SOCW09005 2018 Preparation for Placement
This module facilitates the student in planning for and undertaking the practice‑based learning components of the Master of Arts in Social Work programme. It places emphasis on the student's development of key social work skills to ensure they are professional in their practice and prepares them to engage with and understand the social work environment and their role and responsibilities as practitioners. This module facilitates a collaborative partnership between service user and carer educators, practitioners and academics to further enhance learning acquired across the programme. Key concepts and processes of 'Reflective Learning and Practice' are examined as an approach to achieve optimal learning from the social work practice placement. In preparation for the fieldwork placement, a range of learning tools will be introduced including Process recording, Learning Logs, Critical Incident Recording, Reflective Journals and Direct Observation which will support the student in a successful transition to the work environment.
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;
Illustrate an understanding of the use of reflective teaching and learning tools, supports and processes to optimize learning from and in their social work practice. (Domain 1.1c;1.2b; 1.5b; 1.7c; 3.2c; 4.1a; 4.1b; 4.1c; 4.1e; 4.1f; 4.1g; 4.1h; 5.1c; 5.1d; 5.3d; 5.3e; 5.4a; 5.9c; 5.9e).
Critically evaluate the role and responsibilities of the social worker in various practice settings. (Domain 1.1a; 1.1d; 1.1e; 1.1f; 1.1g; 1.1h;1.2b; 1.2e; 1.3a; 1.3b; 1.3c; 1.3d; 1.4a;1.4c; 1.4d; 1.5a; 1.5b;1.6a; 1.7a; 1.7c; 2.1a; 2.1d; 2.2a; 2.2b; 3.1f; 3.2a; 3.2c; 5.1a; 5.1b; 5.2a; 5.2b; 5.5a; 5.6a; 5.6b; 5.7a; 5.7b; 6.4c; 6.4e).
Articulate an understanding of the supervision process and evaluate the importance of supervision in professional practice.. (Domain 1.4d; 1.5a; 1.5b; 1.6b; 1.6d;1.6e; 1.7b;2.1c; 2.2a; 3.1f; 3.2c; 4.1d; 4.1e; 4.1f; 4.1h; 4.1i; 5.1d; 5.3b; 5.3d; 5.3e; 5.6a; 5.9c; 5.9e).
Critically analyse and identify clear personal and professional learning needs in the context of preparation for placement and professional practice.(Domain 1.1c; 1.5a; 1.5b; 4.1c).
Evidence a comprehensive knowledge of key theories, ethics, competencies and skills pertinent to achieving proficiency in professional social work practice.(Domain1.1a; 1.1c;1.1d; 1.1g; 1.2a;1.2b;1.3a; 1.3b; 1.3d; 1.4a; 1.4c; 1.4d; 1.5b;1.6c; 1.6d; 2.1a; 2.1c; 3.1a; 3.2c; 4.1a; 5.1a; 5.2a; 5.3d; 5.3e; 5.7a; 6.1a; 6.4c; 6.4e).
Teaching and Learning Strategies
Lecture and seminar/tutorials with presentations by academic staff, service user testimonials, panel discussion with social work practitioners, reflective exercises case studies, individual reflective journals and group work in class.
Module Assessment Strategies
Continuous Assessment 100%
Students are required to complete a preparation for placement portfolio. Students will be required to complete this in sections throughout the course of the module, as guided by the lecturer. Students will be required to integrate learning acquired across the programme to demonstrate their competence for practice. There are a number of formative assessment opportunities for students to receive feedback on their development before submitting summative work.
Full attendance and participation is essential. Students must pass this module in order to proceed to practice placement.
This modules assessment allows for assessment of CORU Standards of Proficiency as follows:
Portfolio: Domains 1.1a; 1.1c; 1.1g;1.1h; 1.5a; 1.5b; 1.7b; 1.7c; 3.1a; 3.1d; 3.2c; 4.1c; 5.1d; 5.2a; 5.2b; 5.3b; 5.3e; 5.4a; 5.7b; 5.9e; 6.1a.
Repeat assessment requirements will be recorded at Formal Examination Boards and will be decided based on failed components.
LO1)Illustrate an understanding of the use of reflective teaching and learning tools, supports and processes to optimize learning from and in their social work practice.
Information is provided on placement planning and allocation processes.
A reflective learning approach to placement is introduced whereby students’ experiences and views of learning from practice in contrast to more traditional classroom-based learning are explored. Learning Styles and their implications for practice learning are considered.
A range of Reflective Learning tools are introduced including Process Recording, Learning Logs, Critical Incidents, Reflective Journals and Direct Observation.
LO2)Critically evaluate the role and responsibilities of the social worker in various practice settings.
Students will explore possible placement opportunities, the role and responsibilities of the practitioner, in context, as profiled by practice teachers from a range of social work settings including child & family, health-related, community/ voluntary, probation & disability sectors. Students will be offered individual student placement consultations at this stage.
A number of seminars will take place throughout the course of this module, where service user and carer testimonials are presented to students to promote best practice in a variety of contexts.
Students will be required to demonstrate their ability to integrate learning from these seminars across the programme.
LO3)Articulate an understanding of the supervision process and evaluate the importance of supervision in professional social work practice.
This session focuses on the importance of the supervision process as the structured opportunity for teaching and reflective learning each week during placement. A number of models of supervision are reviewed including a reflective practice model and a developmental model.
LO4) Critically analyse and identify clear personal and professional learning needs in the context of preparation for placement and professional practice
Students will be offered information in respect to the role of the Institute Tutor. Students are encouraged to develop personal learning needs statements incorporating the domains of proficiency, with support from their individual tutor. The Placement Learning Agreement will be introduced and integration of learning goals and placement based learning opportunities is discussed.
The student will learn about the processes of evaluation and assessment by the practice teacher. Students will present a final draft of their learning needs for their placement.
LO5) Evidence a comprehensive knowledge of key theories, ethics, competencies and skills pertinent to achieving proficiency in professional social work practice.
Pre-placement sessions facilitated jointly with Practice Teachers and tutors and consider theories, competencies, skills and ethical practice that are pertinent to students’ allocated placements. Barriers to constructive learning and practice are considered and approaches in learning from practice experience are reviewed.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Portfolio of Assessment||Continuous Assessment||Assessment||100 %||OnGoing||1,2,3,4,5|
Full Time Mode Workload
|Seminar||Flat Classroom||Seminar Learning||3||Weekly||3.00|
|Independent Learning||Not Specified||Independent Learning||4.5||Weekly||4.50|
Cleak H., and Wilson, J. (2007) Making the Most of Field Placement. Australia: Cengage Learning.
Doel, M. (2009) Social Work Placements A traveller’s guide. London: Routledge
Lomax, R., Jones, K., Leigh, S. and Gay, C. (2010) Surviving Your Social Work Placement. Basingstoke: Palgrave.
Healy, K. (2005) Social Work Theories in Context, Creating Frameworks for Practice. Basingstoke: Palgrave Macmillan.
Wilson, K., Ruch, G., Lymbery, M., Cooper, A. (92005) ’Relationship-based and reflective approaches for contemporary social work practice’ in Social Work An introduction to contemporary practice in K. Wilson, G. Ruch, M Lymbery and A Cooper (eds) (2008) London: Pearson.
Social Workers Registration Board