CARE08067 2022 Professional Practice 4

Explain threshold concepts from the perspective of an emerging professional identity within a social care context (Domain 1.7; 1.11; 1.21; 1.23; 4.3; 4.4; 4.5; 5.19)

Show evidence of continuing professional identity formation in relation to social care (Domain 1.19; 1.20; 1.21; 1.22; 4.1; 4.3; 4.4; 4.5; 5.8; 5.19)

Demonstrate the significance of interprofessional practice for social care professionals (Domain 1.20; 2.13; 2.15; 3.4; 4.1; 5.1; 5.2; 5.8; 5.13)

Critically assess the concept of transdisciplinary professionalism for social care practitioners (Domain 2.13; 2.15; 3.4; 5.1; 5.2; 5.8; 5.13)

Define evidence-based practice and discuss its significance within the field of social care (Domain 1.21; 5.1; 5.2; 5.5; 5.8; 5.13)

Provision of knowledge in weekly 2 hour lectures

Exploration of knowledge in weekly 1 hour tutorials where students will explore key theories and concepts relevant to the module.

Guest lectures will be included in the delivery of this module. 

This modules assessment allows for assessment of CORU Standards of Proficiency as follows:

Students will design and deliver a presentation for a social care conference (40%)

LO. 3, 4 & 5

Domain (1.21; 2.13; 2.15; 5.1; 5.2; 5.5; 5.8; 5.13)

Students will create a reflective E-portfolio (60%)

LO. 1,2

Domain (1.7; 1.17; 1.18; 1.19; 1.20; 1.21; 1.22; 1.23; 3.4; 4.1; 4.3; 4.4; 4.5; 5.8; 5.19)

Repeat Project

LO1) Explain threshold concepts from the perspective of an emerging and continuing professional identity within a social care context

Drawing on research in threshold concepts in allied social and health care professions, students will learn how to develop a professional practitioner identity within the context of complex and culturally safe environments.

LO2) Show evidence of continuing professional identity formation in relation to social care

This module reviews the values, skills, knowledge and experience required to become a competent practitioner and what practitioners can do to cope effectively in the workplace.  Drawing on theories from psychology, sociology and neuroscience, students will be provided with theoretical explanations and practical steps to deal with vicarious trauma, stress and burnout.

LO3) Demonstrate the significance of Interprofessional Practice

Students will explore preparation for the workplace in terms of employers expectations by engaging with a range of experts in the profession.  

LO4) Critically assess the concept of transdisciplinary professionalism for social care practitioners

Students will examine professionalism within the context of a professional working alone (unidisciplinary), to people from multiple professions working individually on an issue or with a service user (multidisciplinary), to people from multiple professions working together towards a common goal (interdisciplinary/interprofessional), to people from multiple professions working together under a shared model with a common language (transdisciplinary).

LO5) Define evidence-based practice and discuss its significance within the field of social care.

Students will be introduced to knowledge frameworks which explore the relationship between theory and practice.  Students will review studies on how service users want to be treated from the perspective of evidence-based practice and, where appropriate, through engaging with relevant communities of interest.