module specification

This module is designed to help students to develop employability skills and through exposure to work experiences related to their discipline through either voluntary or paid work. Students will have scope to develop a learning contract to cover areas of learning of particular interest. Students may chose to use an existing work or voluntary placement, with approval from the module leader to ensure the experience will be sufficiently aligned to the aims and potential to meet the learning outcomes. Advice about gaining access to internships and voluntary placements will be made available as this is a taster module and delays in selecting an agency should be avoided. While it is not essential supervision in the work place is desirable and we will require proof that the agency will provide training and support, normally a letter and then confirmed by the signed learning contract. Given this is a short placement where students are intending to work with vulnerable children or adults, appropriate police and other checks must be cleared prior to starting. This can take many weeks so planning well in advance of starting the module is essential. A CRB can be arranged through the University but students will be required to pay. Key aspects of the modules will include gaining first hand experience of work and the ability to develop and showcase skills to potential employers.

The aims of the module are to:

• Enable students undertake a work-based placement appropriate to their academic level

• Enable students develop the skills and competences for tackling real life problems in the workplace as they build on and apply current academic skills

• Provide students with the opportunity to reflect on  criticallytheir practice-based experience of the working environment

• Become aware of the culture and structure of a working environment and develop new skills.

• Enable students understand the changing culture, nature and structure of organisations and evaluate implications for effective inter-professional working within a theoretical and practice-based framework.  

Module delivery involves:

• Pre-placement induction sessions introduce students to the requirements and demands of work placement. This will also assist students in the diagnosis of their competences and skills and analyse their current CV.

• A pre-placement induction will also help students make decisions about suitable work areas; and ensure they produce a suitable CV for placement applications and/or required legal or other checks are in place ie CRB.

• Interviewing and negotiation skills

• Professional behaviours

• Organisational theory

• Developing a learning contract identifying and specifying the:

 tasks involved in the placement

 learning opportunities for the development of the expected outcomes

 evidence required to demonstrate attainment of the outcomes
A debriefing session, on completion of the placement, enables you [the student] toreflect on your learning and the experiences gained from the placement and to develop action learning plans for the future.

Students’ learning will be developed through their engagement with practice-based learning, personal reflection and reflective writing, use of  Weblearn, video materials & other online educational content. Students will be expected to access educational resources independently and also to work with peers outside of the formal teaching contact hours.  

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

1. Articulate their learning needs for an internship/placement and negotiate their learning contract

2. Plan their learning experience and discuss how they have developed skills necessary for tackling real life problems including communication, networking, teamworkingand ethical decision-making. 

3. Reflect critically on their experience and performance and judge to what extent they met their own or others’ expectationsand what further personal development is required

The assessment strategy is designed to help students manage their career prospects proactively and simultaneously develop, practise and show case skills and abilities to potential employers. Students will need to address and reflect critically their needs and goals and in relation to that of the organisation. There assessments are staged to reflect a planning and review cycle within a PDP framework. Students will be required to complete four related tasks which are iterative and should enable students to have a clearerand more realistic idea about

1. An analysis of their goals and learning needs based on current CV and career goals (LO1)

2. Completed learning contract, working to a template, meeting all deadlines and requirements with an appraisal of the process of negotiating the placement(LO2)

3. A reflective account of their experience with critical appraisal oftheir own performance and drawing on feedback given in the workplace and how this has shaped their career goals and ongoing personal development (LO3)

Cotterell, S (2010) Skills for success: The personal development planning handbook. London: Plagrave MacMillan

Fanthome, C (2004) Work Placements: A survival guide for students. London: Palgrave MacMillan

Healy, J.,A and Spencer, M (2007) Surviving your placement in hhealth and social care. Berkshire: McGraw Hill

Herbert, I and Rothwell, A (2004) Managing your placement. London: Palgrave MacMillan

Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall

Kumar, A (2008) Personal, academic and career development in health and social care. London: Taylor and Francis

Schon, D. A. (1983). The Reflective Practitioner. New York: Basic Books.

DoH (2003) Code of practice on Openness in the NHS (Available from)
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4050490

HMSO OPSI (2009) Disability Discrimination Act 2005 (Available from) http://www.opsi.gov.uk/Acts/acts2005/ukpga_20050013_en_1