1. Introduction Created for practitioners from diverse healthcare fields and with varying levels of experience, the Teaching and Assessment for Nursing and Allied Health Educators (TANAHE) programme will enhance the quality of clinical education. It will help those with teaching and mentoring responsibilities to become more proficient in adapting and structuring their teaching according to learner preferences and diverse educational settings; in facilitating effective learning both in planned and unplanned situations; in designing appropriate assessments; in delivering and receiving feedback; and in addressing potential challenges. Throughout, this course encourages participants to review their profession-specific standards and domains, and underlines the fundamental role of service users within clinical education – whilst highlighting the issues of safety and consent. Ultimately, this course will help educators ensure that the practitioners of tomorrow are fit to practise. Dublin City University Sheffield Hallam University The University of Newcastle, Australia University of East Anglia University of Lincoln University of New England, Australia University of Worcester Developed in collaboration with: Dr Nigel Harrison Lead Advisor (TANAHE International) Executive Dean of the School of Health, University of Central Lancashire

2. What is Teaching and Assessment for Nursing and Allied Health Educators? Two online courses focussing on clinical teaching and research skills and clinical assessment, feedback and evaluation. Developed for full and part-time lecturers and graduate teaching assistants in nursing and allied health schools. Available also in US version with different content. This programme has been mapped against professional body education and training standards (such as those of the Nursing and Midwifery Council [NMC] and Health and Care Professions Council [HCPC]). Easy-to-follow online learning course, with additional offline study. Interactive videos, surveys and audio learning and interviews and insight from medical professionals. Example from Course 1, Chapter 2: Teaching and learning in the clinical environment - Session planning for engagement.

3. Clinical teaching and learning CoursesActivitiesOutline Clinical teaching and learning Core: 3 hours Additional: At least 24 hours Clinical teaching and learning looks at how nursing and allied health educators should involve patients in the teaching process in order to enhance learning and inspire students. Participants will understand the value of patients in the learning process, how to prepare students and patients for the teaching and learning encounter, and how best to facilitate both planned and unplanned learning (including peer and interprofessional learning). Syllabus:  Preparing for teaching and learning in the clinical environment  Teaching and learning in the clinical environment  Evaluating teaching and learning in the clinical environment

4. Clinical assessment, feedback and evaluation CoursesActivitiesOutline Clinical assessment, evaluation and feedback Core: 2 hours, 30 mins Additional: At least 20 hours Clinical assessment, feedback and evaluation is designed to empower nursing and allied health educators to feel confident in designing, observing and evaluating accurate and effective written and practice-based assessments. They will be able to give constructive feedback and understand its importance in teaching and learning. Syllabus:  Introduction to assessment in clinical practice  Managing assessment in clinical practice  Assessment types, feedback and evaluation

5. What does it look like? Interactive activities, models and scenarios. Interviews with professionals and students on some of the key components of clinical teaching and learning. Case studies and practical scenarios exploring real-life examples. Practice scenario at the end of the course to help participants to apply new knowledge and skills to a realistic, clinical situation. An interactive poll and advice surrounding the issue of 'failing to fail' students. An example of video content from Course 2, Chapter 3: ‘Assessment types, feedback and evaluation - Delivering feedback’

6. ‘This programme has been mapped against professional body education and training standards. The nursing and allied health fields are naturally diverse, but it is hoped that the themes covered are universally applicable. Shaped by a range of stakeholders, including academic and practice staff, service users and students, each course signposts current policies and is extensively referenced with the work of leading clinicians and educators.’ Dr Nigel Harrison - Lead Advisor Executive Dean of the College of Health and Wellbeing, University of Central Lancashire