module specification

SW7060 - Practice Education (Stages 1 and 2) (2017/18)

Module specification Module approved to run in 2017/18
Module title Practice Education (Stages 1 and 2)
Module level Masters (07)
Credit rating for module 30
School School of Social Professions
Total study hours 300
 
180 hours Guided independent study
120 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 100%   Portfolio
Running in 2017/18
Period Campus Day Time Module Leader
Year North Variable -

Module summary

This module has been designed to conform to the professional requirements and competencies for Stage 1 & 2 (combined) of the Practice Educator Professional standards for social work. As prescribed by The College of Social Work (TCSW) Practice Educator Professional Standards for Social Work (PEPS), (TCSW, 2012).  The combined module will enable Practice Educators to supervise, teach and assess students up to and including the last placement. They will also be expected to mentor an AYSE candidate. In effect, these practice educators will have the authority and capability to recommend, on the basis of appropriate evidence, that the social work students are fit to practise at the point of qualification.

The emphasis of this module will be to develop further the knowledge and skills of individual practice educators (PE), acquired from their practice experience of being qualified social workers in the field for at least 2 years.  The PE will have the opportunity to share their knowledge and understanding of arrange of different techniques used in supervising, teaching, and assessing a social work student’ s practice; within the context of anti-discriminatory and anti-oppressive practice. The combined module, will introduce the PE’s to research processes, research knowledge and skills relevant to professional and academic development. These research principles will provide a foundation for understanding approaches to social research and evidence based practice and research design. There will be ongoing critical analysis of up-to-date policy development and practices in order to encourage and build on reflective practice learning and teaching in the field. Theoretical frameworks used and ethical reasoning used that inform decision making in professional practice will be examined in the context of assessing a social work student’s fitness for practice.   A combination of lectures, the use of weblearn, seminars, workshops  skills days and group presentations workshops as well as work and practice based learning activities will be used to enhance teaching, assessing and supervisory skills in the assessment of social work students practice. The modules ethos is guided by anti-oppressive practice and the principles of adult learning.  In addition each trainee practice educator will be allocated a personal tutor at the beginning of the module. We are committed to supporting employers to developing solutions to support their work force development needs.

Module aims

• Transfer and apply their knowledge and skills of social work practice into the knowledge and skills required for practice educators.
• Develop their understanding of the principles of adult learning, supervision processes, methods of assessment planning and decision making within an explicit anti-oppressive framework.
• Reflect critically on and evaluate their own professional development and integrate social work values in the role as a practice educator.
• Review professional codes of ethics and underlying ethical concepts and methods of ethical decision-making
• Develop research mindedness, skills and knowledge for professional and academic development in a range of practice-based professional contexts
• Understand the importance of direct observation of the practice educators, supervising or assessing a social work student against the Professional Capability Framework (PCF) (The University of Social Work, 2012)

Syllabus

Combined module
The indicative syllabus includes:
• Anti Oppressive Practice, values and ethics and social justice

• Adult learning theories and  models

• Supervisory models, roles and skills, which recognise the power dynamics between practice educator and learner

• Direct observation of practice

• Refine assessment skills in order to make judgements about learner’s academic and practice progress and supply evidence of achieving competencies

• Using more complex assessment methods including recording, reports, observations, feedback from people who use services and carers, professionals and other colleagues

• Critical reflection

• HEI quality assurance systems

• Contemporary research, theory, policy, legislation and practice including agency policy, procedures and practice

• Conflict resolution

Learning and teaching

The teaching and learning strategy for this module is based on an integrated programme of lectures, with supporting material and exercises, together with direct observation of practice.  Lectures will be used to provide a conceptual framework.  There will also be inter-active/discussion forums, involving skills days, group activities and workshops. Assignments will enable practice educators to reinforce and expand their knowledge as well as to obtain competence in adult learning principles and ethical argument and research skills.  Tutorials will address specific issues, and allow a venue for debate and presentations.   Web-based learning is available to support, reinforce and test practice educators’ understanding with access to additional learning resources. A combination of lectures, the use of weblearn, seminars and workshops  will be used. The programme ethos is guided by anti-oppressive practice and the principles of adult learning.  In addition each student will be allocated a personal tutor at the beginning of the Programme.

Learning outcomes

On successful completion of this combined module, the Practice Educator will be expected to demonstrate and evidence the attainment of 4 Domains A-D, as prescribed by The College of Social Work (TCSW) Practice Educator Professional Standards for Social Work (PEPS), (TCSW, 2012)
and be able to:

1. Organize opportunities for the demonstration of assessed competence in Practice and meet Domain A competencies 1-8
2. Enable learning and professional development in practice and meet Domain B competencies 1-9) including the application of an appropriate range of supervisory models, roles and skills, which recognise the power dynamics between practice educator and learner
3. Manage the assessment of the student in practice and meet Domain C competencies 1-14 including using a range of assessment methods and marking
4. Demonstrate effective continuing performance as a practice educator and meet Domain D Competencies 1-7
5. Apply values required for Practice Educators and assure the quality of learning and teaching

Assessment strategy

The assessment strategy for this module is designed to assess achievement of the module learning outcomes that encompass the domain A-D competencies. It includes a range of formal and informal assessment tools; assignments will be formatively and/or summatively assessed. The formative process includes the regular maintenance of a reflective  learning log from their experiences of teaching and assessing the student . This allows the practice educator  to plan and monitor their progress, and  to reflect on their learning from their experience.
These assignments will include individual and group activities, case-study work, presentations, progress exercises, coursework and direct observations of the candidates practice.

The module’s formal summative assessment consists of a Portfolio that includes the following components:
• A critical evaluation of the ways in which you managed the learning and assessment process including an evidence based recommendation that a student is fit to practise at the point of qualification 3,000 words (60%)
• A  report by practice assessor based on two direct observations of practice of the practice educator (Pass/Fail)
• A feedback report from the social work student, based on the practice educator’s performance as a teacher, assessor and supervisor
• A reflective account of your professional development as a practice educator, your future learning needs and how values and evidence-based practice have informed the work with the student (2,500 words) (40%)
Marks will be aggregated for the written reports but students cannot pass the module without passing the practice assessor’s report.

Bibliography

Adams, R. Dominelli, L.& Payne, M. (eds) (2013) Social Work: Themes, Issues & Critical Debates. (3rd Edition). Palgrave.
         Bernard,C etal (2013) Experiences of Lesbian, Gay and Bisexual Students on Social Work Programmes: Developing a Framework for
Educational Practice
         Burton, J (2016) Practice Learning in Social Work, London: Palgrave Macmillan
         Coulshed, V. & Orme, J. (2012), Social Work Practice Fifth Edition London: Macmillan
         Davis, K. & Jones, R, (2016) Skills for Social Work Practice, London: Palgrave Macmillan
Doel, M. (2010) Social work placements: A traveller’s guide. Routledge, London and New York   
Dominelli, L. (2008) Anti-Oppresive Social Work Theory & Practice. Palgrave.
         Dunk-West, P, (2013) How to become a Social Worker, A critical Guide for Student, London: Palgrave Macmillan         
         Furness, Sheila (2012) Gender at Work: Characteristics of ‘Failing’ Social Work Students, British Journal of Social Work (2012) 42, 480–499
Honer, N. (2011) What is Social Work? Context and perspective (fourth Edition). Learning Matters. Southernhay East. Exeter.   
         Jayshree S. Jani and Reisch, M, (2012)   The New Politics of Social Work Practice: Understanding Context to Promote Change.
        The British Journal of Social Work.         
Jones, S. (2013) Critical Learning for Social Work Students: Learning Matters, Exeter.
Lam,C,M, Wong, H, and Leung, T,T,F. (2006) An Unfinished Reflective Journey: Social Work Students’ Reflection on their Placements Experiences.  The British Journal of Social work, 37, pp 91-105.
MacIntyre, G and Paul, S (2012) Teaching Research in Social Work: Capacity and Challenge, British Journal of Social Work (2012) 1–1        Nicolson,P & Bayne, R (2014) Psychology for Social Work Theory and Practice BASW, Palgrave Macmillan.
Oko, J. (2008) Understanding and Using Theory in Social Work. Learning Matters, Exeter.  
Parker J. and Bradley, G. (2014) Social work practice (fourthedition), Learning Matters
Stogdon & Kitely (2010) study skills for social workers, sage.
Thompson, N. (2012), Anti-Discriminatory Practice fifth edition London: Palgrave Macmillan
         Webber,M and Robinson K, (2012) The Meaningful Involvement of Service Users and Carers in Advanced-Level, Post-Qualifying Social      
         Work,Education: A Qualitative Study
Walker, H. (2013) Studying for Your Social Work Degree: Learning Matters, Exeter. 
Williams, S & Rutter, L (2014) The practice Educator’s Handbook, Learning Matters, Exeter