SOCW09004 2017 Fieldwork Placement 2
The fieldwork placement module is a vital component of the professional social work training. The placement offers the opportunity to put the many concepts from the course into practice. The student should exhibit the theories and skills cultured in the academic setting and demonstrate how these are applied to individuals, families and in interprofessional and interagency settings.
The final fieldwork placement will provide students with an opportunity to strengthen their practice skills, develop in relation to identified areas for learning and expand experience specifically to the placement division to which they are allocated.As the student progresses into their final placement, they will consolidate their academic and practice experiences. On successful completion of this module, the student will have a had the opportunity to develop into the role of professional social worker.
This module supports the achievement of CORU Standards of Proficiency as follows:
Domain 1: Professional Autonomy and Accountability
Domain 2: Interpersonal and Professional Relationships
Domain 3: Effective Communication
Domain 4; Personal and Professional Development
Domain 5; Provision of Quality Services
Domain 6; Knowledge, Understanding and Skills
On completion of this module the learner will/should be able to;
Demonstrate accomplished communication skills. 1.1 (c) 1.1 (d) 1.1 (f) 1.2 (d) 1.5 (b) 1.8 (a) 2.1 (b) 3.1 (a) 3.1 (d) 3.1 (f) 3.1 (g) 3.1 (h) 3.2 (a) 3.2 (b) 4.1 (f) 5.6 (a) 5.7 (b), 6.3 (a), 6.4 (d)
Practice in an anti‑discriminatory way through exerting a heightened degree of confidence in the use of advanced interviewing and communication skills with service users. 1.1 (b) 1.1 (c) 1.1 (d) 1.1 (f) 1.2 (a) 1.2 (b) 1.2 (c) 1.2 (d) 1.5 (b) 1.8 (a) 3.1 (a) 3.1 (i) 3.1 (h) 3.2 (a) 3.2 (b) , 4.1 (f) 5.1 (b) 5.2 (b) 5.5 (a) 5.6 (a), 6.1 (a), 6.1 (f) 6.3 (a) 6.3 (c), 6.3 (e)
Demonstrate planning, implementation and evaluation skills in order to make professional judgements. 1.1 (a) 1.1 (b) 1.1 (c) 1.1 (d) 1.1 (e) 1.1 (f) 1.2 (d) 1.4 (a), 1.4 (b), 1.5 (b), 1.7 (a) 1,7 (b) 1.8 (a) 2.1 (b) 2.1 (d) 3.1 (g) 3.2 (c) 4.1 (c) 4.1 (f) 4.1 (h), 5.1 (d), 5.2 (a), 5.3 (e) 5.6 (a) 5.7 (b) 5.8 (b) 5.8 (c) 5.8 (f) 5.9 (c), 6.1 (e), 6.3 (b), 6.4 (c), 6.4 (e)
Critically evaluate the role of reflective practice in relation to personal and professional development and be able to identify with the ethics and values of professional social work practice.1.1 (b) 1.1 (c) 1.1 (d) 1.1 (e) 1.1 (f) 1.2 (d) 1. 5 (a) 1.5 (b) 1.6 (a) 1.6 (c) 1.6 (d) 1.6 (e) 1.7 (a) 1.8 (a) 4.1 (a) 4.1 (b) 4.1 (f) 4.1 (g) 4.1 (h) 5.6 (a) 5.9 (e) 6.1 (a), 6.1 (d) 6.1 (f) 6.2 (d) 6.2 (e) 6.3 (c) 6.3 (d)
Demonstrate an understanding and apply standards of professional behaviour and competency appropriate to levels of study. 1.1 (a) 1.1 (c) 1.1 (d) 1.1 (e) 1.1 (f) 1.1 (g) 1.1 (h) 1.2 (d) 1.3(a), 1.3 (c), 1.4 (c), 1.4 (d), 1.5 (a) 1.5 (b) 1.6 (c) 1.6 (d) 1.8 (a), 1.8 (b), 2.1 (c), 2.2 (b) 3.1 (e), 4.1 (d), 4.1 (e), 4.1 (f), 4.1 (l) 5.3 (a) 5.3 (b), 5.3 (d). 5.4 (b), 5.6 (a) 5.8 (a), 5.8 (e), 6.1 (b),6.1(c), 6.1(d), 6.1(g), 6.2(c), 6.4 (a), 6.4(c), 6.4 (e), 6.4(f).
Critically assess and modify the effectiveness of various patterns of service delivery in conjunction with other services and other personnel. 1.1 (a) 1.1 (c) 1.1 (d) 1.1 (e) 1.1 (f) 1.1 (g) 1.2 (d) 1.5 (b) 1.6 (a), 1.6 (d), 1.8 (a) 2.1 (a) 2.1 (d) 2.2 (a) 3.1 (f) 4.1 (f) 4.1 (h) 4.1 (k), 5.1 (d), 5.3 (e) 5.4 (a) 5.6 (a) 5.8 (b) 5.8 (c) 5.8 (f) 5.9 (c) 5.9 (f) 6.1 (a) 6.1 (f), 6.1 (h), 6.1 (i) 6.2 (e) 6.3 (a), 6.4 (a) 6.4 (d)
Teaching and Learning Strategies
The student will engage in 500 hours of direct supervised practice experience in fieldwork placement two. They will be supported during placement by a practice teacher and will also have the support of a visiting lecturer from IT Sligo.
Placement one's Performance Evaluation Report is a vital document to be utilized by the student for reflection, self-evaluation and planning for the second and final placement. Consequently, the student’s identified learning needs should become more focus specific and expectations from the practice teacher, tutor and the student themselves are heightened in the final MSW placement. The essential competencies and proficiencies of social workers will be practised within this learning environment.
Module Assessment Strategies
There are two appraisal components of the fieldwork placement module. Both components must be passed.
1) Throughout the placement, the student will be actively involved in a range of associated activities towards the writing up of an 7000-word placement portfolio.
Students are required to provide a profile of the service setting and service user. Students will be required to demonstrate proficiency in practice, through provision of case analysis, evidencing an ability to integrate theory to practice with emphasis on assessment and evaluation, applying, commissioning, timing and sequencing of interventions, while identifying core social work skills and competencies pertinent to their role. Students will be expected to critically evaluate a number of interventions and outcomes, drawing on service user feedback to develop their practice. Students will be expected to demonstrate an ability to integrate learning acquired across the programme, for example identifying policy/legislation/ethics pertinent to their role and service setting. Students are required to clearly map their progress in the context of their identified learning objectives. Finally, students will evaluate their placement and identify areas for growth and development as their progress to professional practice. Students will be expected to provide evidence of case recordings (process recordings, learning logs) and reports to ensure proficiency in their writing.
The placement portfolio assignment will accumulate 100% of the final grade., included in this are the Practice Teacher Evaluation Report and the Visiting Tutor Records.
This modules assessment allows for assessment of CORU Standards of Proficiency as follows:
1.1 (a) 1.1 (b) 1.1 (c) 1.1 (d) 1.1 (e) 1.1 (f) 1.1 (g) 1.1 (h) 1.2 (a) 1.2 (b) 1.2 (c) 1.2 (d) 1.3 (a) 1.3 (b) 1.3 (c) 1.3 (d) 1.4 (a)1.4 (b) 1.4 (c) 1.4 (d) 1.5 (a) 1.5 (b) 1.6 (a) 1.6 (b) 1.6 (c) 1.6 (d) 1.6 (e) 1.7 (a) 1.7 (b) 1.8 (a), 1.8 (b), 2.1 (a) 2.1 (b) 2.1 (c) 2.1 (d) 2.2 (a) 2.2 (b) 3.1 (a) 3.1 (b) 3.1 (c), 3.1(d), 3.1(e) 3.1 (f) 3.1 (g) 3.1(h) 3.1(i) 3.2 (a) 3.2 (b) 3.2(c) 4.1 (a) 4.1 (b) 4.1 (c) 4.1 (d), 4.1 (e), 4.1 (f) 4.1 (g) 4.1 (h), 4.1 (i), 4.1 (I) 4.1 (j) 4.1 (k), 5.1 (a) 5.1 (b) 5.1 (c) 5.1 (d) 5.2 (a) 5.2 (b) 5.3 (a) 5.3 (b) , 5.3 (d) 5.3 (e) 5.4 (a) 5.4 (b) 5.5 (a) 5.6 (a) 5.6 (b) 5.7 (a) 5.7 (b), 5.8 (a) 5.8 (b) 5.8 (c) 5.8 (d) 5.8 (e) 5.8 (f) 5.8 (g) 5.9 (a) 5.9 (b) 5.9 (c) 5.9 (d) 5.9 (e) 5.9 (f) 6.1 (a) 6.1 (b) 6.1 (c) 6.1 (d) 6.1 (e) 6.1 (f), 6.1 (g), 6.1 (h), 6.1 (i) 6.2 (b) 6.2 (c) 6.2 (d) 6.2 (e) 6.3 (a) 6.3 (b) 6.3 (c) 6.3 (d) 6.3 (e) 6.4 (a) 6.4 (b) 6.4 (d) 6.4 (e) 6.4 (f) 6.4 (g)
2) The fieldwork placement will be determined with a pass or fail outcome. The practice teacher will also submit a performance evaluation report signed by both the practice teacher and student. A Pass will apply when a student has accomplished agreed placement learning to the standard required for the relevant stage of their programme.
The student must receive a pass grade from their Placement 1 evaluation in order to proceed to the second year of their programme.
Repeat assessments will be decided based on failed components. This will be confirmed at formal exam boards. However, guidance is as follows:
A student who has failed their portfolio will be asked to re-submit the portfolio. A student failing the performance evaluation report may be required to undertake a further placement. Arising issues with regards to the student’s performance in placement should be highlighted by the practice teachers via the tri-partite meetings.
If the student fails the placement evaluation on the first attempt. they only have one further attempt or cannot progress within the programme.
LO1) Demonstrate accomplished communication skills.
The student will demonstrate appropriate skills in communicating information, listening, giving advice, instruction and professional opinion. Mindful of the different types and styles of communication needed in specific contexts. Effective communication also requires the student to ensure the implementation of best practice in written work and record management.
LO2) Practice in an anti-discriminatory way through exerting a heightened degree of confidence in the use of advanced interviewing and communication skills with service users.
The final year student will practice in partnership with service users and their relatives/supporters, groups, communities and other professionals. The student will display such knowledge and skills as advanced empathy, active listening and respect.
LO3) Demonstrate planning, implementation and evaluation skills in order to make professional judgements.
Students will work effectively with service users to plan and implement effective social work practice They will apply skills and methods appropriate to delivering a range of social work interventions to meet different service user needs within the setting.They will be able to identify and assess service users’ needs, formulate and deliver plans and strategies to meet identified needs, evaluating, as an ongoing process.
LO4) Critically evaluate the role of reflective practice in relation to personal and professional development and be able to identify with the ethics and values of professional social work practice.
Students will reflect critically on personal and professional practice in order to be able to improve it. Part of this will include taking responsibility for personal and professional development to support their transition to a professional social worker.
LO5) Demonstrate and understanding and apply standards of professional behaviour and competency appropriate to levels of study.
While on placement students will practice and display their skills that are informed by evidence, and within their sphere of competence. They will demonstrate their ability to work independently but also as a member of the team. They will show themselves to be capable of providing quality care to service users, altering plans, making reasoned decisions, amending practices based on service user need.
LO6) Critically assess and modify the effectiveness of various patterns of service delivery in conjunction with other services and other personnel.
Students will actively engage in their role as a member of a team and use the knowledge and expertise of all key stakeholder to develop effective and appropriate services to meet specific needs.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Asessment||Practical||Individual Project||100 %||Week 15||2,3,4|
|2||Practice Evaluation Report Pass/Fail||Continuous Assessment||Assessment||0 %||Week 16||1,2,3,4,5,6|
Full Time Mode Workload
|Directed Learning||Not Specified||Fieldwork Placement||35||Weekly||35.00|
Boland, K. (2006) Ethical Decision Making Among Hospital Social Workers. Journal of Social Work Values and Ethics.
Buckley, H., Whelan, S., Carr, N. & Murphy, C. (2008) Service Users’ Perceptions of the Irish Child Protection System. Ireland: Office of the Minister for Children and Youth Affairs. http://www.omc.gov.ie/documents/publications/CF_service_users.pdf
Buckley, H., Carr N. & Whelan, S. (2011) 'Like walking on eggshells': service user views and expectations of the child protection system, Child & Family Social Work.
Buckley, H., Whelan, S. & Carr. N. (2011) 'Like waking up in a Franz Kafka novel': Service users' experiences of the child protection system when domestic violence and acrimonious separations are involved, Children and Youth Services Review.
Coulshed, V. and Orme, J. (2006) Social Work Practice. Palgrave Macmillan
Doel, M., Sawdon, C., Morrison, D. (2002) Learning practice and assessment. Sign Posting the portfolio. London. Jessica Kingsley.
Health Service Executive (2011) Child Protection and Welfare Practice Handbook. Dublin: HSE. (companion to Children First: National Guidance Protection/Welfare of Children. http://www.tusla.ie/uploads/content/CF_WelfarePracticehandbook.pdf
Holmes, E.A. (1995) Medical social work at the Rotunda. Chap. 8 of Browne A. (1995) Masters, Midwives and Ladies-in-waiting. Dublin. A & A Farmer.
Holland, S. (2004) Child and Family Assessment in social work practice. London Sage.
Irish Association of Social Workers (2011) A Call for Change Discussion Document – Children and Families Social Workers Make Their Voices Heard. Dublin: Children and Families Special Interest Group/IASW.
Lishman, J. (2004) Handbook of Theory for Practice Teachers in Social Work. Jessica Kingsley.
Walsh, T. (1999) Changing expectations: the impact of child protection on Irish social work. Child and Family Social Work.
CORU Social Worker Registration Board
Additional resources will be recommended by placement and by visiting tutor based on the area of specialism.
Placements are offered in partnership with agencies providing social work services in Ireland and also abroad. This may include e.g. Disability Services, Hospitals, HSE Mental Health Services, Local Authorities, Older Persons’ Services, Primary Care, Probation Service, The Child and Family Agency, TUSLA, and social work services in the voluntary and private sector.
Upon completion of the final fieldwork placement, students are invited back to the college arena to actively engage in seminars focused on learning, personal and professional development and identify further learning objectives as they reach qualification. Students will engage in self-care practices to aid a reflective approach to these seminars.