practice educator briefing workshop november 2014

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Practice Educator Briefing Workshop November 2014

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Page 1: Practice Educator Briefing Workshop November 2014

Practice Educator Briefing Workshop

November 2014

Page 2: Practice Educator Briefing Workshop November 2014

Aims of Briefing

To focus on the Midway Review

To consider Portfolio Development

Any Questions???

Page 3: Practice Educator Briefing Workshop November 2014

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

Page 4: Practice Educator Briefing Workshop November 2014

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.

Page 5: Practice Educator Briefing Workshop November 2014

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

Page 6: Practice Educator Briefing Workshop November 2014

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

Page 7: Practice Educator Briefing Workshop November 2014

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

Page 8: Practice Educator Briefing Workshop November 2014

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?

Page 9: Practice Educator Briefing Workshop November 2014

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

Page 10: Practice Educator Briefing Workshop November 2014

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

Page 11: Practice Educator Briefing Workshop November 2014

Drawing together evidence to make an overall judgement of the students professional capability

Assessment of students future needs/priorities (ASYE)

Practice Educator Role

Page 12: Practice Educator Briefing Workshop November 2014
Page 13: Practice Educator Briefing Workshop November 2014

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

Page 14: Practice Educator Briefing Workshop November 2014

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

Page 15: Practice Educator Briefing Workshop November 2014

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?

Page 16: Practice Educator Briefing Workshop November 2014

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?

Page 17: Practice Educator Briefing Workshop November 2014

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

Page 18: Practice Educator Briefing Workshop November 2014

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

Page 19: Practice Educator Briefing Workshop November 2014

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)

Page 20: Practice Educator Briefing Workshop November 2014

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

Page 21: Practice Educator Briefing Workshop November 2014

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

Page 22: Practice Educator Briefing Workshop November 2014

Discussion

Any questions so far?

As practice educators how is the PCF informing your assessment and professional judgement ,as we approach the Midway stage?

Page 23: Practice Educator Briefing Workshop November 2014

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