CARE08067 2019 Professional Practice 4: Continuing Professional Identity Formation

General Details

Full Title
Professional Practice 4: Continuing Professional Identity Formation
Transcript Title
Professional Practice 4: Conti
Code
CARE08067
Attendance
80 %
Subject Area
CARE - Social Studies
Department
SOCS - Social Sciences
Level
08 - NFQ Level 8
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2019 - Full Academic Year 2019-20
End Term
9999 - The End of Time
Author(s)
Jessica Mannion, Tamsin Cavaliero
Programme Membership
SG_HSOCI_H08 201900 Bachelor of Arts (Honours) in Social Sciences in Social Care Practice
Description

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

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

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)

2.

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)

3.

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)

4.

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)

5.

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%)

LO. 1,2

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)

Repeat Assessments

Repeat Project

Module Dependencies

Prerequisites
CARE07041 201900 Professional Practice 3

Indicative Syllabus

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

Coursework & Continuous Assessment
100 %

Coursework Assessment

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


Type Location Description Hours Frequency Avg Workload
Lecture Lecture Theatre Lecture 2 Weekly 2.00
Tutorial Flat Classroom Tutorial 1 Weekly 1.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Required Reading
20/05/2019 Interprofessional Working in Health and Social Care Palgrave

Required Reading
20/05/2019 Establishing Transdisciplinary Professionalism for Improving Health Outcomes National Academies Press

Required Reading
20/10/2019 Evidence and Knowledge for Practice Polity Press

Required Reading
25/09/2011 Interprofessional Professionalism: Linking professionalism and interprofessional care Journal of Interprofessional Care

Required Reading
09/10/2014 Understanding Research and Evidence-Based Practice Reflect Press

Required Reading
20/06/2019 Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge Routledge

Required Reading
07/04/2014 Towards Transdisciplinary professionalism in the Teaching of Public Health National Academies Press

Required Reading
01/09/2019 Interprofessional professionalism collaborative:Measuring medical professionalism Oxford University Press

Required Reading
30/04/2019 Designing and Conducting Research in Social Science, Health and Social Care Routledge

Module Resources

Non ISBN Literary Resources

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

Journal Resources

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

Burnout Research

Counselling and Psychology Review

European Journal of Social Education

Journal of Diaspora Indigenous and Minority Education

 

 

URL Resources

www.coru.ie

www.dcya.gov.ie/documents/cypp_framework/BetterOutcomesBrighterFutureReport.pdf

www.health.gov.ie/wp-content/uploads/2015/09Working-Better-Together.pdf

www.signsofsafety.net

www.tusla.ie