Facilitating Learning in Health Professional Settings
Enrolments for this year have closed. Keep exploring subjects.
Established in 1991 after amalgamating four eastern Australian Catholic tertiary institutes, Australian Catholic University now has seven campuses, from Brisbane to Melbourne and welcomes students of all beliefs. Specialising in arts, business, education, health sciences, law, theology and philosophy, ACU encourages its students to think critically and ethically and bring change to their communities and offer this online through Open Universities Australia.
Learn more about ACU.
QS Ranking 2022
Times Higher Education Ranking 2022
Our student advisors are here to guide you with:
- Enrolling and eligibility
- Fee and loan information
- Credit and recognition for prior learning
On successful completion of this unit, students should be able to:
- Describe selected models of facilitation in contemporary health professional education GA4, GA5, GA8)
- Analyse the needs of diverse learners in a range of healthcare contexts (GA1, GA3, GA4, GA8)
- Formulate and implement constructively aligned learning activities, to enhance critical thinking and reflective practice in decision making (GA3, GA4, GA5, GA7, GA8, GA9)
- Contexts of learning and teaching in health professional education
- - Workplace learning
- - Characteristics of different learning environments (informal and formal)
- - Characteristics of different learners
- - Cultural competence and cultural safety
- - Interprofessional education
- - Role of technology in health professional education (simulation)
- Models of facilitation in health professional education
- - Principles of mentoring and role modeling
- - Individual approaches to facilitation
- - Group approaches to facilitation
- - Role of the facilitator
- Strategies for effective facilitation and communication
- - Promoting learner’s self-efficacy
- - Giving constructive feedback and the effect it has on learning
- - Encouraging reflective practice
- - Facilitating reflective discussions
- - Negotiating learning
- - Performance management and learning contracts
- Constructive alignment for health professional education
- - Designing learning outcomes and objectives
- - Formulating learning activities
- - Authentic assessment tasks
- Decision making frameworks
- - Clinical reasoning cycle
- - Critical thinking
- - Decision making
- - Developing reflective practitioners
- Ethical, moral and legal issues in health professional education
- - Documentation
- - Confidentiality
- - Accountability
In order to enrol in this subject, you must be accepted into one of the following degrees:
No additional requirements
In health professional education, it is a requirement that educators have the knowledge and skills to successfully facilitate learning for individuals and small groups with diverse learning styles. This subject provides an opportunity for you to critically examine, design and apply health professional facilitation models and strategies as they apply to different healthcare settings.
To that end, you will first explore the contexts of learning and teaching in the workplace setting, and different models of facilitation in health professional education, while considering the characteristics of diverse learners. You will then examine constructive alignment and learn how to develop teaching activities which encourage the use of decision making frameworks to improve critical thinking and reflective practice. Finally, you will explore ethical, moral and legal issues as these relate to your practice as an educator of health professionals. Scholarly evidence will be combined with practical community wisdom as important sources of your learning.
The overall aim is therefore is to provide you with a foundation of the principles and practices of effective health professional facilitation, to empower you to provide the optimal learning environment for healthcare students in their workplace.
In order to successfully complete this unit, students need to complete and submit two assessment tasks. A minimum combined total grade of both assessment tasks of 50% is required to pass this unit. Students will be awarded a final grade result. The assessment strategy used aims to progressively develop your knowledge and skills to enable you to meet the learning outcomes for this unit; in other words, it supports your learning as well as providing a means for you to demonstrate your learning. In order to develop the knowledge, comprehension and skills required to achieve the learning outcomes and Graduate Attributes, you will: • demonstrate knowledge of facilitation models, as well as understanding of the needs of diverse learners in the healthcare setting, while taking into consideration the ethical, moral and legal issues as it relates to your practice, in a written assessment; • develop and critique a constructively aligned lesson plan, as part of the final assessment task. Each assessment task in this unit will be assessed according to criteria and standards that are simplified and summarised in the form of a rubric. The rationale for the use of rubrics in this unit is to provide you with a clear statement of the performance expectations for each assessment task, and to provide clarity around what you need to do to succeed. Further, the use of rubrics aims to provide you with helpful feedback about the quality of your work.
- Written Assignment - Requires students to demonstrate knowledge of, and provide a critique of facilitation models which is relevant to their own workplace, and takes into consideration the needs of diverse learners in their healthcare setting. (50%)
- E-Portfolio - Requires students to develop and critique a constructively aligned lesson plan and learning activities, which must include strategies to encourage critical thinking and reflective practice in their students. (50%)