Postgraduate

NBS8964 : Critical Reflexivity and Mastering Practice

Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0

Aims

The aim of this practice-based module is to enable learners to develop and enhance, to an advanced level, their knowledge, understanding and practice of Critical Reflexivity for Mastering Practice. This is achieved through a series of face-to-face and online learning and assessment activities, which give learners experiential learning and practice as they acquire and enhance conceptual understanding and develop work-based practice and skills. The module will provide learners with the opportunity to enhance their skills of being critically self-reflexive in order to support mastery of professional/leadership practice. Learners build upon their learning and practice development through reflective learning activities and documentation through an e-portfolio, and through formative and summative assessment. The reflective learning portfolio contributes, if needed, to the Level 7 Senior Leader Master’s Degree Apprenticeship ‘End Point Assessment’. By the end of the module, learners will have:

• Learned to make sense of everyday professional/leadership practice through critical reflexivity
• Recognised the political interplay between themselves, others and their leadership/ professional practice
• Developed methods of critical reflexivity to advance mastery of professional/leadership practice

Outline Of Syllabus

The syllabus will include topics such as:

• Introduction to theories of adult development and learning (e.g. principles of andragogy; self-initiated practice based learning; lifelong learning through life stages; social learning; social constructionism)
• Theories of professional identity formation
• Concepts and frameworks of reflective practice (e.g Schon, Kolb, Moon, Mezirow)
• Critical analysis and evaluation
• Understanding critical reflexivity including issues of power, privilege and social justice, e.g. through ‘looking awry’, and striking moments
• Methods of reflection/critical reflexivity, including reflective logbooks, generative writing, dialogue,
storytelling etc

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials361:0036:00On line learning
Guided Independent StudyAssessment preparation and completion441:0044:00N/A
Guided Independent StudyDirected research and reading81:008:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching91:009:00Aligned to ERF
Structured Guided LearningStructured research and reading activities181:0018:00Online learning activities designed to support scheduled learning
Guided Independent StudySkills practice121:0012:00Application of learning in the work place/ professional practice
Guided Independent StudyReflective learning activity401:0040:00N/A
Scheduled Learning And Teaching ActivitiesDrop-in/surgery91:009:00Q&A sessions to support on line learning
Guided Independent StudyIndependent study201:0020:00Designed to broaden and deepen knowledge
Guided Independent StudyOnline Discussion41:004:00Online discussion activities designed to prepare for scheduled learning
Total200:00
Teaching Rationale And Relationship

The teaching methods recognise the importance of learners learning about context, content and processes for their own individual and organisational development of advanced professional practice.

The teaching and learning methods support achievement of the module’s learning outcomes. The processes of teaching and learning, within this blended learning module, include but are not limited to the following: Face-to-face and online opportunities to acquire knowledge and understanding of theory in practice are provided through attending lectures, listening to and watching podcasts and/or videos, reading and research, and work-based and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and online, enables students to articulate, respond to and provide feedback on theory, knowledge and practice application, and to question and challenge their work-based practices. Collaborative social learning, online and in the classroom, is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback.

As a post-experience programme, contextualising theory in practice requires not only academic input but also practitioners’ knowledge and expertise and, therefore, some lectures or workshops will be taught by adjunct staff. Reflection on practice, through completion of a reflective journal, supports the learner to evaluate their understanding of the relevant subject knowledge, and to question and challenge their work-based practices, through applying and integrating theory in practice.

Students are expected to enhance their face-to-face and online learning by independent reading and enquiry, for which they are given guidance on relevant materials.

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Reflective log1M1003,000 word Reflective Practice log
Formative Assessments
Description Semester When Set Comment
Reflective log1MPreparation for summative assessment
Assessment Rationale And Relationship

Formative Feedback

Formative feedback is provided throughout the module by encouraging learners to respond to questions and engage in reflection, dialogue, debate and discussion in online and face-to-face contexts. Collaborative learning, online and in the classroom, is a hallmark of the module and involves co-production of knowledge and ideas about practice, and feedback.


Summative Feedback
The module assessment enables learners to achieve the learning outcomes and to consolidate their learning by articulating their conceptual understanding and how it is used in practice. The assessment has 1 component: A reflective practice log, of 3,000 words, providing evidence of engaging with a range of methods of critical reflexivity.

A reflective learning Portfolio is central to completion of the summative assessment, and is an appropriate assessment method for all learners, enabling them to consolidate what they have learned by reflecting on and articulating their personal and/or organisation practice and how it relates to their current conceptual understanding.

Summative feedback on the assessment will include ‘feed forward’, enabling learners to improve future academic and/or practice action.

Reading Lists

Timetable