COLLABORATIVE PRACTICE
Module Aim:
This module continues to build upon level four and five learning, preparing the students to work collaboratively as professionally accountable practitioners within complex and evolving environments of health and social care. The students will be expected to demonstrate the application of learning within the practice setting.
By the end of the module students will be able to:
1. Critically analyse the constituents of complex environments in health and social care.
2. Critically analyse the significance of competing agendas and motives in maintaining collaborative relationships
3. Appraise and manage the challenges involved in maintaining a person centred perspective when working with service users and carers in complex environments.
4. Through critical reflection, synthesise learning to suggest ways in which they may promote and support person centred collaborative practice in the future
Module content:
This module will enable the students to summarise and synthesise their learning from the previous two modules. Students will consider the drivers and challenges to effective collaborative team working in complex situations. Theoretical frameworks will be used critically to explore the impact of diverse organisational agendas and professional perspectives upon person centred practice and partnership working. Students will be required to analyse issues including awareness of emerging health and social care agendas and policies, managing diversity, partnership with service users, carers and colleagues. This module will include how the learning from this programme will inform the potential for maintaining collaborative relationships.
Learning and Teaching strategies:
Learning will be managed through structured interprofessional learning event weeks at the university. During these event weeks the interprofessional learning is facilitated through strategies like learning groups, peer support and feedback as well as formative assessment. These event weeks are supported by planned activities sometimes whilst in placement through student learning seminars days (SLS). Each SLS seminar group will have approximately 25-28 members from a range of professions and will be facilitated by a member of academic staff. Each SLS will consist of learning activities directly related to the production of the written assessment for the module called the Patchwork Text.
THE PATTERN OR MODEL OF THE COMPLEX WORK ENVIRONMENT
(incorporating elements of Johnson and Scholes 1998)
‘MATERIAL WORLD’