CARE07041 2019 Professional Practice 3
This module aims to build on learning provided in professional practice 2 module and facilitates the student in continuing professional development towards their career in social care practice. There is a strong focus on continuing towards achieving proficiency in practice, with the knowledge and skills to work both independently and collectively as a team member in social care practice.
Students will explore the relationship based approach to the purposeful planning and provision of care with vulnerable individuals and groups through frameworks underpinning social care practice and response through a range of therapeutic interventions. Additional focus will be drawn upon the importance of appropriate record keeping; the integral component of self care in social care practice; and the social care practitioner role in responding to behaviours that challenge.
Personal Development Planning (PDP) will be integrated into this module.
Attendance of this module is set to 100%, and monitored throughout the semester for quality assurance. Attendance and all assessment components and learning outcomes must be passed as an essential pre-requisite for students to proceed to practice placement in semester six.
This module maps to the CORU Standards of Proficiency below:
• Domain 1: Professional Autonomy and Accountability
• Domain 2: Communication, Collaborative Practice and Teamworking
• Domain 3: Safety & Quality
• Domain 4: Professional Development
• Domain 5: Professional Knowledge and Skills
On completion of this module the learner will/should be able to;
Demonstrate understanding of the importance of developing personal skills in self-care in order to engage in effective professional practice (Domain 1.18, 1.20; 5.19)
Using evidence informed practice demonstrate understanding of frameworks underpinning social care practice in response to service user need (Domain 1.3, 1.5, 1.17, 1.22; 2.3, 2.12; 3.1, 3.2, 3.3, 3.7; 5.8, 5.13).
Demonstrate knowledge of record keeping and report writing (Domain 1.13, 1.15; 2.6; 3.10).
Have an understanding of social care practitioner role in responding to behaviours that challenge (1.1, 1.23, 2.13, 2.17; 3.6, 3.7; 5.10)
Describe therapeutic interventions from relevant theoretical perspectives and formulate therapeutic solutions that are appropriate to social care settings (Domain 1.1, 1.5, 1.6, 1.17; 2.3, 2.4, 2.12, 2.13; 3.3, 3.5, 3.6, 3.7, 3.8; 5.3, 5.6, 5.12, 5.13).
Critically reflect upon the importance of personal process work (Domain 1.22, 4.1, 4.3, 4,4, 5.19).
Teaching and Learning Strategies
Provision of knowledge via weekly 1 hour lectures.
Exploration of knowledge in weekly 2 hour tutorials where group work and debate concerning current themes and theories is prioritised to enable students to enhance independent thought, communication skills and interpersonal skills.
Module Assessment Strategies
This module is a prerequisite to placement and students must pass all assessment components of this module to progress to placement.
This modules assessment allows for assessment of CORU Standards of Proficiency as follows:
Report (Domain 1.1, 1.2, 1.3, 1.5, 1.6, 1.13, 1.15, 1.17; 2.3, 2.4, 2.6, 2.8, 2.12; 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 3.8, 3.10, 5.1, 5.3, 5.6, 5.8, 5.12, 5.13)
Presentation (Domain 1.1, 1.6, 1.17, 1.18, 1.20, 1.23; 2.13, 2.17; 3.6, 3.7; 5.8, 5.10, 5.19)
Interview PDP (Domain 1.22; 4.1, 4.4)
Assignment PDP (Domain 1.22, 4.1, 4.3, 4.4; 5.19)
Repeat Assessment will depend on the element that the student has been referred. For example, a repeat essay, or a project. This will be confirmed at the official examination board.
LO1) Demonstrate understanding of the importance of developing personal skills in self care in order to engage in effective professional practice.
Self‑care and the social care practitioner responsibility towards self‑care will be discussed as a priority. Understanding of personal and professional implications of stress and burnout will be discussed, and the necessity to build stress management skills in order to care for oneself developed.
LO2) Analyse frameworks underpinning social care practice in response to service user need.
An examination of frameworks underpinning the social care practitioner engagement with the service user. Participants will explore their professional role in the context of evidence-based frameworks that inform their practice, taking in to account the limits of responsibility and the importance of accountability. Participants will develop an understanding of the boundaries of the social care practitioner and the role of other professions in the context of the multi-disciplinary/interdisciplinary/transdisciplinary approaches to care. Develop an understanding of the significance of and importance of ongoing review and evaluation in all programmes of support.
LO3) Understand the integral role of record keeping and report writing.
Discussion regarding the purpose of record-keeping and report writing in social care practice, with insight into types of records and reports developed. Record keeping and report writing are integral to both the role of social care practitioner role and to the service user. Participants will discuss the purpose of record keeping and report writing in social care as an ongoing priority in practice. Participants will develop the skills required to create competent clear, concise and accurate records.
LO4) Have an understanding of social care practitioner role in responding to behaviours that challenge.
Behaviour affects behaviours, and behaviour does not occur in a vacuum. Participants will discuss the cycle of behaviours that challenge and will develop an understanding of the physiological response to behaviours that challenge. Participants will develop awareness of the significant impact of external influences such as environment, sensory stimulation, fear, personal presentation and proximity on behaviours that challenge. Participants will discuss the integral role of the social care practitioner post-incident in rebuilding therapeutic rapport with service users.
LO5) Apply therapeutic interventions from relevant theoretical perspectives, and formulate therapeutic solutions that are appropriate to social care settings.
Participants will be able to identify and discuss differing therapeutic interventions that traverse the social care spectrum, and are underpinned by evidence-based research. Participants will explore the concept of the therapeutic relationship and the skills and competencies required within the therapeutic practice approaches. Participants will discuss the integral role of the service user in response to and in supporting their needs/wants/will and preference.
LO6) Critically reflect upon the importance of personal process work.
Critical examination of the importance of self-awareness and critical reflection in developing skills and competencies in the social care practitioner role.
Self-care and the social care practitioner responsibility towards self-care will be discussed as a priority. Understanding of personal and professional implications of stress and burnout will be discussed, and the necessity to build stress management skills in order to care for oneself developed.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Report||Continuous Assessment||Written Report||50 %||Any||2,3,5|
|2||Presentation||Continuous Assessment||Project||30 %||Any||1,4|
|3||Interview Personal Development Planning (PDP)||Continuous Assessment||Assessment||10 %||OnGoing||6|
|4||Assignment Personal Development Planning (PDP)||Continuous Assessment||Assignment||10 %||End of Term||6|
Full Time Mode Workload
|Tutorial||Flat Classroom||Professional Practice Tutorial||2||Weekly||2.00|
CORU Regulatory Body
Social Care Practice
Child & Youth Services:
Domestic Violence Services
Child & Family Services
- Barnardos: http://www.barnardos.ie
- Childrens Rights Alliance www.childrensrights.ie
Drug and Alcohol Support Service:
Broadhurst, S. & Mansell, J. (2007) Organizational and individual factors associated with breakdown of residential placements for people with intellectual disabilities. Journal of Intellectual Disability Research, 51(4):293, 301. EPIC/HSE (2010).
Summary of EPIC Research Findings of Outcomes for Young People Leaving Care in North Dublin. Available at: http://www.epiconline.ie/outcomes-for-young-people-leaving-care.html Gibson, J.& Turtle, J. (2000) Competence in residential care. Dublin: Focus Ireland.
Hewitt, D. (1998) Challenging behaviour: principles and practices. London: David Fulton Publishers. Miller, W. & Rollnick, S. (2002)
Overextended and Undernourished: A Self-Care Guide for People in Helping Roles. Minneapolis: Hazelden. Rose, J., Harris, P. and Burns, M. (2010) Module 10: Supporting Yourself and Your Team. Challenging Behaviour. Pavillion. Available at: http://visit.lincoln.ac.uk/C18/C9/CDL/Document Library/Challenging Behaviour 2010_Rose.pdf Short, M. (1999) Empowering practice in social care. Buckingham: Open University Press. Thombs, D. L. (2006)
This module is a prerequisite to placement and students must pass this module to progress to placement.
Commencement of placement is reliant on a record of attendance, as noted by module leader, and successful completion of module assessment(s). In order to progress to placement, full attendance is also required at all compulsory placement preparation workshops, as arranged by the Placement Facilitation Unit.