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Session: 2022/23
Last modified: 23/03/2022 12:58:58
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Title of Module: Inter-Professional Practices |
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Code: EDUC10041 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Dean
Armstrong |
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| Summary of Module |
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This module aims to develop professional attributes, knowledge, understanding and skills that will equip students to work in inter-professional teams. Specifically, participants will develop an insight into the current and emerging trends in the theoretical understanding of collaborative /integrative/ participatory partnerships, and their contribution to current policy priorities such as the Scottish Government’s Single Outcome Agreements.
Participants will develop their knowledge and insight into the best means of supporting community participation in partnership and collaborative/ integrative/ participative working, and to take cognisance of the tensions and conflicts that can emerge. They will explore the drivers and benefits to developing the joint achievement of shared goals and will explore the potential for childhood, youth, adult and community work to be underpinned by a border-crossing pedagogy that enable practitioners to work across professional and disciplinary boundaries as a means of wider social transformation.
Delivered by both technology and via face-to-face lectures, seminars and workshops, engagement and assessment will be undertaken by School of Education staff with support through Virtual Learning Environments.
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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 a critical understanding of the principal theories, concepts and principles associated with collaborative partnership work and their relationship to current policy discourse.
L2.
Critically evaluate, through the use of peer practice evaluation and case study comparison, what factors contribute to the success or failure of an effective collaborative and participative partnership.
L3.
Critically analyse the potential for border-crossing pedagogies to enable inter-agency collaboration across chosen fields of interprofessional working.
L4.
Outline practical considerations to measure what a successful participative partnership will look like and the means of challenging the complex professional issues associated with conflict.
L5.
Plan and communicate the next steps to influence or make changes to the collaborative/integrative/participative partnership work within practice and/or professional work settings, and reflect upon the skills they personally need to develop in order to contribute effectively within such partnerships. |
| 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 10.
Critical awareness of current issues in a subject/discipline and of the principal theories, principles, boundaries, concepts and terminology.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Demonstrate originality or creativity in the application of knowledge, understanding and /or practices within a range of professional contexts which include a degree of unpredictability. |
| Generic Cognitive skills |
SCQF Level 10.
Critically reviewing, analyzing complex professional level problems and issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating ideas about established practices and specify refinements/improvements.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Deal with ethical and professional issues practice in ways that show a clear awareness of own and others’ roles and responsibilities |
| 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: | |
| 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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Though there will be occasional lectures, the teaching and learning strategy for the programme is founded on the notion of communities of practice, on problem based strategies and on collaborative learning. This will be underpinned, supported and extended through reading assignments based on the VLE and tailored assessment. In tutorial discussions, students will be able to reflect on their understanding of theoretical and empirical information, apply their knowledge to concrete scenarios and case studies, and develop their interpersonal and communication skills.
Through their assignments, students will be able to demonstrate their ability to search for sources, evaluate, analyse and interpret source materials, integrate theoretical knowledge and empirical information, and develop balanced and evidence-based conclusions, in appropriate academic style.
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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) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 200
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:
Davis, J and Smith, M. (2012) Working in Multi-professional Contexts: a practical Guide for Professionals Working in Children’s Services, London: Sage.
Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. and Warmington, P. (2009) Improving Inter-professional Collaborations: Multi-Agency Working for Children's Wellbeing, London: Routledge.
Roberts, J.M. (2004) Alliances, Coalitions and Partnerships. Canada: New Society Publishers.
Tett, L.; Crowther, J. and O’Hara, P. (2003) Collaborative partnerships in community education, Journal of Education Policy 18 (1): 37-51.
Weinstein, J.; Whittington, C. and Leiba, T. (eds) Collaboration in Social Work Practice. London: Jessica Kingsley.
Journals: Journal of Interprofessional Care
Weinstein, J.; Whittington, C. and Leiba, T. (eds) Collaboration in Social Work Practice. London: Jessica Kingsley.
In-house learning materials will be made available on Moodle and in class.
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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 |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | K Mohammed |
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| External Examiner | C Counihan |
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| Accreditation Details | |
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| Version Number | 3 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The assessment for this module will be compatible with published principles and is intended to be both sustainable (fit for contemporary purpose and future development) and constructively aligned (integral to methods for teaching and learning). Quality assurance for assessment is obtained through joint planning and scrutiny in a systematic process each trimester (Quality Assurance and Review Group-QARG). The assignment will therefore be equivalent to a 3000 word paper drawing from a range of assessment instruments that may include academic paper; report; facilitated workshop; illustrated talk; video production; lecture; or poster.
75% Assignment - Essay |
25% Practical - Presentation
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(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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This module is appropriate for all students irrespective of ethnic status, disability, age, gender, socio-economic background, religious and sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. Flexibility and anticipatory adjustments in teaching and learning strategies and in assessment methods are intended to facilitate inclusiveness within this module.
In line with current legislation (Equality Act, 2010) and UWS Equality Scheme (2010-13) the School of Education encourages disability disclosure throughout recruitment, selection and in the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
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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