Practice learning



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Key Role 4: Manage risk to individuals, families, carers, groups, communities,

self and colleagues



Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A12

Assess and manage risks to individuals, families, carers, groups and communities





  • Identify and assess the nature and level of risk; (D44)

  • Balance the rights and responsibilities of individuals, families, carers, groups and communities with the associated risks; (D45)

  • Plan and implement action to reduce risk; (D46)

  • Manage risk to individuals, families, carers, groups and communities over time and regularly monitor and re-assess priorities and actions; (D47)




Levels:

2 and 3




  • Risk assessment

  • Risk management

  • Review reports/meetings





Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence



A13

Assess, minimise and manage risk to self and colleagues






  • Assess and analyse potential risk to self and colleagues; (D48)

  • Work within the risk assessment and management procedures of own and other relevant organizations and professions; (D49)

  • Plan, monitor and review outcomes and actions to minimise risk, stress and harm. (D50)



Levels:


2 and 3



  • Risk assessment

  • Risk management

  • Supervision minutes

  • Review reports/meetings

  • Team meeting minutes

  • Hand-over records








Key Role 5: Manage and be accountable, with supervision and support, for their own social work

practice within their organisation



Practice Focus



Outcome Statements


Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A14

Manage and be accountable for own work





  • Manage and prioritise their workload within organizational policies and changing demands; (D51)

  • Carry out duties using accountable professional judgement and evidence based practice; (D52)

  • Monitor and evaluate the effectiveness of own programmes of work in meeting organizational requirements and the needs of individuals, families, carers, groups and communities; (D53)

  • Improve their own practice, using critical reflection, professional and managerial supervision and other supports as appropriate; (D54)

  • Prepare for, and participate in decision making forums; (D55)



Levels:


2 and 3



  • Supervision minutes

  • Evaluations of practice

  • Feedback from others

  • Personal and professional development workbook

  • Review reports/meetings

  • Learning agreement

  • Tripartite minutes











Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A15

Contribute to the management of resources and services





  • Contribute to monitoring the outcomes, quality and cost effectiveness of services in meeting need; (D56)

  • Contribute to the procedures involved in purchasing and commissioning services for individual packages of care; (D57)

  • Work with individuals requiring services who decide to use direct payments; (D58)

  • Contribute to identifying unmet need in service provision; (D59)

  • Contribute to managing and sharing information; (D60)


Levels:


2 and 3


  • Care plans

  • Agency reports

  • Contact sheets

  • Letters/memos






Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A16

Manage, present and share records and reports





  • Maintain accurate, complete, accessible, concise and up-to-date records and reports; (D61)

  • Provide evidence for professional judgements and decisions; (D62)

  • Implement legal and policy frameworks for access to records and reports and the protection of data, (D63)

  • Share records with individuals, families, carers, groups and communities as appropriate; (D64)

  • Share records with other professionals and agencies as appropriate; (D65)




Levels:

2 and 3




  • Assessment/Review Reports

  • Care plans

  • Agency records

  • Supervision minutes

  • Minutes of formal decision-making meetings







Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence

A17

Work in and across

multi-disciplinary and multi-organisational

teams, networks, systems and agencies to contribute to the integration and effectiveness of services




  • Develop and maintain effective working relationships; (D66)

  • Contribute to identifying, agreeing and evaluating the effectiveness of the goals, objectives and lifespan of the team, network or system; (D67)

  • Contribute to evaluating the effectiveness of professional work groups; (D68)

  • Deal constructively with disagreements and conflict within work relationships. (D69)


Levels:


2 and 3


  • Minutes of formal decision-making meetings

  • Contracts

  • Care plans

  • Daily records

  • Correspondence






Key Role 6: Demonstrate and be responsible for professional competence in social work practice





Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A18

Research, analyse, evaluate, and use up-to-date knowledge of best social work practice






  • Review and regularly update own knowledge of relevant legislation, policy, procedural frameworks and research; (D70)

  • Articulate the basis for own practice using up-to­-date knowledge; (D71)

  • Use professional and organizational supervision and support to research, critically analyse, and review the knowledge and evidence base of own practice; (D72)

  • Implement a range of social work models, methods and programmes which are knowledge and/or evidence based to develop and improve own practice; (D73)



Levels:


2 and 3




  • Supervision minutes

  • Tuning-in and evaluation

  • Learning log







Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A19

Work to agreed standards of social work practice and ensure own professional development





  • Exercise and justify professional judgement; (D74)

  • Use professional assertiveness in justifying decisions and uphold professional social work practice values; (D75)

  • Work within the ethical principles and standards underpinning social work practice; (D76)

  • Critically reflect upon own practice and performance; (D77)

  • Use supervision, consultancy and professional support, and take action to meet continuing professional development needs; (D78)

  • Meet relevant standards of practice and work in a lawful, safe and effective way; (D79)



Levels:


2 and 3



  • Service User feedback

  • Significant interviews

  • Supervision minutes

  • Direct observations






Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A20

Manage complex ethical issues, dilemmas and conflicts





  • Identify and assess issues, dilemmas and conflicts affecting own practice; (D80)

  • Devise effective strategies to deal with ethical issues, dilemmas and conflicts; (D81)

  • Act in circumstances of uncertainty and ambiguity and critically reflect on, and learn from, the outcomes; (D82)



Levels:


2 and 3



  • Supervision minutes

  • Tuning-in and evaluation

  • Process records

  • Learning log








Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A21

Contribute to the promotion of best social work practice



  • Contribute knowledge of best practice within own team, organisation and other networks to inform policy review and development; (D83)

  • Use supervision, together with other organisational, professional and information systems, to inform courses of action including where practice falls below required standards and to promote best practice; (D84)

  • Work with colleagues in related professions and contribute to team and service developments(D85)

Levels:


2 and 3




  • Supervision minutes

  • Presentation to team meeting/Student group

  • Evaluation of practice





Appendix 8:

Progression to Competence
Positive and Negative Indicators
&
Differential Statements for Levels of Practice Learning

The NIDSWP acknowledges the significant work of the Department of Social Policy & Social Work, at the University of York and is grateful for their permission to adapt their material

INTRODUCTION
The following guidance has been provided to practice teachers and students as a tool to help to underpin assessment decisions regarding student professional competence. The guide focuses on the six Key Roles and associated Practice Foci and provides indicators of progression, or lack of progression in relation to professional competence.
It is envisaged that this could be used as a tool in supervision with students and it may be helpful to encourage students to self-assess against the indicators.
The following is not intended to be used as a prescriptive tick box exercise or as a substitute for detailed written feedback on Direct Observations, Practice Teacher’s Report or other work submitted during placement.

Differential Statements for Levels of Practice Learning

Distinction between Expectations at Level 2 and Level 3

One of the main areas of difference between Level 2 and Level 3 periods of Practice Learning is the complexity of work expected of students during their 1st and final periods of practice learning. Consideration should be given to the level of responsibility that students are expected to take, particularly in relation to statutory work or more high risk situations. It is advisable that Practice Teachers clarify Social Care Governance arrangements within their own organisation in relation to the allocation of work to students undertaking practice learning. Where the complexity of work is deemed less suitable for someone in training, one would expect to see students undertaking more co-working arrangements with qualified staff. It would also be expected that students at Level 3 would require less overall guidance than those at Level 2.



Responsibility for Supervision and Learning
Level 2 - Supervision should be seen as a learning process at the start with evidence that the student takes more responsibility for sharing in the process of supervision as the practice learning period progresses. One might expect a Level 2 student to require more guidance from the practice teacher regarding their learning and development though the student should be taking more responsibility for this as their practice learning period progresses.
Level 3 - One would expect to see the student share in the responsibility for the supervision process from the outset and clearly demonstrate their ability to prepare for supervision. The student should be able to articulate their learning needs from the outset, drawing on feedback from their 1st Practice Learning Opportunity and objectives cited in their Individual Learning Plan. One would also expect to see the student critically analyse and reflect on their practice and learning. A more pro-active approach to learning and development should be evident. The student at level 3 should require less direction and be able to work more autonomously as the practice learning period progresses though still making use of supports and supervision as appropriate to the decisions they are making.
In relation to knowledge, skills, values and AOP, it may be useful to consider research undertaken by Jenny Secker (1993) and findings which suggest that we might expect a more ‘fragmented’ approach at Level 2 and a more ‘integrated’ approach at Level 3. Alongside this we already have some useful documents as enclosed, i.e., “Statements of Differential for Levels of Practice Learning” and “Guidelines for Tuning In for Level 2 and Level 3 Students”. Therefore information here should be read in conjunction with these two documents.

Positive and Negative Indicators of Progression to Competence

Key Role 1

PREPARATION AND ASSESSMENT

Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances
Practice Foci A1 Preparation

Prepare for social work contact and involvement


Practice Foci A2 Work with individuals, families, carers, groups and communities to help them make informed decision
Practice Foci A3 Assess needs and options to recommend a course of action


Positive Indicators of Progression To Competence

Negative Indicators of Progression to Competence

  • Prepares adequately before contact – reviews agency notes and liaises at a multi-disciplinary level when appropriate

  • Takes account of relevant information, e.g. socio-demographic, physical, intra-personal, interpersonal etc.

  • Can set objectives for initial contact/assessment

  • Understands the legislative framework within which the agency operates

  • Demonstrates progression from random use of theory to being able to choose those most applicable to each situation and individual. Psychological, sociological and social policy perspectives should be evident as the placement progresses

  • Is concerned to understand service users’ beliefs, values and cultural contexts as well as their personal resources, and the potential significance of these for the work in hand

  • Demonstrates awareness of difference (e.g. of power, race or gender, values or aims) and any potential impact

  • Demonstrates ability to respond in an appropriate and timely fashion to referrals

  • Establishes initial contact and the reason for contact. Is able to introduce self, clarifying role and function including any statutory / legal mandate for contact

  • Agrees agenda with service user and negotiates the objectives for the initial interview

  • Presents information in a clear, user friendly manner, appropriate to the person and the situation

  • Is able to respond flexibly to new information that would inform the assessment

  • Assesses and plans in co-operation with service users and other appropriate parties

  • Demonstrates the use of a range of interpersonal skills to illicit appropriate information from the service user, carer and groups to inform the assessment process.

  • Shows progression from skimming the surface to more in-depth information gathering

  • Can help service users to identify strengths, needs, risks and resources

  • Is able to identify the risks as well as the needs within the assessment

  • Demonstrates ability to balance needs and risks

  • Can develop or revise an assessment in response to new information

  • Can link available resources to assessment outcomes

  • Can convey an analysis and justification of their assessment in supervision



  • Seeks advice when appropriate to make informed decisions throughout the assessment process

  • Completes assessment as per agency requirements, which includes clear recommendations / course of action, which also includes the views of the service user. This should then be used to underpin the care planning process

  • Demonstrates an understanding of the impact of similarities and differences between self and service user

  • Demonstrates knowledge of the individual within a social context

  • Shows understanding of the impact of beliefs, values and cultural context on assessment process

  • Shows ability to work within legislative and policy requirements

  • Demonstrates self-awareness in relation to impact of self on service users

  • Demonstrates minimal or no preparation prior to contact - does not make use of available information from agency notes or discussions with other members of own team or wider multi-disciplinary team

  • Unable to locate the service user within their social context

  • Lacks clarity about initial contact and fails to set objectives

  • Very limited knowledge of the agency legislative and policy framework

  • Continually uses the same theory or randomly selects largely irrelevant theory

  • Shows little or no understanding of the service users’ beliefs, values or cultural context nor acknowledges their personal resources

  • Shows limited ability to develop awareness of AOP perspectives and their impact

  • Does not develop ability to prioritise work and respond appropriately to referrals

  • Avoids or delays making contact with people

  • Fails to develop a sound knowledge of the statutory / legal context of the agency

  • Lacks clarity about their role and function and is thus unable to explain this appropriately to others

  • Doesn’t encourage or enable the service user to contribute to the agenda

  • Uses jargon rather than user friendly language

  • Withholds information or overloads people

  • Sticks rigidly to referral information rather than acknowledging and responding to new information

  • Does not show ability to work in partnership to assess and plan

  • Unable to use a range of skills to gather appropriate information to inform the assessment process

  • Works at a surface level thus the work tends to be shallow and simplistic

  • Doesn’t encourage or enable the service user to participate

  • Neglects to identify strengths and resources, instead showing an over reliance on needs and risks unnecessarily

  • Is rigid and unresponsive to new or changing information or circumstances

  • Fails to identify and use appropriate resources linked to assessment outcomes

  • Unable to analyse assessment

  • Is generally unclear and unpersuasive when trying to present assessment

  • Does not seek advice when appropriate or makes decisions which are beyond their competence level or role

  • Unable to meet the acceptable standard within their agency in terms of completing assessment

  • Fails to consider or acknowledge the potential impact of differences and similarities between self and service users

  • Is unable to present the service user’s situation within a social context

  • Does not acknowledge the beliefs, values or cultural context of the service user

  • Limited or no self-awareness and no consideration of impact of self on others


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