Topic: The written rationale should be in the form of an analytical discussion of the literature, which examines how educational techniques can be used to improve multiprofessional collaboration in practice within child protection (social work).
MODULE AIM & OUTCOMES
The module aim is to critically examine the impact of interprofessional learning on multi-professional practice. By the end of the module you should be able to:
1. Analyse the importance of interprofessional learning in relation to collaborative working.
2. Examine institutional, political and professional influences that shape multi-disciplinary working.
3. Critically evaluate strategies to promote IPL for collaborative working.
The syllabus for the module will be covering the areas listed below. However, this list is not exhaustive but will be amended and added to according to how the module progresses. The syllabus will also include shared learning opportunities which will address discipline-specific issues within the context of multi-disciplinary working.
• The nature and value of IPL and its relationship to collaboration
• Theories and approaches to interprofessional learning
• Key policy and procedure in multi-professional working
• Multi-professional team working
• Sharing information, confidentiality & duty of care issues
• Participation and partnership
• Service users as partners
• Evaluation strategies
• Collaborative working and the challenges of interprofessionalism
Written Rationale (2,000 words)
The written rationale should be in the form of an analytical discussion of the literature, which examines how educational techniques can be used to improve multiprofessional collaboration in practice within child protection (social work).
The Rationale must cover:
– Discuss the background and current issues within multiprofessional practice
– Identify the training needs of your professional group in a specific area within practice that aim to promote and improve multiprofessional working
– Identify relevant educational and training strategies that you will use to address these training needs
– Make sure your discussions are relevant to professional regulatory standards and national policy
• Introduction: Discussion of your interpretation of the assessment task and how you intend to respond to it, briefly giving an overview of your main points.
The first part of your discussion should be an examination and analysis of the background literature and current issues within multiprofessional practice. From this discussion you should then be able to identify what training needs these issues may present for educators and training officers.
In order to complete this part of the assessment, your discussion will focus upon specific areas within practice for which you are interested in providing training for your professional group. For example, communication and information sharing.
Identification of these specific training needs (gaps) should then allow you to recognise what training you need to provide for your own professional group. Your discussion then needs to focus upon possible educational strategies you may use to address these training needs (for example, experiential learning etc).
Your discussions should also make reference to current and recent literature, as well as professional regulatory standards and national policy directives. You may also wish to consider QAA benchmarks and national professional standards for multiprofessional education and practice.
• Conclusion: Overview of your main points of discussion and re-stating your main conclusions. Further recommendations for future practice should also be considered at this point.
To look at serious case reviews and how they have influenced child protection policies and practice.
Working together with all professionals, such as social services, police, education, health, voluntary agencies.
How to train professionals to help them work together.
Strategies on working together.
I will be carrying out a training programme to ensure that professionals work together and look to use:
Look at learning theories such as, The Andragogical Model (Knowles) and Different learners (Honey and Mumford, 1992)
Additional materials: not defined
Attached additional materials: not defined