module specification

This is the second placement module providing opportunities for students to demonstrate professional capability at the qualifying level. This module will provide opportunities for students to experience social work practice in a statutory setting in order to develop and apply their knowledge, skills and values with either, individuals, families, carers, groups or communities. They will draw on their learning from their first placement, from academic and skills based modules, and will apply this guided by structured supervision and support.

Successful completion of module SW7049 (First Placement Module)

This module provides opportunities for students to:

• Develop their knowledge, values and skills in relation to working with a range of service user groups in more complex situations, and the ability to undertake a range of tasks.
• Develop an understanding of, and an ability to apply ethical principles and relevant legislation whilst working alongside a professionally qualified social worker in a setting, and with a service user group that contrasts with the first placement setting and service user group.

A key focus of this module will be focusing on delivering a statutory service and with a strong emphasis on partnership working.

The student will undertake a minimum of 100 days within the agency under the direct supervision of a practice educator who will allocate work in relation to the Professional Capabilities Framework qualifying level.  Learning activities should include: a planned induction; opportunities to visit related agencies; undertake direct work with service users with guidance and support; attend team meetings; work alongside professionals from different disciplines; and utilise opportunities to gain a critical understanding of the role of the agency within its organisational and legal context. Students will be provided with an appropriately qualified practice educator. The student will be provided with 1.5 hours of formal supervision per week. The placement will be governed by a learning agreement drawn up by the practice educator and student and agreed by a tutor from the University who will also meet with the practice educator and student on at least two occasions. A Practice Placement Handbook, provided to both student and practice educator, gives detailed information about placement Requirements and processes.

Practice learning will be dependent on the individual circumstances and learning opportunities available in each placement. This will be related to specific service user groups, for example older people, children and families, people with mental ill health, people with disabilities.

In addition, classroom teaching will address themes around inter professional working.
Inter-professional working requires practitioners to be able to learn and work together in order to overcome the potential constraints arising from different professional and organisational accountabilities, cultures, values and professional codes of practice. The syllabus will cover relevant theory, policy, practice and ethical issues. Definitions of partnership working and inter-professional care will be explored alongside students' reflections on past experiences. Models of health and social care, social values and professional codes, cultures and user rights and needs will be discussed, as will professional stereotypes. The impact of health and social care policy and organisational issues will be explored in relation to users and carers of services and financial aspects of working together. Skills, competencies and underpinning values will be addressed throughout and include communication, risk management, confidentiality and shared accountability regarding integrated care. Students undertake small and large group work so some aspects of group and team dynamics will be explored.

Evidence of practice capability will come from the practice educator as well as from the student. Students will be provided with variety of different teaching and assessment models, including a minimum of three formal direct observations of their practice. The 1.5 hours of formal supervision per week should include reflection on the student’s progress towards meeting the Professional Capabilities. The placement will be governed by a learning agreement drawn up by the practice educator and student and agreed by a tutor from the University who will also meet with the practice assessor and student on at least two occasions.

LO1 Demonstrate professionalism and the ability to maintain personal and professional boundaries, prioritise workloads, use supervision appropriately and reflect critically on the role of the social worker in a range of contexts and developmental processes.

LO2 Evaluate and demonstrate social workers obligation to conduct themselves ethically, applying a professional value base in decision making, including through partnership with service users.

L03 Apply critically anti-discriminatory and anti-oppressive principles in practice, taking account of how an individual identity is informed by a range of circumstances and social contexts. 

LO4 Evaluate and apply principals of human rights and equality, underpinned by national and international law whilst demonstrating understanding of the effects of oppression, discrimination and poverty

LO5 Demonstrate a critical understanding of how social work theory and models of intervention, as well as knowledge of social sciences and law, apply to social work practice.

LO6 Apply reflection and analysis to inform and provide a rationale for decision making using critical thinking supported by creativity and professional curiosity

LO7: Apply judgement and authority to intervene with individuals, families and communities using a range of practice and communication skills to identify needs and risks, provide support to promote independence, and to prevent harm, neglect and abuse.

LO8: Analyse the context of partnership, and demonstrate the ability to operate effectively within multi-agency and inter-professional partnerships and settings in order to contribute to the development of services and organisations as well as to practice.

The assessment strategy is made up of a mixture of formative and summative assessments. The formative work is undertaken throughout the module and as set out in the Placement handbook and Learning Agreement and there is a mid-point review through a mid way meeting where progress is reported. The guidance and required document templates for the placement portfolio are in the placement handbook.
There are two summative assessment components:

1. A portfolio consisting of three elements:
   • An oral presentation (15 minutes) based on direct work with a service user
   • A practice study of 4,000 words based on the student’s direct work with a service user
   • Provision of evidence outlined in the placement handbook including feedback from direct observations, feedback from colleagues and service users.
    
2. Practice Assessment Report: an holistic assessment is made by the Practice Educator of the student’s acquisition of the professional capabilities against the nine domains in the Professional Capability Framework. The Practice Educator completes a final Report at the end of the first placement – this includes evidence of meeting the professional capabilities at the end of placement level. The Practice Educator will be required to make a final recommendation on whether the student has met the required standard as either a pass or fail at the end of their report.

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