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Session: 2022/23
Last modified: 25/07/2022 09:41:11
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Title of Module: Advanced Skills: Practice Simulation |
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Code: SWRK09007 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 60 |
ECTS: 30
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
Nuttall |
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| Summary of Module |
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This innovative module takes an inquiry-based approach to learning and focuses on a range of key skills that will prepare students to undertake practice placements in Social Work contexts. Students will be introduced to a range of critical topics for Social Work practice and will work in groups to apply a broad range of Social Work knowledge to a range of practice scenarios utilising online platforms to enhance engagement, collaboration and confidence.
- Introduces key topic areas for Social Work practice
- Facilitates transfer of knowledge to skills-based scenarios
- Engages students in professionally-relevant team-based problem solving activities
- Builds student confidence for working in practice placement contexts
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical knowledge and understanding of a range of topics relevant to contemporary Social Work practice
L2.
Apply knowledge of Social Work theory, ethics, policy and legislation to a range of simulated practice tasks
L3.
Demonstrate the ability to effectively analyse complex practice-based scenarios
L4.
Demonstrate the ability to work collaboratively on a digital platform in practice contexts
L5.
Critically reflect upon own role and responsibilities within practice learning contexts in the broader context of Social Work practice |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Students will develop critical knowledge and understanding of key topics relevant to contemporary Social Work practice.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Students will develop a comprehensive range of Social Work skills by applying knowledge of Social Work issues, theory, ethics, policy and legislation to simulated practice scenarios. |
| Generic Cognitive skills |
SCQF Level 9.
Students will develop the ability to engage in critical reflection and critical analysis using a range of tools to apply their learning to practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will develop skill in working collaboratively utilising digital platforms in Social Work practice contexts.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Students will develop an understanding of their role within practice learning contexts and relate this to the broader aims and purpose of Social Work practice whilst at all times working in accordance with the Code of Practice of the Scottish Social Services Council.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Completion of all previous modules within this programme, in order to comply with the Readiness for Assessed Practice Requirements of the Scottish Social Services Council. |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Students will be introduced to a series of key topics relevant to contemporary Social Work practice and will be prepared to undertake a range of simulated (online) practice tasks. Students will work in groups to apply their knowledge to simulated scenarios, and will reflect upon, evaluate and report on their actions and experiences, prior to structured feedback and discussion.
The module will take a 'digital first' approach, with seminars and practice simulation delivered predominantly online with on-campus sessions scheduled regularly to facilitative further reflective dialogue and consolidation of learning.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Independent Study | 400 |
| Tutorial/Synchronous Support Activity | 200 |
| 600
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Adams, R., Dominelli, L. and Payne, M.(2009) Social Work: Themes, Issues and Critical Debates (Third Edition), London: Macmillan
Buzzi, P, and Megele, C. (2020) Social Work and Covid-19: Relationship-based Practice in a Global Pandemic, London: Critical Publishing
Lishman, J. (2015) Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory (3rd ed.), London: Jessica Kingsley
Stepney, P. and Thompson, N. (2020) ‘Isn’t it time to start “theorising practice” rather than trying to “apply theory to practice”?’, Practice, DOI: 10.1080/09503153.2020.1773420.
Trevithick, P. (2012) Social Work Skills and Knowledge: A Practice Handbook (3rd ed), Berkshire: Open University Press
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with: timetabled sessions (whether online or in-person); course-related learning resources including those accessed via the LEP/VLE and if they complete assessments and submit these on time.
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Ug/Pg Social Work & CDAS |
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| Moderator | Marjorie McCrory |
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| External Examiner | L Smith |
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| Accreditation Details | SCCC |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Component 1 worth 30% of the module mark
Group presentation based upon engagement in, and critical reflection on, a minimum number of simulated learning activities.
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Component 2 worth 70% of the module mark
Case study based on engagement in one simulated practice scenario demonstrating critical reflection based on the application of a range of relevant Social Work knowledge. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School.)
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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