PGP5014 - Clinical educator preparation - 2017

3 points, SCA Band 2, 0.0625 EFTSL

Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.


Pharmacy and Pharmaceutical Sciences


Ms Laura Dean

Quota applies

This unit is quota restricted. Selection is on a first-in, first enrolled basis. For more information please contact the faculty at

Unit guides




For postgraduate coursework pharmacy discontinuation dates, please see


The overall aim of this unit is to provide a theoretical framework and support for practitioners willing to take on the important role of clinical educator (preceptor) for health care discipline undergraduates and graduates. It covers a variety of topics relating to clinical education exploring the importance clinical education has in developing professional competence in beginning health science practitioners. It considers the various roles you fulfil as a health science professional. Learning in clinical settings explores how students and new graduates learn as well as what they learn, including cognitive and organisational psychology, higher education and professional education. The relationship between clinical educators and learners during clinical placements and issues around learning in the workplace are covered, including legal and ethical issues related to learners' participation in clinical settings. The differences between the clinical educator role and mentoring role are explored with both formal and informal mentoring relationships and their benefits and potential pitfalls.


On completion of this unit the student will be able to:

  • Clarify their role as a clinical educator.
  • Review personal expectations of the role of a clinical educator.
  • Identify the benefits of being a clinical educator.
  • Explore the characteristics of an effective clinical teacher.
  • Recognise professional issues that impact on the clinical educator role.
  • Recognise the need to evaluate clinical education and identify potential evaluation strategies.
  • Clarify the learning process as an individual search for meaning.
  • Present a model of experiential learning.
  • Explore individual preferences for different learning activities.
  • Explore the domains of learning underpinning professional competencies.
  • Recognise the relationship assessment has on motivation for the learning task.
  • Explain learning activities and methods which encourage self directed learning.
  • Highlight the importance of reflection and suggest activities which encourage learners to reflect.
  • List the roles of the clinical educator.
  • Explore personal attributes which impact on the clinical educator role.
  • Apply a framework for managing different phases of the clinical placement.
  • Explore the tasks associated with the roles of the clinical educator.
  • Identify strategies for developing a positive working learner/clinical educator relationship.
  • Explore individual differences (e.g. age, gender, culture) as they impact on clinical education.
  • Implement effective group management skills.
  • Apply a problem solving approach to potential learner-clinical educator difficulties.
  • Use a framework (based on social learning theory) to develop competence as a clinical educator.
  • Develop clinical education skills and activities that are relevant to the context of the workplace.
  • Explore ethical and legal issues related to the workplace.
  • Describe the mentoring process.
  • Modify the mentoring process to meet individual requirements.
  • Compare the similarities and differences between the role of mentor and clinical educator.
  • Recognise the importance of looking after yourself and avoiding burnout.
  • List the benefits and limitations of mentoring.
  • Identify the skills required to manage each phase of the mentoring process.


Online tasks (e.g.: contribution to online discussion and shared exercises): 60%

Written assignment: 40%

Workload requirements

Minimum total expected workload to achieve the learning outcomes for this unit is 72 hours per semester typically comprising a mixture of scheduled learning activities and independent study. The unit requires on average 5-6 hours of scheduled activities per week. Scheduled activities may include teacher directed learning, reading time, participation in tutorials or discussion groups, research and preparation for assignments.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study