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Critically evaluate the concept of learning within the present changing climate of health and education provision within both academic and practice-based settings.


This paper deals with the central theme of the role of an educationalist in which you are required to examine the following aspects in detail:

  • Critically evaluate and discuss the job of an educationalist through research, analysing and implementing different models and theories of learning process within academic contexts
  • Describe your viewpoints the phenomenon of learning within the contemporary changing climate of health and education
  • Define the essential and important skills, knowledge, and values of an effective educator
  • Explain the internal and external factors that impact learning involving assessment and evaluation strategies
  • Study and explore the significant factors influencing the learning environment by providing reference to the factors that affect the practice learning setting


Assessment Title:

Critical Reflection On My Philosophical Position as an Educationalist

  1. The aim of the module is:


To critically analyse the role of the educator and to explore, evaluate and apply theories of learning to academic and practice based learning

  1. The Learning Outcomes of the module are:

On successful completion of the module the student will be able to:

1. Critically evaluate the concept of learning within the present changing climate of health and education provision within both academic and practice-based settings.

2. Critically appraise the knowledge, skills, beliefs and values necessary to be an effective educator and the characteristics of and inter-relationships between educators and learners

3. Critically evaluate educational theories and their relationship to adult and professional learning

4. Examine the major internal and external factors that influence learning, including assessment and evaluation strategies and synthesise these in order to enhance teaching practice

5. Debate/examine the major aspects influencing the learning environment with particular reference to those affecting the practice learning environment



All learning outcomes/

assessment criteria have been met fully at a good or very good standard.

A good to very good response to the task.

The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:



·          Good to very good understanding and exploration, some insight and/or thorough research.

·          Some capacity to undertake further research.

·          No significant inaccuracies, misunderstandings or errors

·          The specifications for the assessment task, including word limit where appropriate, have been adhered to.

·          The work is well organised, coherent and the standard of presentation, including any subject specific conventions (e.g. use of language, referencing where appropriate, is at least good.

·          Evidence of effective communication of work.

·          Ability to present structured, clear and concise arguments.

·          The work has been approached and/or executed/performed in a comprehensive and appropriate way with some degree of originality.

·          Appropriate contextualisation, including relevant theory/ literature/ artefacts/performance.

·          Evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence.

·          Evidence of high quality analysis, synthesis, reflection, evaluation and critical appraisal.

·          Good or at least competent problem solving skills – suggests alternative approaches.

·          Ability to address complex issues competently – explores established knowledge.

·          Good to very good understanding of the complexity of practice and makes sense of the situation in a meaningful way.

Learning resources recommended

Aubrey, K. And A. Riley 2016 Understanding and using educational theories. London: Sage Publications

Altbach, P. G. and J. Knight 2007 "The Internationalization of Higher Education: Motivations and Realities." Journal of Studies in International Education. 11(3-4): 290-305.

Bolton, G with R. Delderfield 2018. Reflective practice: writing and professional development 5th ed. London: Sage

Brown, J. and D. Isaacs 2005. The World café: shaping our futures through conversations that matter. San Francisco: Berrett-Kochler Publisher.

Chatfield, T. 2018 Critical thinking: your guide to effective argument, successful analysis and independent study. London: Sage Publications

Cottrell S. 2017 Critical Thinking Skills: Developing Effective Analysis and Argument 3rd Ed Palgrave Basingstoke

Friere, P. 1970. Pedagogy of the oppressed. London: Penguin Books

Freire, P. 2014. Pedagogy of hope. Re-living pedagogy of the oppressed. London: Bloomsbury Academic

Garvey, B. Stokes, P. and D. Megginson 2018 Coaching and mentoring. Theory and Practice. London: Sage publications.

Grimwood, M., et al. 2015. "Promoting Intercultural Engagement: Developing a Toolkit for Staff and Students in Higher Education." Journal of Perspectives in Applied Academic Practice U6 - Journal Article 3(3).

Healey, M. Flint, A. and K. Harrington 2014. Engagement through partnership: students as partners in learning and teaching in higher education. Higher Education Academy

Health and Care Professions Council 2017. Standards of education and training : your duties as an education provider. London: hcpc [available online] http://www.hcpc-uk.org/assets/documents/10000BCF46345Educ-Train-SOPA5_v2.pdf - accessed August 2017

Higher Education Academy 2012. A marked improvement: transforming assessment in higher education. York: HEA [available online]

Higher Education Academy 2013 HEA Feedback toolkit. York: HEA [available online]

Higher Education Academy and Quality Assurance Agency for Higher Education 2014. Education for sustainable development: guidance for UK higher education providers. Gloucester: The Quality Assurance Agency for Higher Education http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainable-development-Guidance-June-14.pdf  [accessed 28th July 2016]

Hughes, S. and F. Quinn 2013 Quinn’s principles and practice of nurse education. 6th Ed. Hampshire: Cengage Learning (starter text only – checked and no updated versions)

Illeris, K. 2009 Contemporary theories of learning: learning theorists in their own words. Oxon: Routledge.

Jarvis, P. 2010. Adult education and lifelong learning: theory and practice. (4th Ed). Oxon: Routledge.

Johns, C. 2017 Becoming a reflective practitioner 5th Ed. Oxford: Wiley Blackwell.

Jorgensen, J.  and F. Steier 2013 Frames, Framing, and Designed Conversational Processes: Lessons From the World Café Journal of Applied Behavioural Sciences. 49(3): 388-405

Knowles, M. Elwood, F. Holton III, and R. Swanson 2015. The adult learner: The definitive classic in adult education and human resource development. (8th Ed), London: Routledge

Kolb, A. and D. Kolb  2005 Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education Academy of Management Learning & Education. 4(2):  193-212

Kolb, A, Kolb, D. Passarelli, A. and G. Sharma 2014. On becoming an experiential educator: the educator role profile. Simulation and Gaming. 45(2): 204-234

Meyer, J., R. Land and  Bailey, C. 2010 Troublesome concepts and transformational learning. Sense Publishers, Boston.

Land, R. Meyer, J. and M. Flanagan 2016. Threshold Concepts in Practice.  Educational Futures: Rethinking Theory and Practice.  Rotterdam: Sense Publishers

Mezirow,J. 1991 Transformative dimensions of adult learning. San Francisco: Jossey Bas,

Mortiboys A. 2010 How to Be an Effective Teacher in Higher Education: Answers to Lecturers Questions Maidenhead: Open University Press and e-book available in library.

Mortiboys, A. 2012. Teaching with emotional intelligence. London: Routledge – checked and no updated versions

NMC 2018 Standards for education: Nursing, Midwifery, Post Registration [available online]  https://www.nmc.org.uk/education/standards-for-education2/ - Accessed July 2018

Pokorny, H. and D. Warren 2016 Enhancing teaching practice in higher education. London: Sage Publications.

Poore, M. 2014 Studying and researching with social media. London: Sage Publications

Poore, M. 2016. Using social media in the classroom. A best practice guide. 2nd (ed). London: Sage Publications.

Race, P. 2014 Making learning happen : a guide for post-compulsory education. 3rd ed. London: SAGE  - no updated editions

Race, P. 2015 The Lecturer’s Toolkit: 4th (ed). London: Routledge. – no updated editions


Rogers, C. and J. Freiburg 1994 Freedom to learn. 3rd (ed). Prentice-hall

The existing UK Quality Code for Higher Education [available online]  http://www.qaa.ac.uk//en/quality-code/the-existing-uk-quality-code - accessed July 2018

 Revised UK Quality Code for Higher Education 2018 - New code expected November 2018 – see http://www.qaa.ac.uk/docs/qaa/quality-code/revised-uk-quality-code-for-higher-education.pdf?sfvrsn=4c19f781_6  accessed July 2018

Vygotsky, L. 1978. Mind in Society. Cambridge, MA: Harvard University Press

Wenger, E. McDermott, R and W. Synder 2002 Cultivating communities of practice: a guide to managing knowledge. Boston: Harvard Business School Press

Wenger-Trayner, E. Fenton-O’Creevy, M. Hutchinson, S. Kubiak C. And B. Wenger-Trayner 2015. Learning in landscapes of practice, boundaries, identity and knowledeability in practice-based learning. London: Routledge

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