Module Details

Module Code: PRTC C3701
Module Title: Supervised Professional Practice 2
Title: Supervised Professional Practice 2
Module Level:: 7
Credits:: 30
Module Coordinator: Janette Davies
Module Author:: Christina Sieber
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 3 4 10 11 12 14 15 16 19 21 23 D2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 D3 7 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 impact of effective leadership, management, neo-liberalism and marketisation on frontline practice D 1 P1,2,4,6,7,8,9,11,13,14,17,18,19,20,23; D2 p9,10,11,12,13,14,15,16; D3 P 5,6,10,11,13,15. D4 P 1,2,3,4,5,6. D 5 - P 1,3,4,5,6,7,8,9,13,14,17,18,19.
LO7 Analyze different leadership approaches in facilitating effective interdisciplinary team working and in supporting and supervising good practice in individual team members. D1 P 2,11,23; D2 P 9,10,11,12,13,14,15,16; D3 P 15; D4 P5. D5 P14.
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 8 9 10 11 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
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
9446 LAWS C3701 Legal Studies 2
9873 PSYC C3R04 Psychology of Mental Health and Neurodiversity
9986 PRTC C2702 Supervised Professional Practice 1
10036 RECH C3701 Social Research Studies
10046 COMU C3701 Alternative to Home Care
10091 FAMI C3701 Children and Families
10252 SKLS C3701 Creative Skills 2
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 effective leadership approaches and theories in a social care settings within wider contextual considerations including managerialism, neo-liberalism and comodification of care. D1 - P 2,4,6,7,8,9,11,17,18,19,20,23. D2 P10,11,13,14,15. D3, P11: D4 P1,2,3,6: D5 P 8,14,17,19. D.5 P.14
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 1 P1,2,6,7,8,9,11,13,14,17,19,23; D2 p10,11,13,15,16; D3 P 5,6,10,11,13,15. D4 P 1,2,3,4,5,6. D 5 - P 1,3,4,5,6,7,8,9,13,14,18,19.
Interdisciplinary Teamwork
Interdisciplinary teams, impact of good interdisciplinary teamwork and comparison within a global context of best international practices. Groups and group dynamics, Leadership of teams. D1 P 2,11,23; D2 P 9,10,11,12,13,14,15,16; D3 P 15; D4 P5. D5 P14.
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Portfolio % of Total Mark 55
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. Reflective Essays D1 pr 1 3 5 6 8 10 20 22 23 D2
12 17 D5 15. Portfolio must adhere to specific
guidelines regarding presentation and the inclusion of specific
documents D1 7 17 D4 1 2 3 5
Assessment Type Case Studies % of Total Mark 20
Timing Week 12 Learning Outcomes 6,7
Non-marked No
Assessment Description
Case study scenarios exploring the application of leadership, management, motivation, the purpose of supervision as applied to social care settings and in the context if interdisciplinary team-working. Potential to develop a cross international assessment through a blended intensive assessment project with international partners on best practice in other social care jurisdictions. D 1 P1,2,4,6,7,8,9,11,13,14,17,18,19,20,23; D2 p9,10,11,12,13,14,15,16; D3 P 5,6,10,11,13,15. D4 P 1,2,3,4,5,6. D 5 - P 1,3,4,5,6,7,8,9,13,14,17,18,19.
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
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
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
Lecturer Supervised Learning Contact Contact Practice Workshops 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 D1 - Pr. 1, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, and 17 D2 - Pr. 1, 2, 3, 4, 9, 12, 13, 14, 15, 17 D3 - Pr. 1, 2, 5, 6, 7, 8, 15 D4 - Pr. 2 and 4 D5 - Pr. 1, ,2, 3, 4, 5, 6, 8, 10, 12, 14, 15, and 19 12 Weeks per Stage 3.00 36
Work - based Learning Contact Experiential Learning in social care environment. CORU proficiencies are assessed over the course of placement including completion of the ten converations. Presentation - Students will present their presentations previously prepared in Legal Studies to their work colleagues on placement. D1 4, 6, 13, 14, 16, 18, D2 6 7 8 9 14 15 D3 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, an 15 Weeks per Stage 19.60 294
Total Weekly Contact Hours 38.00
 
Module Resources
Recommended Book Resources
  • Barnard, A. (2017), Developing professional practice in health and social care, Routledge, United Kingdom.
  • Jane Day. (2013), Interprofessional Working: an essential guide for health and social care professionals, 2nd Ed. [ISBN: 9781408074954].
  • Edwards, D. & Best, S. (eds). (2020), The Textbook of Health and Social Care, 16, Sage.
  • 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.
  • Noel Howard,Denise Lyons. (2014), Social Care, Gill Education, p.320, [ISBN: 9780717159697].
  • Glasby, J. & Dickinson, H.. (2014), Partnership Working in Health and Social Care.
  • Gopee, N. & Galloway, J.. (2013), Leadership and Management in Healthcare.
  • Gopee, N.. (2011), Mentoring and Supervision in Healthcare, 2nd Ed..
  • Knapman, J. & Morrison, T. (2001), Making the most of Supervision in Health & Social Care., Brighton: Pavilion Pubs.
  • Mc Cann James, C., De Roiste, A and McHugh, J. (2009), Social care practice in Ireland. An Intergrated perspective, Gill Books Ltd, Ireland.
  • Northhouse, P.G.. (2015), Leadership: Theory and Practice, 7th Ed..
  • Payne, M. and Dominelli, L.. (2009), Social care in context, Palgrave Macmillan, New York.
  • Neil Thompson. (2018), The Learning from Practice Manual, Avenue Media Solutions, p.288, [ISBN: 9781910020449].
  • 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.
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: