SH5053 - Personal & Professional Development; managing professional relationships (2022/23)
|Module specification||Module approved to run in 2022/23|
|Module title||Personal & Professional Development; managing professional relationships|
|Module level||Intermediate (05)|
|Credit rating for module||15|
|School||School of Social Sciences and Professions|
|Total study hours||150|
|Running in 2022/23(Please note that module timeslots are subject to change)||
This module aims to enable students to:
- Apply prior knowledge and relate specific knowledge and skills to situations in relevant work environments
- Develop new capabilities and skills relating to teamwork
- Engage in personal and professional development planning
This module builds on knowledge and skills acquired in the first year of the course and specifically on the intra- and inter-personal skills acquired in SH4052 Personal & Professional Development; self-management. In this, the second of three PPD modules in the course, students will expand their understanding of themselves to encompass their roles within teams within the health and social care workforce and the importance of appropriate communication in this context. Throughout the module, emphasis will be placed on service users and carers as key members of any team.
As well as examining theoretical aspects of teamwork, students will draw on their own experience of teamwork [for example, in their learning syndicates] to consider the stages of team development and how conflict and disagreement can be resolved within teams. In preparation for the final PPD module in the third year, students will begin to explore the role of followership within teams and its relationship to leadership.
Activities in this module will also assist students in identifying their learning needs for their placement as part of SH5W51 Becoming employable.
Some of the key areas include:
- What do we mean by the term ‘team’?
- The types of team in health and social care.
- The role of service users and carers within teams.
- Formation and development of teams
- What makes an effective team?
- Barriers to teamwork – the health and social care divide
- Effective communication in teamwork
- Trends in employment sectors and employers needs e.g. National Occupational Standards
- The challenges of multi-disciplinary and multi-agency practice
- The impact of professional and personal values on teamwork
- The relationship between effective teamwork and standards of care and treatment
- Resolving conflict and disagreement
- Introduction to followership, teamwork and leadership
LO 1 - 5
Balance of independent study and scheduled teaching activity
The module will be delivered using seminars based on practice-based scenarios and case studies explicitly linked to the module assessment. Students will be expected to engage in identifying learning needs arising from information and materials presented to them and provide feedback on their research into identified learning needs in subsequent sessions. Seminars provide opportunities for students to discuss their knowledge and previous experience, helping them to make links between practical and theoretical understanding, as they further develop their professional skills and knowledge. Opportunities are provided for individual mentor sessions with tutors to discuss, appraise and plan student’s personal and professional development.
On successful completion of the module, students will be able to:
1. Demonstrate detailed knowledge of established theories and concepts relating to teamwork in the health and social care context.
2. Undertake research in order to use information to inform a choice of solutions to common challenges encountered by teams in the health and social care context.
3. Interact effectively witin a team of fellow students
4. Demonstrate awareness of personal responsibility and is able to demonsrate how this is incorporated into professional practice
5. Reflect constructively on professional learning and identify areas for future development of their individual knowledge and skills
Students will demonstrate that they have met the learning outcomes through:
1. Completion of a group in-tray exercise. This will involve students initially being provided with an initial scenario and related learning materials to address. As the module progresses additional information and case studies based on the scenario will be provided together with additional learning materials, thus simulating real-life practice. Students will be required to produce a group report together with individual reflection on this process.