CARE08067 2019 Professional Practice 4: Continuing Professional Identity Formation
This module considers the journey which students undertake to become professional social care practitioners working in a range of diverse and complex settings that call for culturally competent practitioners. However, professionalism is not an end in itself, but supports the ultimate goals of the service users and family-centred care, quality and safety (Cuff, 2014).
Drawing on research into threshold concepts, students will be presented with the idea that the process of establishing a professional identity is likely to be a transformative experience. Students will understand the importance of multi-agency collaboration across institutions, evidence-based practice, teamwork and staff well being (Working Better Together 2015). Emphasis will be placed on interprofessional professionalism as 'a consistent demonstration of core values evidenced by professionals working together, aspiring to and wisely applying principles of altruism, excellence, caring, ethics, respect, communication and accountability to achieve optimal health and wellness in individuals and communities' (Stern, 2006). An additional focus will highlight the concept of transdisciplinary professionalism whereby multiple professionals work together under a shared model with a common language (Slomka, 2014).
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 and Quality
Domain 4: Professional Development
Domain 5: Professional Knowledge and Skills
On completion of this module the learner will/should be able to;
Explain threshold concepts from the perspective of an emerging professional identity within a social care context (Domain 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 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)
Teaching and Learning Strategies
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.
Module Assessment Strategies
This modules assessment allows for assessment of CORU Standards of Proficiency as follows:
Students will write an abstract for a social care conference, design and deliver a presentation (60%)
LO. 3, 4 & 5
Domain (1.21; 2.13; 2.15; 5.1; 5.2; 5.5; 5.8; 5.13)
Students will write a reflective report (40%)
Domain (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)
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.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Presentation||Continuous Assessment||Assessment||60 %||Week 10||3,4,5|
|2||Report||Continuous Assessment||Assessment||40 %||Week 13||1,2|
Full Time Mode Workload
Required & Recommended Book List
20/05/2019 Interprofessional Working in Health and Social Care Palgrave
20/05/2019 Establishing Transdisciplinary Professionalism for Improving Health Outcomes National Academies Press
20/10/2019 Evidence and Knowledge for Practice Polity Press
25/09/2011 Interprofessional Professionalism: Linking professionalism and interprofessional care Journal of Interprofessional Care
09/10/2014 Understanding Research and Evidence-Based Practice Reflect Press
20/06/2019 Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge Routledge
07/04/2014 Towards Transdisciplinary professionalism in the Teaching of Public Health National Academies Press
01/09/2019 Interprofessional professionalism collaborative:Measuring medical professionalism Oxford University Press
30/04/2019 Designing and Conducting Research in Social Science, Health and Social Care Routledge
Hood, R. (2018) Complexity in Social Work. Sage Publications
McSweeney, F. and Williams, D. (2019) Designing and Conducting Research in Social Science, Health and Social Care. London, Routledge
Share, P., Cavaliero, T. and McTaggart, B. (2016) Wicked Problems and Young People: Co-creative teaching for the social professions. IT Sligo Publications
British Journal of Social Work
Journal of Social Work Values and Ethics
Journal of Interprofessional Care
Social Work Education
Learning and Teaching in Higher Education
Counselling and Psychology Review
European Journal of Social Education
Journal of Diaspora Indigenous and Minority Education