CARE06018 2016 Interdisciplinary Care
Full Title
Interdisciplinary Care
Transcript Title
Interdisciplinary Care
Code
CARE06018
Attendance
N/A %
Subject Area
CARE - Social Studies
Department
SOCS - Social Sciences
Level
06 - NFQ Level 6
Credit
10 - 10 Credits
Duration
Semester
Fee
€
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Author(s)
Chris Sparks, Anna Fewer-Hamilton, Tamsin Cavaliero, Jessica Mannion, Aoife Cooney
Programme Membership
SG_WSOCI_H08 201600 Bachelor of Arts (Honours) in Social Care Practice
SG_HEARL_G07 201600 Bachelor of Arts in Early Childhood Care and Educ
SG_SoCaSOCI_G07 201600 Bachelor of Arts in Social Care Practice
SG_HEARL_H08 201700 Bachelor of Arts (Honours) in Humanities in Early Childhood Care and Educ
SG_HSOCI_H08 201700 Bachelor of Arts (Honours) in Social Care Practice
SG_HEARL_H08 201800 Bachelor of Arts (Honours) in Early Childhood Care and Educ
SG_HSOCI_H08 201900 Bachelor of Arts (Honours) in Social Sciences 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 variety of theories may impact on their 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 which would be appropriate in a variety of professional caring environments in a simulated environment whilst working within the national practice framework. (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.
Reflect on their experiences of the development of professional practices suitable for a range of professional care environments. (Domain 1.20, 1.22; 2.12, 2.14, 2.15; 5.1, 5.6, 5.13, 5.19)
4.
Discuss the role of knowledge, skills and values in the formation of professional 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)
5.
Examine situations which may impact on peoples lives 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)
6.
Discuss how relevant concepts inform practices in a range of professional caring environments. (Domain 1.2, 1.6, 1.19, 1.20; 2.4, 2.12, 2.13, 2.14, 2.15, 2.17; 4.4; 5.6, 5.7, 5.8, 5.13, 5.19)
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.
A reflection will also be submitted as part of the assessment strategy.
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
Reflection: Domain 1.20, 1.22; 2.12, 2.14, 2.15; 5.1, 5.6, 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
Theories:
Could include - Maslow, Bronfenbrenner, Erikson & Goffman
Interdisciplinary Professionalism:
Could include - Uni-disciplinary, Multidisciplinary, Interdisciplinary & Transdisciplinary practices (Cuff, 2016)
Professional Identity
Could include - Knowledge, Skills, Values, Attitudes, Beliefs (Adams, 2006)
Interprofessionalism Behaviours
Could Include - Communication, Respect, Altruism and Caring, Excellence, Ethics, Accountability (Frost, 2013)
Context
Could Include -Socio-economic status, Age, Additional Needs
Concepts
Could Include - Access, Empowerment, Ethics, Inclusive Practices
Culturally Safe Practice with Children, Families, and Communities
Could Include - using the perspectives of ecological perspectives and empowerment students will be supported in working with individuals, families, groups, and communities from a needs and strengths-based model.
Coursework & Assessment Breakdown
End of Semester / Year Formal Exam
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Case Study & National Practice Framework documentation | Project | Group Project | 20 % | Week 12 | 5 |
| 2 | Role Play | Project | Group Project | 20 % | Week 12 | 2 |
| 3 | Learning Journal | Continuous Assessment | Individual Project | 30 % | Week 13 | 1,4,6 |
| 4 | Reflection | Continuous Assessment | Individual Project | 30 % | Week 13 | 3 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Lecture | Lecture Theatre | Lecture | 1 | Weekly | 1.00 |
| Tutorial | Flat Classroom | Tutorial | 4 | Weekly | 4.00 |
Total Full Time Average Weekly Learner Contact Time 5.00 Hours
Required & Recommended Book List
Recommended Reading
2013-08-16 Applied Social Care: An Introduction for Students in Ireland Gill & Macmillan Ltd
ISBN 0717156230 ISBN-13 9780717156238
2013-08-16 Applied Social Care: An Introduction for Students in Ireland Gill & Macmillan Ltd
ISBN 0717156230 ISBN-13 9780717156238
Third edition of this popular comprehensive introduction to all key study areas within Applied Social Care and Social Care Practice, including theoretical approaches, practice issues, social care and specific population groups. * New to this edition: * International perspectives on social care practice, drawing on experience in Ireland, Europe and North America * An update on the social care professional development project * New chapters on therapeutic approaches to social care practice, child protection, health promotion and working with juvenile offenders. * Provides a historical outline of social care in Ireland, with reference to key institutions, legislation and regulations. * Identifies theoretical bases of social care practice in psychology, sociology and social policy, and how these have evolved and developed through the interplay of theory-building, evidence-gathering, policy development and polemical debate. * Examines the fundamental role of 'self' in social care practice and concepts, practices of equality and anti-oppressive practice. * Focuses on key practice issues, including student placement, workplace supervision, multidisciplinary teamworking and responding to challenging behaviour. * Examines social care practice with particular social and demographic groups - young people, older people, the homeless, those with disabilities, the Travelling community and new immigrant communities - and identifies the required skills and approaches associated with this work. * Endorsed by the Irish Association of Social Care Educators (IASCE ) and by Social Care Ireland (SCI). Suitable For: Students of Social Care/Applied Social Studies at degree and honours degree level
Recommended Reading
2012-02-24 Early Childhood Education & Care: An Introduction for Students in Ireland Gill & Macmillan Ltd
ISBN 071715324X ISBN-13 9780717153244
2012-02-24 Early Childhood Education & Care: An Introduction for Students in Ireland Gill & Macmillan Ltd
ISBN 071715324X ISBN-13 9780717153244
Unique new text introducing the theories and concepts of Early Childhood Education and Care, highlighting the knowledge, values and skills required to become a competent ECEC practitioner in Ireland today. Written by educators, practitioners and policy experts from across Ireland, this book is organised in four parts: Part 1: Theoretical Underpinnings of Early Childhood Education and Care Introduces students to the key concepts and theories from a range of relevant disciplines, enabling them to make sense of a child's place in the world. Part 2: Approaches to Early Childhood Education and Care Demonstrates the richness and breadth of pre-school learning models, describing the numerous theoretical and practical perspectives in early education and care. Part 3: Pedagogy and Learning Explores the different types of environments and situations contributing to young children's learning and reinforces the importance of engaging with parents and the community. Part 4: structures and Issues Outlines the unique character of the ECEC sector in Ireland, while also highlighting the importance of ethics and the significance of diversity in ECEC practice. Suitable For: Undergraduate degree programmes in Early Childhood Education and Care in Institutes of Technology and Colleges of Education. Unique new text introducing the theories and concepts of Early Childhood Education and Care, while highlighting the knowledge, values and skills required to become a competent ECEC practitioner in Ireland today. Written by educators, practitioners and policy experts from across Ireland, this book is organised in four parts: Part 1: Theoretical Underpinnings of Early Childhood Education and Care Introduces students to the key concepts and theories from a range of relevant disciplines, enabling them to make sense of a child's place in the world. Part 2: Approaches to ECEC Demonstrates the richness and breadth of pre-school learning models, describing the numerous theoretical and practical perspectives in early education and care. Part 3: Pedagogy and Learning Explores the different types of environments and situations contributing to young children's learning and reinforces the importance of engaging with parents and the community. Part 4: Issues and Context Outlines the unique character of the ECEC sector in Ireland, while also highlighting the importance of ethics and the significance of diversity in ECEC practice.
Recommended Reading
2015 Meitheal Toolkit TUSLA
2015 Meitheal Toolkit TUSLA
The Meitheal Toolkit is intended for use by practitioners using Meitheal A National Practice Model for all agencies working with children, young people and their families. It provides direction, guidance and advice on all stages of the Meitheal process and as such can be used as a roadmap for undertaking a Meitheal effectively. The toolkit is a practical resource that will: (a) inform and guide practitioners through the Meitheal process:::: (b) provide direction, advice and guidance on how best to undertake the Meitheal process:::: (c) provide support and guidance to Lead Practitioners to undertake their role effectively in the Meitheal process:::: (d) identify how to store and share information safely as part of the Meitheal process:::: (e) provide Meitheal documentation and guidance on how to complete Meitheal Forms:::: (f) provide guidance on facilitating meetings as part of the Meitheal process. The Meitheal Toolkit has been developed as a resource that practitioners can use either in its entirety to get an overall understanding of the Meitheal process and how it works in practice, or that practitioners can dip in and out of in accordance with the stage of the Meitheal process they are currently working on.
Module Resources
URL Resources
http://www.tusla.ie/
http://www.dcya.gov.ie/viewdoc.asp?DocID=120
http://www.cypsc.ie/
http://www.sligoleitrimdirectory.ie/
http://www.enableireland.ie/