SW7050 - Practice Learning 2 (2018/19)
|Module specification||Module approved to run in 2018/19|
|Module title||Practice Learning 2|
|Module level||Masters (07)|
|Credit rating for module||20|
|School||School of Social Professions|
|Total study hours||800|
|Running in 2018/19||
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.
Prior learning requirements
Practise Learning 1
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 (PCF) qualifying level. A planned induction should be provided to the student and learning activities should include:
Opportunities to visit related agencies; undertake direct work with service users with guidance and support and attend team meetings. LO 3,4
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. LO 1,2
Students will be provided with an appropriately qualified practice educator. The practice educator will provide the student with 1.5 hours of formal supervision per week. LO 2,3,4
Students on placement are allowed an equivalent of 0.5 hours per placement day for reflective learning. LO 1, 2, 3
The placement will be governed by a learning agreement drawn up by the practice educator, practice supervisor, student and a placement tutor from the University. LO 1, 2, 3, 4
The placement tutor will also meet with the practice educator and student at the midway stage. LO 1, 2, 3
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. LO 2, 3, 4
The placement will be governed by a learning agreement drawn up by the practice educator, practice supervisor, student and the placement tutor. The placement tutor will also meet with the practice educator, practice supervisor and student at the midway stage. LO 3, 4
A practice placement handbook provided to both student and practice educator gives detailed information about placement requirements and processes. LO 2, 3
Balance of independent study and scheduled teaching activity
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 Framework (PCF). The placement will be governed by a learning agreement drawn up by the practice educator, practice supervisor, student and a placement tutor from the University who will also meet with the practice educator, practice supervisor and student at the midway stage. The final portfolio will be submitted at the date agreed by the student, the practice educator, practice supervisor and the placement tutor.
1. Critical Demonstration of 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. Demonstrate and critically evaluate social workers obligation to conduct themselves ethically, applying a professional value base in decision making, including through partnership with service users.
2. Apply critical understanding of 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. 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.
3. Critically evaluates and applies principals of human rights and equality, underpinned by national and international law whilst demonstrating understanding of the effects of oppression, discrimination and poverty. Critically 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.
4. Apply a critical reflection and analysis to inform and provide a rationale for decision making using critical thinking supported by creativity and professional curiosity. 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.
There are two summative assessment strategies for this module and this is made up of a case study and a placement portfolio.
• The first component is a case study of 4,000 words based upon a service user that the student has been working with.
• The second component will require the compilation of placement practice portfolio that includes:
Nine reflective logs completed by the student
Evidence from the direct observations of the student’s practice.
Feedback from professionals and or colleagues within the agency
Feedback from service users/carers.
The assessment of the student’s practice capability against the PCF at the level required at the end of the first placement made by the practice educator.
A written report from the practice educator outlining the student’s progress to demonstrate capability in relation to the PCF in a format outlined in the placement handbook.
The practice educator will be required to conclude their report with a Pass/Fail
Burton, J. (2016) Practice Learning in Social work. Palgrave
Thompson, N and Thompson S. (2008) The Social Work Companion. Basingstoke: Palgrave.
The British Journal of Social Work.
Children and Families Journal of Social Work
Journal of Adult Protection
British Association of Social Workers - is the largest association representing social work and social workers in the UK and is now the guardians of the Professional Capabilities Framework (PCF). http://www.ingentaconnect.com/