacher Status an additional 60 hours of teaching practice is required and will be managed through the students own context of practice or through a negotiated placement in the School of Care Sciences here at USW.

There will be two intakes a year, starting in September and February, of 20 USW academic staff and 10 nurses and midwives working in clinical practice as an educator, making a cohort of no more than 30 per year.

Teaching

You will learn through a variety of study methods consistent with the course philosophy such as small group learning, problem-based learning and project work. Some activities will be managed online throughout the three modules. 

Learning support includes the provision of a mentor to provide support in clinical practice and an academic supervisor to support participants in the development of academic work. (Discipline-specific academic supervisors will be allocated for nursing and midwifery participants.)

Progress meetings are set on a term-by-term basis to support participants in setting objectives, discussing progress at the mid term and learning achievements at the end of each term.

These discussions will facilitate a review of the evidence required to support a claim for Fellowship of the HEA (and the meeting of the NMC Teacher Standards if applicable) and provide a gap analysis to inform future areas of work.

Assessment

The first two modules of the course are assessed through the use of an ePortfolio. The first module will include a personal production of a blog exploring the role of the teacher and an annotated lesson plan. This content and your teaching practice experiences, captured through the teaching hours associated with this module, will form the basis of a critical reflection. Your mentor feedback will also inform this assessment process that will be underpinned by reference to professional standards.

The second module, again assessed through the use of an ePortfolio, will include a critical evaluation of two observed teaching and assessment practices, an annotated curriculum /learning package critique, and a piece of reflective writing that includes a gap analysis of UKPSF (and NMC Teacher Standards) to inform the development of the final module.

The final module of the course that runs over the summer involves a negotiated practice based project that enables the participant to demonstrate competence and leadership in teaching and learning practices that embed the UKPSF (HEA 2011), the NMC Teacher Standards if applicable and any relevant QAA subject benchmarks.

There are specific periods of teaching practice aligned to each module where you will be supported to explore and learn through your own teaching practice with an assigned mentor. You and your mentor will share the same subject discipline and expertise to facilitate this learning most effectively. That person will also be a Fellow or Senior Fellow of the HEA.

Accreditations

This course is subject to accreditation and professional body accreditation. When accredited, the course will enable participants to claim FHEA (Fellowship of the Higher Education Academy; D2 UKPSF) recognition. Partial completion of the course will enable students to claim AFHEA (Associate Fellow, D1 UKPSF) recognition. For nurses and midwives working in contexts that support higher education learning, NMC Teacher Status can also be obtained.

Facilities

Students will have access to all University resources both on and off campus, and all students have access to online resources and hard copy reservation.

Lecturers

Having satisfied the USW criteria for employment, staff working in USW and associated Collaborative Partner Colleges delivering HE level courses are eligible to study the course but must be in a role that facilitates the meeting of individual learning outcomes and can evidence D1 and D2 on completion (HEA 2011).

Applicants must demonstrate that they can satisfy the teaching hours in HE requirements for each module (and the additional hours required for NMC Teacher status, if applicable)

Furthermore, there are specific entry criteria that have to be satisfied for nursing and midwifery applicants to satisfy the NMC standards (NMC 2008). Nurses and midwives who intend to take on the role of teacher must fulfil the following criteria that will be assessed through critique of the application form and personal interview:

  • Be registered in the same part or sub-part of the register as the students they support.
  • Have completed at least three years’ post-registration experience, gained additional professional knowledge and skills, and have experience in an area where students are gaining practice experience relevant to their registration.
  • Have extended their professional knowledge, relevant to their field of practice, to at least first degree level, prior to undertaking an NMC approved post-graduate teacher preparation programme.
  • Have the abilities to lead programme development and co-ordinate the work of others in delivering and assessing programmes of learning in practice and academic settings – supporting a wide range of students.
  • Able to support interprofessional learning and working, selecting and supporting a range of learning opportunities for students from all professions, and supporting practice development.
  • Have the ability to generate and use cross-professional assessment criteria, supervising mentors, practice teachers and teachers from other professions in the implementation of such criteria.
  • Able to teach and assess in both practice and academic settings, contributing to decisions about fitness for practice of NMC students for both registration and qualifications at a level beyond initial registration – and be accountable to the NMC for such decisions.
  • Able to provide leadership in education in both practice and academic settings, e.g. nurse/midwife consultant roles, clinical academic roles, programme leader, etc.
  • Be of good health and good character to undertake safe and effective practice.

All fees are per year. Once you have started your course, your fee will remain the same for each year of study.

August 2017 - July 2018 Fees

  • Part-time UK and EU: TBC

August 2018 - July 2019 Fees

  • Part-time UK and EU: TBC

Additional Costs

Students have access to a wide range of resources including textbooks, publications, and computers in the University’s library and via online resources. In most cases they are more than sufficient to complete a course of study. Where there are additional costs, either obligatory or optional, these are detailed below. Of course students may choose to purchase their own additional personal resources/tools over and above those listed to support their studies at their own expense. All stationery and printing costs are at a student’s own expense.

Please apply directly to the University for this course.

The Postgraduate Certificate in Learning and Teaching in Higher Education offers a formal teaching qualification for those working in HE learning environments and professional accreditation with the NMC for nurses and midwives. Such qualifications can support individuals in meeting employer induction outcomes through their professional career development. For those nurses and midwives working in clinical practice at the time of undertaking the course, the qualification supports career progression to working in HE.