CARE06034 2022 Interdisciplinary Care
Full Title
Interdisciplinary Care
Transcript Title
Interdisciplinary Care
Code
CARE06034
Attendance
80 %
Subject Area
CARE - Social Studies
Department
SOCS - Social Sciences
Level
06 - NFQ Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
majella mulkeen, Jessica Mannion, Brenda Feeney
Programme Membership
SG_HSOCI_H08 202200 Bachelor of Arts (Honours) in Social Care Practice
SG_WSOCI_H07 202200 Bachelor of Arts in Social Care Practice
SG_WSOCI_B07 202200 Bachelor of Arts in Social Care Practice
SG_WSOCI_H07 202200 Bachelor of Arts in Social Care Practice
SG_HSOCP_H08 202300 Bachelor of Arts (Honours) in Social Care Practice
SG_HSOCI_H08 202300 Bachelor of Arts (Honours) in Social Care Practice
Description
This module aims to enhance students ability to conceptualise interdisciplinary working in care environments with a recognition that professionals work in uni-disciplinary, multidisciplinary and interdisciplinary ways and will recognise the role of transdisciplinary professionalism also (Cuff, 2016)
It will develop students interprofessional identity which is recognised as "consistent demonstration of core values evidenced by professionals working together, aspiring to and wisely applying principles of altruism, excellence, caring, ethics, respect, communication, accountability to achieve optimal health and wellness in individuals and communities" (Stern, 2006)
This module maps to the CORU Standards of Proficiency below:
Domain 1: Professional Autonomy and Accountability
Domain 2: Communication, Collaborative Practice, and Team working
Domain 3: Safety and Quality
Domain 4: Professional Development
Domain 5: Professional Knowledge and Skills
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Explain how a range of psychological, sociological, policy and practice theories shape practice in a range of professional caring situations. (Domain 1.2, 1.6, 1.19, 1.20; 2.4, 2.12, 2.13, 2.14, 2.15, 2.17; 4.4; 5.1. 5.6, 5.7, 5.8, 5.13, 5.19)
2.
Demonstrate interdisciplinary professionalism - appropriate in a variety of professional caring environments - in a simulated environment within the national practice framework used by the Child & Family Agency Tusla. (Domain 1.1, 1.19, 1.21, 1.23; 2.1, 2.2, 2.3, 2.4, 2.9, 2.12, 2.13, 2.14, 2.15, 2.17; 3.4, 3.5, 3.6; 5.6, 5.8, 5.11, 5.12, 5.13)
3.
Discuss the role of knowledge, skills and values in the formation of professional social care identity. (Domain 1.2, 1.6. 1.19, 1.20; 2.4, 2.12, 2.13, 2.14, 2.15, 2.17; 4.4; 5.1, 5.6, 5.7, 5.8, 5.13, 5.19)
4.
Examine the situation and experience of individuals and groups whom social care workers and other care profesionals support, from a variety of different perspectives (e.g. biopsychosocial). (Domain 1.1, 1.2, 1.6, 1.19, 1.21; 2.3, 2.4, 2.5, 2.6, 2.12, 2.14, 2.15; 3.1, 3.2, 3.4, 3.5, 3.6, 3.15; 5.1, 5.8, 5.11, 5.12)
Teaching and Learning Strategies
Active learning strategies, case studies, and role-play simulations will be central to the teaching strategies employed throughout this module.
This module is a team-taught to enable students to learn from lecturers with a variety of backgrounds.
Module Assessment Strategies
The development of a case study, the completion of the National Practice Framework (Meitheal) paperwork and a role play of a meeting informed by this approach will be assessed.
A learning journal which logs the students learning around central themes will be produced for assessment.
This module’s assessment allows for assessment of CORU Standards of Proficiency as follows:
Case Study & National Practice Framework documentation: Domain 1.1, 1.2, 1.6, 1.19, 1.21; 2.3, 2.4, 2.5, 2.6, 2.12, 2.14, 2.15; 3.1, 3.2, 3.4, 3.5, 3.6, 3.15; 5.1, 5.8, 5.11, 5.12
Role Play: Domain 1.1, 1.19, 1.21, 1.23; 2.1, 2.2, 2.3, 2.4, 2.9, 2.12, 2.13, 2.14, 2.15, 2.17; 3.4, 3.5, 3.6; 5.6, 5.8, 5.11, 5.12, 5.13
Learning Journal: Domain 1.2, 1.6, 1.19, 1.20; 2.4, 2.12, 2.13, 2.14, 2.15, 2.17; 4.4; 5.1. 5.6, 5.7, 5.8, 5.13, 5.19
Repeat Assessments
All aspects of the assessment must be passed and a failure of any aspect will result in that element being attempted again.
Indicative Syllabus
LO 1: Explain how a range of psychological, sociological, policy and practice theories shape practice in a range of professional caring situations.
Theories may include those of Maslow, Bronfenbrenner, Erikson, Goffman etc
Interdisciplinary Professionalism:- Uni-disciplinary, Multidisciplinary, Interdisciplinary & Transdisciplinary practices (Cuff, 2016)
LO 2: Demonstrate interdisciplinary professionalism - appropriate in a variety of professional caring environments - in a simulated environment within the national practice framework used by the Child & Family Agency Tusla
Interprofessionalism Behaviours such as Communication, Respect, Altruism and Caring, Excellence, Ethics, Accountability (Frost, 2013)
LO 3: Professional Identity: including Knowledge, Skills, Values, Attitudes, Beliefs (Adams, 2006)
Discuss the role of knowledge, skills and values in the formation of professional social care identity.v
Access, Empowerment, Ethics, Inclusive Practices: Culturally Safe Practice with Children, Families, and Communities
LO 4: Examine the situation and experience of individuals and groups whom social care workers and other care profesionals support, from a variety of different perspectives
Context-Socio-economic status, Age, Additional Needs, Gender, Ethnicity, etc
Ecological perspectives and empowerment: students will be supported to understand the principles and practices of working with individuals, families, groups, and communities from a needs and strengths-based model.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Case study, Meitheal documentation and role play | Coursework Assessment | Group Project | 60 % | Week 12 | 2,4 |
| 2 | Learning journal | Coursework Assessment | Individual Project | 40 % | Week 13 | 1,3 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Lecture | Lecture Theatre | lecture | 1 | Weekly | 1.00 |
| Tutorial | Flat Classroom | Tutorial | 2 | Weekly | 2.00 |
| Independent Learning | Not Specified | IL | 3 | Weekly | 3.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Required & Recommended Book List
Required Reading
2013 Applied Social Care-Introduction for students in Ireland Gill & Macmillan
2013 Applied Social Care-Introduction for students in Ireland Gill & Macmillan
Required Reading
2021 Guide to the Standards of Proficiency for Social Care Workers Carlow IT
2021 Guide to the Standards of Proficiency for Social Care Workers Carlow IT
Required Reading
2014 Social Care Learning from Practice Gill & Macmillan
2014 Social Care Learning from Practice Gill & Macmillan
Module Resources
Non ISBN Literary Resources
Journal Resources
Mulkeen, M. (2020) Care and the Standards of Proficiency, Irish Journal of Applied Social Studies Vol 20(2)
Byrne, C. (2016) Ready or not? Statutory registration, regulation and continuing professional development for social care workers in Ireland. Administration, Vol.64 (Issue 2), pp. 9-29. https://doi.org/10.1515/admin-2016-0014
CORU (2019) Social Care Workers Registration Board Code of Professional Conduct and Ethics.
CORU (2017) Social Care Workers Registration Board Standards of Proficiency for Social Care Workers.
McSweeney. F. (2012) Student, Practitioner, or Both? Separation and Integration of Identities, Professional Social Care Education, Social Work Education, 31:3, 364-382, DOI: 10.1080/02615479.2011.557428
URL Resources
Tusla (2016) Proficiencies Reflections Guide for Social Work and Social Care www.tusla.ie/PICRGuide_SW SC
Coru Social Care Workers registration board https://coru.ie/about-us/registration-boards/social-care-workers-registration-board/
Meitheal and the area based approach https://www.tusla.ie/services/family-community-support/prevention-partnership-and-family-support-programme/meitheal-national-practice-model/
Other Resources
Additional Information