Module Details

Module Code: PRTC C3402
Module Title: Supervised Professional Practice 2
Title: Supervised Professional Practice 2
Module Level:: 7
Credits:: 30
Module Coordinator: Eileen Doyle
Module Author:: Noelle Reilly
Domains:  
Module Description: The aim of this subject is to: Students of this module will be able to document the application of the Social Care Workers Registration Board Standards of Proficiency for Social Care Workers in a social care practice context. Provide opportunity for on-going professional development as highlighted during supervised professional practice 1 Expand student’s ability to use ‘self’ in social care practice. Engage student in expanding their reflective practice in a dynamic environment. To expand student's theoretical knowledge and application of therapeutic interventions. Help students use self to enable clients affect change in their own life. Continue to promote the self- development of student’s personal awareness and critiquing skills which will assist reflective practice. Prepare students for professional employment. To recognise the importance of effective leadership and management on social care practice.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Discuss engagement in diversity sensitive/anti-discriminatory practice while on placement, and how these are embedded concepts of emancipatory practice. D1 1 2 3 5 7 8 17 21 22 23 D2 2 3 4 5 12 13 17 D3 1 6 D4 4 D5 1 2 3 6 8 9 11 12 13 14 15 19
LO2 Demonstrate competency in communication, collaborative practice and team working in a social care context D1 1 2 11 12 14 21 22 23 D2 1 2 3 5 6 7 8 11 13 14 15 16 17 D5 8 9 10 13 19
LO3 Demonstrate the ability to work within safety and quality parameters of the profession D1 1 2 3 6 17 18 19 20 21 22 D2 4 6 7 8 9 17 D3 1 2 3 4 5 6 7 9 10 11 12 13 14 D4 2 5 D5 5 10 11
LO4 Critically reflect on their own professional practice and demonstrate evidence of ongoing continuing professional development and education D1 7 8 17 18 20 21 22 D4 1 2 3 4 5 6 D5 13 19
LO5 Demonstrate professional knowledge and skills which supports service users’ engagement in meaningful life experiences which aids the achievement of service users meeting their full potential D1 1 2 3 45 6 7 8 9 10 23 D2 1 2 3 4 5 9 12 14 17 D3 1 2 3 4 5 6 7 8 14 15 D4 1 2 4 5 D5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 19
LO6 Differentiate between leadership and management in social care and be able to recognize and critically reflect on the impact of effective leadership, management, neo-liberalism and marketisation on front line practice.D2 p10 D5 P14
LO7 Analyze different leadership approaches in facilitating effective interdisciplinary team working and in supporting and supervising good practice in individual team members. D2 P10,11, 14, 15
LO8 Demonstrate a theoretical understanding of the social care standards of proficiency and provide a record from supervised professional practice placement of the application of the social care standards of proficiency in practice indicating safe practice. D1 Pr 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 D2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 D3 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 D4 1 2 3 4 5 6 D5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 19
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
8108 CRTV C3402 Creative Skills 2
8837 FAMI C3402 Children and Families
9308 PRTC C2402 Supervised Professional Practice 1
9387 SOCG C3402 Alternative to Home Care
9416 PRTC C3402 Supervised Professional Practice 2
9447 LAWS C3402 Legal Studies 2
9695 PSYC C3402 Psychology of Mental Health and Neurodiversity
9868 RECH C3402 Social Research Studies
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Professional autonomy and accountability
Recognising personal responsibility and professional accountability for ethical practice and workload : Boundaries, candour, disclosure, CORU, confidentiality, whistleblowing, consent, decision making and professional choices, D1 1 2 3 4 6 7 9 10 11 12 14 15 16 17 18 19 21 23 D2 9 12 D3 6 D3 6 D5 8
Communication, collaborative practice and teamwork
Interpret behaviours as communications, managing conflict, understanding behaviour, service provision infrastructure, recap on report writing paying attention to consent, digital literacy skills, communication technologies, data protection, GDPR, D2 1 2 3 5 6 7 8 9 11 13 14 15 16 17 D5 8 10
Safety and Quality
Theory to practice, professional knowledge and skills applied to social care intervention, quality assurance and quality improvement, Confidentiality, data protection & whistleblowing, care planning, HIQA, risk management strategies, personal learning plan, proficiency audit. D3 1 2 3 4 5 7 9 15 D4 1 3 D5 1
Professional development
Supervision, reflective practice, self-care, self awareness, personal values, Personal Learning Plan D1 20 22 D4 1 2 3 4 5 6 D5 8 13 19
Professional knowledge and skill
Human rights-based approach, models of practice, transference and counter transference, meaningful life experiences, advocacy, mentoring and supervision, cross modular learning applied to field of practice in which they are undertaking their placement D1 5 8 D2 4 D5 1 2 3 6 9 10 11 12 15 19
Supervised Professional Practice Placement
Supervised Professional Practice Engaging in authentic practice in a supported environment to develop the capacity to operate as a safe practitioner. Audit of standards of proficiency for social care workers and development of personal learning plan. Positive engagement in the supervisory process. D1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 D2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 D3 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 D4 1 2 3 4 5 6 D5 1 2 3 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Leadership
Distinguishing leadership roles from management roles in the social care context. Explore foundational leadership approaches and theories in a social care settings within wider contextual considerations including managerialism, neo-liberalism and commodification of care. D2 P10 D5 P14
Motivation and Supervision
Supervision in Social Care, models of supervision, Motivation theories, understanding managing staff motivation in social care and supervision as a motivation tool The role of leadership in supervision and motivation. D 2 p10, 11
Interdisciplinary teamwork
Interdisciplinary teams, impact of good interdisciplinary teamwork. Groups and group dynamics, Leadership of teams. D2 p10, 14, 16
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Project % of Total Mark 10
Timing n/a Learning Outcomes 1,2,3,4,5,6,7,8
Non-marked No
Assessment Description
Social Care Proficiencies Audit and Personal Learning Plan: D1 Pr 1 2 3
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 D2 1 2 3 4 5 8 9
12 13 14 15 16 17 D3 1 2 3 4 5 6 7 8 9 10 12 13 14 15 D4 1 2 3 4 5 6 D5
1 2 3 6 7 8 9 10 11 12 13 14 15 16 19
Assessment Type Portfolio % of Total Mark 75
Timing n/a Learning Outcomes 1,2,3,4,5,6,7
Non-marked No
Assessment Description
Portfolio – Students submit a portfolio of work demonstrating their knowledge and skills which have developed over the course of their placements. Included in the portfolio is: Intervention write up D1 1 20 21 D3 1 2 3 4 5 6 7 8 10 12 13 14 15 19 D5 1 2
3 4 5 6 7 8 11 12 14. Reflective Essays D1 pr 1 3 5 6
8 10 20 22 23 D2 12 17 D5 15. Leadership Essay.
Portfolio must adhere to specific guidelines regarding presentation and the inclusion of specific documents D1 7 17 D4 1 2 3 5
Assessment Type Oral Examination/Interview % of Total Mark 15
Timing n/a Learning Outcomes 1,2,3,4,5,8
Non-marked No
Assessment Description
Tripartite Meeting - At this stage in the programme, the achievement of "Independent in practice" level is considered adequate for progression. An independent practitioner is one who is aware of the limits of their own practice and is competent to seek the guidance of others when this limit is reached. Proficiencies captured include: D1 Pr 1 2 3 4 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 D2 1 2 3 4 5 12 13 14 15 16 17 D3 1 6 9 12 15 D5 6 9 10 13 19
No Project
No Practical
No End of Module Formal Examination

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Work - based Learning Contact Experiential Learning in social care environment 12 Weeks per Stage 33.33 400
Independent Learning Time Non Contact Maintain free narrative journal, reflect on practice based learning, portfolio preparation, Preparation for weekly workshops/supervision and post workshop/supervision reflection. Social Care Proficiencies Audit. Students complete a self-audit of their progression in the achievement of the social care proficiencies. This self audit, coupled with their reflective journal, supports the development of the Personal Learning Plans whilst on placement. D1 1, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, and 17 D2 15 Weeks per Stage 19.60 294
Lecturer-Supervised Learning (Contact) Contact Contact Practice Workshops. Students are divided into workshop groups containing sixteen people or less. Class discussion/debate specific to case studies, academic publications, scenarios, theory to practice. Call in days x 2 12 Weeks per Stage 1.67 20
Lecture Contact Leadership and Effective management 12 Weeks per Stage 3.00 36
Total Weekly Contact Hours 38.00
 
Module Resources
Recommended Book Resources
  • Harrison, R & Wise, C.. (2005), Working with Young People, London: Sage.
  • Hawkins, J & Shohet, R.. (2007), Supervision in the Helping Professions, 3rd. Milton Keynes: Open University Press.
  • Healy, J. & Spencer, M.. (2008), Surviving your placement in Health & Social Care., Brighton: Pavilion Publishers.
  • Knapman, J. & Morrison, T. (2001), Making the most of Supervision in Health & Social Care., Brighton: Pavilion Pubs.
  • Thompson N.. (2009), Anti-discriminatory Practice., London: Macmillan.
  • Thompson, N.. (2015), People Skills, 4. London: Macmillian.
  • Thompson, N.. (2008), The Critically Reflective Practitioner, London: Macmillan.
  • Tomlinson P., & Philpot T.. (2008), A Child’s Journey to Recovery, London Jessica Kingsley.
  • Mc Cann James, C., De Roiste, A and McHugh, J. (2009), Social care practice in Ireland. An Intergrated perspective, Gill Books Ltd, Ireland.
  • Payne, M. and Dominelli, L.. (2009), Social care in context, Palgrave Macmillan, New York.
  • Barnard, A. (2017), Developing professional practice in health and social care, Routledge, United Kingdom.
  • Thompson, N. (2018), The Learning from Practice Manual, [ISBN: 9781910020449].
  • Howard, N. Lyons, D.. (2014), Social Care, Gill Education, p.320, [ISBN: 9780717159697].
Supplementary Book Resources
  • Bisteck, F. (1963), The Professional Relationship, Elwin Pubs, USA.
  • Donohoe J & Gaynor F. (2009), Education & Care in the Early Years, 3rd. Dublin: Gill & McMillian.
  • Moon, J.. (2005), Learning Journals: A handbook for academics, students & professional development., London: Kogan Page.
  • O’Neill E. (2004), Profressional Supervision: Myths, Culture & Structure., Tipperary: RMA Publication.
  • Share, P & Lawlor, K.. (2013), Applied Social Care, 3rd. Dublin: MacMillian.
  • Tadd, G.V.. (1998), Ethic & Values for Care Workers, London: Blackwell Publications.
Recommended Article/Paper Resources
Other Resources
Discussion Note: