module specification

SH5F00 - Placement Learning 2 (2017/18)

Module specification Module approved to run in 2017/18
Module title Placement Learning 2
Module level Intermediate (05)
Credit rating for module 30
School Faculty of Social Sciences and Humanities
Total study hours 300
 
180 hours Placement / study abroad
80 hours Guided independent study
40 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Oral Examination 10% 40 Oral presentation
Coursework 50% 40 Written Report
Coursework 40%   E-portfolio
Running in 2017/18 No instances running in the year

Module summary

This work based module follows on from Placement Learning 1 and is designed to facilitate the process of personal and professional development within public health and social care settings in addition to consolidating the theoretical practice principles explored at Level 4

Placement Learning 2 is designed with some taught sessions and practice time during which some practice based activities will take place.It is expected that students will spend their practice time developing and honing skills and undertaking a range of responsibilities from shadowing public health and social care practitioners and working independently when required.

As part of students individual professional development students are required to collect evidence of good practice and address quality concerns as well as reflecting on their own development of particular skills and competencies. This work will be collated into the e portfolio and will form the focus of discussion and reflection with the practice supervisor also.
 

Module aims

This module aims to provide students with the opportunity to build on and develop their competences gained in the first placement and assess their own progress. They will enhance and extend their learning experience by applying and building on their academic skills and capabilities by tackling real life problems in the workplace. In designing and completing a work-based report to address an identified quality issue and they will present their ideas to peers and potentially managers. Underpinning this will be a critical awareness of the culture and structure of their working environment especially in relation to quality.

Syllabus

Module content will include:
• Using and collating the portfolio
• Completing the Personal Profile
• Completing the Learning Agreement & Learning Contract
• Self assessment of competencies based on Skills for Health/Care standards
• Understanding your role and its development
• What is quality and how can it be measured?
• Using quality standards
• Identifying quality issues and areas for development
• Report writing for different audiences
• Reflective writing
• Practice based activities
• Self assessment of employability skills development
• Writing a CV and job applications
• CPD

Learning and teaching

The module will use a range of teaching and learning strategies such as lectures, interactive workshops, short films and videos. There will be a dedicated workshop timetable with clear guidance on tasks to be achieved. Students will complete a learning agreement and learning contract in collaboration with their practice supervisor to demonstrate the learning to be achieved in the work placement, and will have a number of work based activities to complete. Students will undertake self assess baseline and repeat competencies based on Skills for Health/Care standards. Students will be expected to source information by reading key literature, and using specific online resources. Students will present work based activities in class including presentation of their work placement and role ensuring confidentiality is maintained. A practice portfolio will also be completed during the module

Learning outcomes

On successful completion of the module students will be able to:

1. Demonstrate achievement of core public health and social care competencies using supporting evidence systematically presented in the e portfolio
2. Identify key quality issues in practice and apply key quality standards and criteria used in public health and social care to review an issue
3. Formulate a case study for review and plan and produce a report with recommendations that addresses the quality issue
4. Describe and evaluate the structure, major activities and responsibilities of the organisation
5. Reflect on and assesstheir own competence within the frameworks to identify continuing development

Assessment strategy

The assessment strategy is designed to help students  become independent learners who are capable of assessing their own pre-defined competencies against a given framework and continue to develop their skills from placement one. The e-portfolio will include a range of formative and summative exercises and tasks including:
• Presentation of personal profile with self assessment of core competencies and skills (formative week 3) (LO1)
• A 5 minutes oral presentation detailing the organisation in which the student works and identifying a key quality issue which may contribute to the identifcation of a case study (week 5) (LO2, LO4)
• Presentation of a draft case study which will form the basis of the report, with peer feedback using the marking criteria,and related to one of the Learning Outcomes(formative week 9)
• Draft report plan (formative week 15)
• A written report based on a case study intended with recommendations and an account of students developing role (week 22) (LO3)
• Submission of CV for peer and tutor review week (formative week 24)
• Submission of completed practice portfolio with completed learning contract and x 6 reflective logs and including self assessment of competencies (week 29) (LO1, LO5)

Bibliography

Adams R [Ed] (2007) Foundations of Health and Social Care. Palgrave

Care Quality Commission. (2009). Care Quality Commission. Retrieved 22 December 2010 from http://www.cqc.org.uk/

Day J (2006) Interprofessional Working.Cheltenham, Nelson Thornes

Department of Health. (2010, July 12). Equity and Excellence Liberating the NHS. Retrieved Dec 2010
from Department of Health:
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_117353
Doel, M., Sawdon and Morrison, D (2002) Learning, Practice and Assessment: Signposting the Portfolio. Jessica Kingsley. London

Hart, J.T. (1971)  The Inverse Care Law The Lancet 27 February

Henwood, M. (2006) Effective partnership working: a case study of hospital discharge Health and Social Care in the Community 14: 4 400-407

Hull C, Redfern L, Shuttleworth A (2005) Profiles and Portfolios A Guide for Health and Social Care, 2nd Edition   Palgrave : Basingstoke

Jackson C and Thurgate C [Eds} (2011) Workplace Learning in Health and Social Care A Students Guide. Maidenhead, OUP

Jasper M (2003) Beginning Reflective Practice. Cheltenham, Nelson Thornes

Naidoo J. & Wills J. (2003) Health Promotion. Foundations for Practice. Edinburgh, BailliereTindall.

Owen SM, Leva S (2009) Experiential placements and scaffolding reflection.
Learning in Health & Social Care, Dec, Vol. 8 Issue 4, p272-281,

Santy J & Smith J (2007) Being an E-Learner in Health and Social Care A student’s Guide  LondonRouteledge

Illes, V., & Sutherland, K. (2001). Organisational Change in the NHS A review for health care managers,professionals and researchers. London: NCCSDO.

Wigens L (2006) Optimising Learning through PracticeCheltenham, Nelson Thornes

Online resources:
Care Knowledge England - http://www.careknowledge.com/secure/home/homearea.aspx?id=186  
Employability -  www.londonmet.ac.uk/employability/placements/short/north
Volunteering :  Do-it Volunteering made easy http://www.do-it.org.uk/
Volunteering England - http://www.volunteering.org.uk/WhatWeDo/Local+and+Regional/VolunteerCentreFinder?region=H