Practice Teacher Preparation programme (PTPP)

The aim of the Practice Teacher Preparation programme is to facilitate mentors and other appropriately qualified persons to further expand and develop their knowledge and practice of learner support through increased interaction with educational and practice development. Following successful completion of the two modules, the practitioner will gain entry onto the local live register, in the NHS Board they work in, as a practice teacher.

The Practice Teacher Preparation programme consists of two modules that are free standing as part of the Facilitating Practice Based Education (FPBE) Framework, a continuing professional development programme for registered nurses and Allied Health Professionals (AHPs). The two 15 credit modules are at master's level (Level 11).




About the course

 Content will include:

  • Theories of teaching and learning
  • Facilitation of learning in the practice environment
  • Identification of learning needs of students
  • Development of learning environments
  • Assessment of student progress and achievement
  • Evaluation of learning experiences in clinical practice

For registered nurses the Practice Teacher Preparation Programme (PTPP) must:

  • Include at least 30 days protected learning time to include learning in both academic and practice settings;
  • Include relevant work-based learning with the opportunity to critically reflect on such an experience, e.g. acting as a practice teacher to a student in specialist practice under the supervision of a qualified practice teacher;
  • Meet the additional criteria for sign-off mentor;
  • Normally be completed within six months;
  • Should provide a foundation for undertaking an NMC approved teacher preparation programme;
  • Allow RPL to be applied to up to 100% of the programme (for the Level 11 modules that make up the PTPP);


Course structure

In line with other post-registration modules at QMU, the modules are delivered part-time.You will complete Advancing Practice Education for Healthcare Professionals in Semester One and Leading Practice-Based Education in Health and Social Care in Semester Two.

The modules will engage you in the following types of learning experiences:

  • Blended learning approach incorporating modified lecture (seminar, group discussion, facilitated group work, case study analysis, tutorial) and use of
  • Virtual learning environments (Blackboard (online discussion, interactive group work) and PebblePad
  • Learning in the workplace that will facilitate your own cognitive reflection and self-directed learning through construction of an ePortfolio. You will be supported by a named lecturer from your own area of practice [eg Nurse/AHP] and in practice by a qualified practice teacher or equivalent.



  • Advancing Practice Education for Healthcare Professionals
  • Leading Practice Based Education in Health and Social Care

Entry requirements

Typical Entry:

  • All candidates will be required to meet the Universities general academic regulations for admission.
  • All applicants will normally be in possession of a professional health or social care qualification and be effectively registered with the Nursing and Midwifery Council or the Health Care Professions Council.
  • Due to the applied nature of the programme it is expected that all students have access to supporting learners in a practice setting.
  • To be a practice teacher in a recognised specialist area the student must hold an appropriate specialist qualification (for example; specialist community public health nurse, cardiac nurse specialist or mammography radiographer).
  • All students must have 2 years post-registration experience before commencement of the programme.
  • Nurse practice teachers must be registered on the same part of the register as the learner they wish to support.
  • Applicants who are not able to meet the requirement for standard entry will be considered on an individual basis in terms of their level of academic qualifications.
  • Individual applications will be assessed to ensure the applicant has sufficient skills and knowledge to succeed on the programme and they may be offered the opportunity to undertake a challenge essay or RPEL (Recognition of Prior Experiential Learning).

Key details

Outcome: TBC

Duration: There are six University study days over the course of six months. There will also be learning days in the practice setting and self-directed study days to allow for learning, critical reflection and portfolio development. The notional student effort for the two modules amounts to 300 hours of which 30 days will be protected learning time. The 300 hours study will be divided between the two modules.

Start date: TBC for 2019 entry

Delivery/Location: 6 study days at QMU plus additional learning in your practice setting

Fees: TBC for 2019 entry

For further information, including application process, please contact: Lisa Luhanga OR Alison Bacigalupo  0131 474 0000.

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