CARE06034 2022 Interdisciplinary Care

Explain how a range of psychological, sociological, policy and practice theories shape practice in a range of professional caring situations. (Domain 1.5, 1.17, 1.19, 1.22; 2.4, 2.12, 2.13, 2.14, 2.15, 3.5; 4.4; 5.1. 5.2. 5.6, 5.7, 5.8, 5.13, 5.19)

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, 2.3, 2.4, 2.9, 2.12, 2.13, 2.14, 2.15, 3.1, 3.5, 3.6; 5.8, 5.11, 5.12, 5.13)

Discuss the role of knowledge, skills and values in the formation of professional social care identity. (Domain 1.2, 1.6. 1.19, 2.4, 2.12, 2.13, 2.14, 2.16; 4.4; 5.1, 5.7, 5.8, 5.13, 5.19)

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 1.2, 1.6, 1.19, 1.21; 2.3, 2.4, 2.6, 2.8, 2.12, 2.14, 2.15; 3.1, 3.2, 3.4, 3.5, 3.6; 5.1, 5.8, 5.11, 5.12)

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. 

Learning through formative assessment is central to the module. Guest speakers from Tusla and the social care sector will be brought in to share their expertise. 

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.

Each of these 2 assessments will provide formative learning opportunities and form summative assessment requirements also. 

This module’s assessment allows for assessment of CORU Standards of Proficiency as follows:

Case Study & National Practice Framework documentation:  Domain 1.1, 1.5, 1.19, 1.21; 2.1, 2.4, 2.6, 2.12, 2.14, 2.15; 3.1, 3.2, 3.4, 3.5, 3.6; 5.1, 5.8, 5.11, 5.12

Role Play: Domain 1.1, 1.19, 1.21, 1.23; 2.1, 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, 1.21; 2.4, 2.12, 2.13, 2.14, 2.15; 4.4; 5.1. 5.6, 5.7, 5.8, 5.13, 5.19

All aspects of the assessment must be passed and a failure of any aspect will result in that element being attempted again.

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 (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 (Lalor & Brown 2023)

LO 3: Professional Identity: including Knowledge, Skills, Values, Attitudes, Beliefs (Mulkeen, 2023)

 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; Cultural safety; exclusion, discrimination, care, 

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.