practice educator briefing workshop november 2014
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Practice Educator Briefing Workshop
November 2014
Aims of Briefing
To focus on the Midway Review
To consider Portfolio Development
Any Questions???
Professional Capabilities Framework
Progression between levels is characteristically, “development of people’s ability to manage risk, ambiguity and increasingly autonomous decision making across a range of situations”http://www.tcsw.org.uk/uploadedFiles/PCFNOVprogression-between-levels.pdf
First Placement
By the end of the first placement students should demonstrate :
Effective use of knowledge. Skills and commitment to core values in
social work in a given setting in predominantly less complex situations .
Demonstrate capacity to work with people and situations where there may not be clear cut solutions.
First Placement
Recognise the role of social worker, impact of poverty, applying imagination, own values, importance of supervision
Understand profession’s ethics, legislative framework, impact of individual’s identity,
Apply knowledge from range of theories Support , Guidance, Supervision
By end of qualifying programmes newly qualified social workers should have:
Demonstrated the knowledge, skills and values to work with a range of service user groups.
The ability to undertake a range of tasks at foundation level.
Capacity to work with more complex situations Capacity to work more autonomously Work with conflicting/competing values Critical understanding of theories, knowledge Manage uncertainty Impact of emotional intelligence Active engagement/question/challenge
Final Placement
Each stage should build on the previous one, links with ARDP, staged learning
Reflects the complexity ( non-linearity) of SW practice and the interplay of knowledge, skills and values.
All domains have to take into account to assess student’s capability rather than looking at separate parts.
Holistic Approach
Midway Review Practice educator to provide draft in advance Review progress against capabilities Have PPA goals been met?- Induction/learning
needs/ opportunities/ supervision arrangements
Significant concerns? Need for action plan? Strengths of student/ their voice Significant changes?
Midway Review
Focus on second half of placement-evidence of PCF
Focus on Portfolio development-integrating developing critical reflection and analysis
Practice Educator to complete in collaboration with student and tutor
Direct Observations of Practice Service User/Carer Assessment Practice Analysis Professional Recording Self Reflection (new requirement for level 3) Self Evaluation Practice Educator’s Evidence and
Recommendation
Main components of the Portfolio
Drawing together evidence to make an overall judgement of the students professional capability
Assessment of students future needs/priorities (ASYE)
Practice Educator Role
Direct Observation of Practice
Three formal observations required At least one by PE One can be PS or appropriate colleague Reflects a range of learning/work, ideally
one should be of an assessment At least two must be of direct practice One completed by Midway point
Direct Observation of Practice
Feedback provided verbally directly after observation
Complete proforma before any further observations
Essential to demonstrate linking theory and practice, anti oppressive practice and to include references
Each observation unique
Service User/ Carer Assessment of Practice
Service User/Carer feedback is one of the most important pieces of evidence for learning.
One example of structured feedback needed for portfolio however integrated feedback can help student learning
Practice Educator/Supervisor responsible for collecting evidence.
Opportunity to gain information on direct practice, if gaps in skills.
Student reflection on feedback required How do you gain feedback in your setting?
Professional Recording
To demonstrate professional writing skills in a practice setting
To work to an agency format To précis complex situations To communicate ideas clearly To separate fact from judgement/opinion To demonstrate underpinning values in written form What constitutes a good professional
recording?
Self Evaluation
Student’s responsibility to evaluate development of professional practice
How has knowledge base informed practice
Key learning experiences Barriers to learning Challenges to values Areas for CPD
Critical Reflection
Outline the event – why and what – values, ethics, anti-oppressive practice
Reflect on actions and choices Use theory, legislation or guidance Outcome of event What can I take forward? Use a model of critical reflection
Critical Reflection
“A reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice, however, gives back not what it is, but what it might be, an improvement on the original”Biggs, J Teaching for quality learning at university. Buckingham: Open University. (1999 : 6)
Practice Educator’s Evidence/Recommendation
Refer to domains, assessment, provide examples
Evidence to support judgment i.e observations, service user feedback, supervision, professional recording, critical reflection and self evaluation
Capability demonstrated or not
Practice Educator’s Evidence/ Recommendation
Conclusions and recommendation- overall judgement of capability
Progressive assessment of student’s capabilities
Factors that have affected progress Student’s strengths and future needs Student comments Tutor’s comments- optional
Discussion
Any questions so far?
As practice educators how is the PCF informing your assessment and professional judgement ,as we approach the Midway stage?
Applying the PCF
A Framework for Applying the PCF to Practice Situations
The Practice Situation Contexts and
Organizations
Professionalism Values and Ethics
Diversity
Rights, Justice and Economic Well being
Knowledge
Intervention and Skills
Professional Leadership
U N D E R S T A N D I N G A C T I O N
Critical Reflection
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