Unit 4: Personal & Professional Development in Health and Social Care
Module Handbook for HND Health & Social Care
|Unit Name:||Personal & Professional Development in Health and Social Care|
|Tutor & Assessor:||Lorna Brooks|
This unit aims to encourage learners to develop as reflective practitioners. Learners will be expected to complete a minimum of 200 hours of work experience in order to achieve this unit, which may be completed either on an unpaid basis or as an employee. Evidence for assessment of the unit will originate from learners’ own practice, observations and learning in the practice setting(s) supplemented by wider understanding and knowledge gained from all parts of the course and if appropriate, from wider experience. Learners will demonstrate their learning from their experience in work experience or care employment. Learners could plan their own personal development, monitor their progress and revise the plan as appropriate for achieving the learning outcomes and personal targets. Learners will be expected to present a portfolio of evidence that accurately reflects their abilities as reflective practitioners. Evidence from workplace settings should be validated and authenticated by appropriately qualified expert witnesses.
It is essential that learners and assessors respect the confidentiality of information from the workplace at all times.
Summary of Learning Outcomes
To achieve a pass learners must demonstrate the ability to deal with each of the following outcomes and present these in report form – scripts will be checked against each of these:
- Analyze how personal values and principles influence individual contributions to work in health and social care settings.
- Produce, monitor, revise and evaluate plans for personal progress in developing the skills and abilities required of a care worker.
- Analyze the application of principles of professional engagement with service users in a specific setting.
- Demonstrate development of skills and understanding in relation to working with other workers in health and social care contexts.
LO1 Values and principles
Personal values: e.g. beliefs and preferences, culture, political perspectives, interests and priorities, change over lifespan to date
Culture and experiences: e.g. family, ethnicity, belief, education, employment, age and gender, life events
Values and principles: equal rights, diversity, confidentiality, protection from abuse and harm
New developments: legislation, policies, research, priorities and targets
Changes to personal values: influence of e.g. overcoming of tensions between personal values and principles of good practice, differences relating to values of others (e.g. service users, workplace organisation, and other people with whom you work)
LO2 Plans for personal progress
Own abilities and learning styles: practical skills, interpersonal skills, application to practice, level of performance, learning experiences and preferred learning style
Personal development plan: for acquiring new skills, updating practice, learning, career development; 3 months, 1 year, 5 years
LO3 Principles of professional engagement
Professional relationships: with individuals, their family and friends, team members, line managers, workers in other agencies; rights and responsibilities of service users versus care workers and others, professional codes, trust, advocacy, empowerment,
Models of support: medical health v social model; individual benefit versus organisational benefit etc.
Dilemmas: risk, abuse, challenging behaviour, conflict, ethics, confidentiality v disclosure, expectations changing over time, conflicts between principles of good practice and values of others
Own Practice: e.g. meeting service user needs, provider of health and social care services, facilitator, advocate, advisor, counsellor, mentor etc.
Barriers: miscommunication, different professional codes of practice, group cohesiveness, personalities etc.
LO4 Working with other workers
Own contribution: skills, knowledge, understanding, communicating information, responsibilities
Collective effectiveness of teams: meeting service user needs and expectations, improving team performance, supporting other team members, meeting objectives, formal and informal roles within organisational structures and systems
Barriers: interpersonal interactions; professional codes, differing priorities, expectations, experience, accountability
Marking and Grading:
Pass Assessment Criteria
To achieve PASS grade the student must meet all the learning outcomes mentioned below:
|Pass Descriptor||Assessment Criteria|
|LO1. Analyze how personal values and principles influence individual contributions to work in health and social care settings.||1.1. Compare personal values and beliefs with the values and principles of care.|
1.2. Analyse how your own culture and experience influences your contributions to support for service users and other people in the workplace.
1.3. Explain how new developments impact upon your role as a care worker.
1.4. Discuss how changes to personal values have contributed to your development as a care worker.
|LO2. Produce, monitor, revise and evaluate plans for personal progress in developing the skills and abilities required of a care worker.||2.1. Assess your own abilities and preferred learning styles.|
2.2. Produce and justify a personal development plan with short-, medium- and long-term aims and outcomes.
2.3. Monitor your progress against the personal plan on a regular basis, revising the plan as required.
2.4. Evaluate the effectiveness of the personal development plan to your development as a care worker.
|LO3. Analyze the application of principles of professional engagement with service users in a specific setting.||3.1. Analyse the nature of different professional relationships in health and social care contexts.|
3.2. Analyse the effectiveness of different models of support used in health and social care settings.
3.3. Critically analyse own role in promoting the individual’s choice, ability and right to care for and protect themselves.
3.4. Describe how dilemmas encountered in professional relationships may be dealt with.
3.5. Analyse personal effectiveness in supporting service users, their family and friends.
|LO4. Demonstrate development of skills and understanding in relation to working with other workers in health and social care contexts||4.1 Evaluate own contributions to the work teams to which you belong|
4.2 Discuss how your contributions influence the collective effectiveness of the different teams of which you are a member
4.3 Describe the limits of your work role and how these impact on your work with others
4.4 Analyse barriers to effective teamwork and your role in minimising such barriers in the teams in which you work
4.5 Suggest ways for improving personal contributions and collective effectiveness of a team of which you are a member
|Merit Descriptors||Exemplar Indicative Characteristics|
|In order to achieve merit the learner must:||The learner’s evidence shows for example|
|Identify and apply strategies to find appropriate solutions||§ Effective judgements have been made|
§ Complex problems with more than one variable have been explored
§ An effective approach to study and research has been applied
|Select/design and apply appropriate methods/techniques||§ Relevant theories and techniques have been applied|
§ A range of methods and techniques have been applied
§ A range of sources of information has been used
§ The selection of methods and techniques/sources has been justified
§ The design of methods/techniques has been justified
§ Complex information/data has been synthesised and processed
§ Appropriate learning methods/techniques have been applied
|Present and communicate appropriate findings||§ The appropriate structure and approach has been used|
§ Coherent, logical development of principles/concepts for the intended audience
§ A range of methods of presentation have been used and technical language has been accurately used
§ Communication has taken place in familiar and unfamiliar contexts
§ The communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used.
|Distinction Descriptors||Exemplar Indicative Characteristics|
|In order to achieve distinction the learner must:||The learner’s evidence shows for example|
|Use critical reflection to evaluate own work and justify valid conclusions||§ Conclusions have been arrived at through synthesis of ideas and have been justified|
§ The validity of results has been evaluated using defined criteria
§ Self-criticism of approach has taken place
§ Realistic improvement have been produced against defined characteristics for success
|Take responsibility for managing and organizing activities ||§ Autonomy/independence has been demonstrated|
§ Substantial activities, projects or investigations have been planned, managed and organized
§ Activities have been managed
§ The unforeseen has been accommodated
§ The importance of interdependence has been recognized and achieved
|Demonstrate convergent /lateral /creative thinking||§ Ideas have been generated and decisions taken|
§ Self-evaluation has taken place
§ Convergent and lateral thinking have been applied
§ Problems have been solves
§ Innovation and creative thought have been applied
§ Receptiveness to new ideas is evident
§ Effective thinking has taken in unfamiliar contexts
Teaching strategies used:
Each session, there will be of a two hour lecture session to the whole cohort followed by a two hour tutorial which includes assignment/exam focused discussions, group exercises, case studies and worked examples. During the tutorial session, students will be encouraged to read the relevant materials, conduct brainstorming sessions, lead the discussion. Lecturer acts in a supporting role and expects students to answer questions, provide presentations, and sit for quiz tests.
|TEACHING, LEARNING AND ASSESSMENT ACTIVITIES||STUDY HOURS|
|12 x 3 hours lectures||36|
|12 x 1 hours tutorials/seminars||12|
|Assignment/exam, research, writing||30|
(1) Assignment /Coursework %
(2) Reflective log %
Belbin, R. M. Team Roles at Work (Second Edition, Butterworth Heinemann, 2010)
This book provides guidance on reflective practice
Bolton, G. E. J. Reflective Practice, Writing and Development (Second Edition, Sage
Publications Ltd, 2005)
Magazines, journals and other publications
Nursing and Residential Care
Websites that support the development of this unit include those of health and social care associations and employers. The following may be particularly useful:
Learners should be encouraged to consult a wide range of commercial websites to support the evidence they develop for this unit.
Web pages provide access to a further range of internet information sources. Learners must use this resource with care, justifying the use of information gathered.
Plagiarism and Collusion
Any act of plagiarism and collusion will be seriously dealt with according to the regulations. In this context the definition and scope of plagiarism are presented below:
“Using the work of others without acknowledging source of information or inspiration. Even if the words are changed or sentences are put in different order, the result is still plagiarism”. (Cortell 2003)
Collusion describes as the submission of work produced in collaboration for an assignment based on the assessment of individual work. When one person shares his/her work with others who submit part or all of it as their own work.
There are a few simple steps that you can take to make sure that your work does not contain any plagiarised material:
1) Give yourself plenty of time.
An easy way to plagiarise material accidentally is to rush a task because you have started it the day before the deadline. The more time you take to complete an assignment, the less risk you face of not realising that an argument is very similar to someone else’s work.
2) Start as you mean to go on.
Do not directly cut and paste any material that you find on websites or in journals/e-books into your assignments. Make sure that you keep any collections of notes or sources material separate from your main assignment, just in case you get confused at a later date.
3) Be selective in your choice of source material.
Make sure you are carefully only to select source material that is relevant to your assignments. Be particularly careful of sources that you do not fully understand, as these can leave you more susceptible to paraphrasing or quoting material without the right attribution.
4) Reference as you go.
Make sure that you add any references and citations to your work as you go along, rather than waiting until you are ready to submit your work before starting. Recording your sources as you go along helps you avoid a last-minute rush to complete this task and reduces the chance of you making a mistake.
5) Check your sourcing carefully.
Go through your assignment and ensure that you have included a reference for any direct quotes or any material you have paraphrased. You should ensure any material that you are not confident is your own is either provided with an appropriate citation or removed from your assignment. Remember: when in doubt, cite!
6) Make use of the advice that is available to you.
Make sure you speak to your tutor and read the guidance that is available for your course in your student handbook. You should be able to find useful advice and guidance on how to write an academic paper.
Submission Via Turnitin
You are required to submit your written assignment(s) online via Turnitin. Unless stated otherwise on the assignment brief, all your assignments should be submitted online. You must put YOUR Student ID number) as the submission title (details given in the assignment brief). You will be enrolled automatically for your Turnitin class.
Scheme of Work & Session Plan
|Week 1||Class overview; Review of Learning Outcomes and class schedule; Review Referencing; Review SOW. Explain Portfolio|
Understanding the Learning Outcomes; distribution of SOW
|Week 2||1.1 compare personal values and principles with the principles of support for working in health and social care|
|Week 3||1.2 assess how personal culture and experience influence own role in supporting users of services and others in health and social care settings|
|Week 4||1.3 discuss how new developments and changes to personal values can impact on work in health and social care.|
|Week 5||2.1 assess current skills ability and learning style. 2.2 produce a holistic development plan with short, medium and long-term goals.|
|Week 6||3.1 explain the nature of different professional relationships in health and social care contexts. 3.2 evaluate personal effectiveness in promoting and supporting the rights of the individual.|
|Week 7||3.3 discuss ways to resolve issues encountered in professional relationships.|
|Week 8||4.1 evaluate the effectiveness of personal contributions when working with others in health and social care practice|
4.2 explain how the limits of own work role impacts on work with others
|Week 9||4.3 Analyse own role in minimising barriers to effective teamwork in health and social care practice|
4.4 discuss how to improve personal contributions to the collective effectiveness of a team.
|Week 10||2.3-monitor progress against the plan according to the requirement of a health and social care practitioner, revising the plan as required.|
2.4 evaluate the effectiveness of the development plan to own development as health and social care practitioner.
|Week 11||All learners will need to submit their online PPD Portfolio with clear table of contents|
|Week 12||Submission Date|
- The students need to swipe in and swipe out their cards inside the class
- Switch off your mobile phone
- Be on time (you may not be able to enter the session if you are late).
- There will be late attendance after first 15 minutes and there will be no attendance at quarter past NINE and quarter past ONE in the session respectively.