Professional Practice is an integral component of all full-time programmes in social care. The objective of this module is to enable the student to begin the process of integrating theory and conceptual frameworks in Applied Social Care to actual social care practice.

There are three principal elements to this module.

Firstly, and in advance of commencing the experiential element of professional practice, the pre-placement training programme will equip students with a knowledge and understanding of safety and safeguarding issues in social care and enable students to demonstrate a set of practical skills relevant to the social care professional. Full attendance and achievement of the required standard of this programme is mandatory before the students can commence placement.

Secondly, the module will expose the student in a graduated and appropriate manner to practical social care settings, over a 12-week placement period totalling 370 hours, in order to facilitate the learning and application of the relevant standards of proficiency. As part of their placement, students will engage in ongoing reflection at an individual and group level through organised reflection and support sessions during and after the placement, which are a mandatory part of placement.

Thirdly, students will document their experiences in a portfolio that will require students to reflect on specific standards of proficiency and apply these to their practice on a weekly basis. They will also be required to plan, apply and reflect on an intervention that they have delivered utilising the skills they have gained in the Professional Practice Skills module in Year 1.

The allocation of placement takes account of a student's interests and the achievements of the standards of proficiency and learning outcomes for the module.

This module maps to the CORU Standards of Proficiency below:

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9, 1.10, 1.11, 1.12, 1.14, 1.15, 1.16, 1.18, 1.20, 1.21, 1.22, 1.23, 2.2, 2.3, 2.4, 2.5, 2.11, 2.13, 2.14, 2.15, 2.17, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.10, 3.12, 3.13, 3.14, 3.15, 4.1, 4.2, 4.3, 4.4, 5.1, 5.3, 5.8, 5.12, 5.13, 5.14, 5.16, 5.18, 5.19

1. Demonstrate a basic knowledge and understanding of safety issues in the workplace including the concept and regulation of safety and good safety practice. (Proficiencies 1.1, 1.9, 1.20, 2.11, 2.17, 3.7, 3.10, 3.12, 3.13, 3.14, 5.12)

2. Demonstrate professional autonomy and development (Proficiencies 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9, 1.10, 1.11, 1.12, 1.14, 1.15, 1.16, 1.18, 1.20, 1.21, 1.22, 1.23)

3. Demonstrate effective empowering communication with individuals and groups using a number of communication formats. (Proficiencies 2.2, 2.3, 2.4, 2.5, 2.11, 2.13, 2.14, 2.15 )

4. Conduct an intervention taking into account the needs and wishes of service users an/or needs of the placement provider within the context of providing quality health and social care services. (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.15, 5.11)

5. Demonstrate evidence of responsibility for professional development 4.1, 4.2, 4.3, 4.4

6. Demonstrate knowledge and understanding of social care concepts and theories and be able to apply these utilising the process of reflective practice (5.1, 5.3, 5.8, 5.12, 5.13, 5.14, 5.16, 5.18, 5.19)

This module will build on and develop the themes introduced in the Introduction to Social Care module. It seeks to further introduce the student to the theory and practice of social care in Ireland. CORU's Standards of Proficiency will form the framework of understanding of professional social care skills. The module will introduce students to specific areas of social care and will seek to develop particular social care skills and issues. The primary concern will be to provide students with an understanding of, and the ethos and skills for, authentic and therapeutic relationships. Key issues addressed will be inequality as a cause of social care issues, and the impact of adverse childhood experiences on human well-being.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 3: Safety and Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. demonstrate knowledge of the domains within which social care is practised informed by the CORU Standards of Proficiency.(Proficiency: 1.1; 1.6; 2.13; 5.1; 5.5; 5.14).

2. articulate awareness of the key issues and challenges within a number of social care fields of practice.(Proficiency: 1.1;1.2; 1.3; 1.4; 1.5; 1.6; 1.8; 1.9; 1.12; 1.20; 1.21; 2.3; 2.4; 3.7; 5.3; 5.5; 5.7; 5.9).

3. demonstrate introductory knowledge of theconcept of marginalization and social inequality and how this relates to the social care field in Ireland.(Proficiency: 1.8; 1.9; 5.2; 5.3; 5.14).

4. demonstrate knowledge ofthe centrality of relationships in a person-centered care philosophy.(Proficiency: 1.2; 1.3; 1.5; 1.20; 1.21; 1.22; 2.13; 4.4; 5.7; 5.8; 5.9; 5.19).

5. express how political systems and values underline particular social care models and practices.(Proficiency: 1.1; 1.8; 1.9; 4.4; 5.14).

This module seeks to introduce the learner to the concepts and application of advocacy with particular reference to the CORU Standards of Proficiency for Social Care. Advocacy is the active promotion of a cause or principle, which involve actions that lead to a selected goal. It seeks to work on behalf of, or in conjunction with, individuals and/or groups who are affected by specific causes. Social care relationships may involve both caring and campaigning dimensions. This module seeks to introduce the learner to concepts of advocacy. Self-advocacy will be particularly emphasised as a critical tool of empowerment and humanisation.

1. Illustrate an understanding of the concept of advocacy (Proficiency 5.1)

2. Identify how advocacy fits into an authentic and therapeutic caring relationship with particular reference to the CORU Standards of Proficiency (Proficiencies 1.3, 1.5, 1.15, 1.21, 5.3, 5.9)

3. Express an understanding of how advocacy assists in empowerment and humanisation (Proficiencies 1.3, 2.3, 2.4)

4. Summarise the skills and tools required that can be deployed for advocacy purposes and work in accordance to the CORU Standards of Proficiency (Proficiencies 1.6, 1.15, 5.2, 5.15)

Health promotion is an integral part of the role of social care workers. This module aims to develop a basic understanding of health and wellbeing, determinants of health and principles and methods of health promotion in social care work, along with the development of initial health promoting skills. This aims to improve health and quality of life and quality of care outcomes for service users.

This module maps to the CORU Standards of Proficiency below:

Proficiencies: 1.8, 1.18, 2.4, 2.13, 5.1, 5.2, 5.4.

1. Discuss definitions of and perspectives on health and well-being as applied to self and others, including service users. (Proficiencies 5.1, 5.4)

2. Identify the key determinants of health and the relationship between them, relevant to social care workers, including physical, social and psychological determinants. (Proficiencies 5.1, 5.4)

3. Discuss the meaning of health promotion in the context of social care. (Proficiencies 5.1)

4. Outline the national and international health promotion policy context.

5. Outline the knowledge, values and different philosophies underpinning approaches to health promotion and the conflicts that might occur between social care workers and service users. (Proficiency 5.1)

6. Outline ways of promoting health within social careand community settings, focusing on empowerment,self-management and social inclusion. (Proficiencies 2.4, 5.2)

7. Discuss health promotion issues within specific population groups in social care in a non-discriminatory and culturally sensitive way, respecting different cultural beliefs and practices. (Proficiencies1.8, 5.2)

8. Develop skills in planning and delivering health promotion as a team member, including the range of interpersonal and workload managementskills required. (Proficiencies: 1.18, 2.13)

This modules provides students with an introduction to contemporary social theory in order to develop their understanding of inequality, deviance, sustainability and social change and their relevance to Social Care.

This module maps to the following CORU Standards of Proficiency:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working

Domain 5: Professional Knowledge and Skills

1. Demonstrate abroad introductory knowledge of contemporary social theory regarding inequality, deviance, globalisation and sustainabilitythrough a social care lens (Domain 1.8; 1.9; 1.23; 2.17; 5.2; 5.4; 5.15).

2. Describe introductory concepts underlying contemporary social theory with regard toinequality, deviance, globalisation and sustainability considering the role of policies and systems ((Domain 1.8; 1.9; 1.23; 2.17; 5.2; 5.4; 5.14; 5.15).

3. Apply their developing knowledge of social theory tocontemporary social care issues in Ireland. (Domain1.1; 1.8; 1.9; 1.23; 2.12; 2.17; 5.2; 5.4; 5.14; 5.15)

4. Illustrate an ability to relate basic concepts of contemporary social theory to their understanding of social care such as ethical practice and social inclusion (Domain 1.1; 1.8; 1.9; 1.23; 2.12; 2.17; 5.2; 5.4; 5.14; 5.15).

Philosophy of the self aims to provide social care students with the knowledge and ability to interact and engage with some of the most fundamental philosophies in the history of western thought. These philosophies have shaped, and continue to shape, today's world. Students will be introduced to the various branches of philosophy including metaphysics, epistemology, ethics, existentialism and contemporary philosophical theories as they relate to social care.

1. differentiate the main schools of philosophical thought regarding human progression and development through the lens of social care (Proficiencies 5.3)

2. examine western philosophy from early Greek philosophy to contemporary philosophy (Profiencies 5.4)

3. identify the need for philosophical thought, self-reflection, and autonomous learning with respect to Social Care work. (Proficiencies 1.22, 5.19)

4. appraise philosophical literature regarding human development and how it helps shapes the way we interpret the world. (Proficiency 5.2)

This module will build on and develop the themes introduced in the Introduction to Social Care and Social Care – Theory and Practice modules. It seeks to further introduce the student to the theory and practice of professional social care work, informed by, and through the lens of, CORU's Standards of Proficiency. The module will introduce students to a practical and applicable practice methodology described as 'dialogic practice'. The principles and method of dialogue will be comprehensively introduced. The module will serve as an introduction to contemporary social care work in Ireland while alerting students to significant aspects of social care practice in a number of European States. This module will also serve as an introduction to the more specialist treatment of these issues offered to students in Year Four.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 3: Safety and Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Demonstrate acompetent knowledge of social care practice in a number of European states.(Proficiency: 1.1; 1.2; 1.3; 1.5; 2.8; 5.1; 5.2; 5.14).

2. Demonstrate acomprehensive familiarity with contemporary social care practices in a number of social care practice fields (Proficiency: 1.1; 1.2; 1.3; 1.21; 2.8; 2.13; 2.14; 5.1; 5.2; 5.5; 5.6; 5.8; 5.9; 5.13; 5.14).

3. Demonstrate a capacity to articulate and assessrelevant issues and concerns in social care work with particular emphasis on the elderly, childcare, youth work, mental health work, people with disabilities, refugees and asylum seekers, ex-prisoners and on the area of addiction in an interprofessional context (Proficiency: 1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 1.21; 2.8; 2.13; 2.14; 5.1; 5.2; 5.5; 5.6; 5.8; 5.10; 5.13; 5.14).

4. Demonstrate a practical and applicable understanding of dialogue as a set of values and a practice for doing professional social care work, informed by CORU’s Standards of Proficiency (Proficiency 1.1; 1.2; 1.3; 1.5; 1.6; 1.8; 1.11; 1.12; 1.17; 1.21; 1.22; 1.23; 2.1; 2.2; 2.3; 2.4; 2.5; 2.6; 2.9; 2.15; 2.17; 3.5; 3.6; 4.4; 5.1; 5.2; 5.3; 5.8; 5.9; 5.10; 5.13; 5.16).

5. Demonstrate an awareness and proficiency in working within cultural diversity in social care practice including recognising the need for aprofessional translator (Proficiency1.8; 2.2; 2.5;5.7; 5.14)

The module will introduce some core proficiencies of social care as set out in the CORU Standards of Proficiency for Social Care. It will develop the students' professional autonomy and accountability by gaining an understanding of communication, collaborative practice and teamwork. The module will address the need to gain knowledge, skills and competencies to empower students to act as social care workers in the empowerment of service users. It explores how learning occurs in informal social care settings and the role of the social care worker as social pedagogue involved in an active developmental role including devising pedagogical goals with reference to a service users' resources and potential, needs to be studied and critically analysed.

1. Understand the premise, theoretical foundation, lineage and value of experiential learning with particular reference to application in a social care context and with specific reference to the CORU Standards of Proficiency (Proficiencies 2.3, 5.12)

2. Devise and evaluate learning experiences and interventions to recognise service users as active participants in their health and/or social care needs, choices and concerns.(Proficiencies2.3, 5.18)

3. Understand the principles and dynamics of group work in a range of settings and be aware of the role of different facilitation techniques to improve outcomes and enhance the participation of service userswith an understanding as an experiential educator within a broad range of social care contexts. (Proficiencies1.11, 1.12, 2.2, 2.11, 5.12, 5.13)

4. Know, apply and demonstrate an introductory knowledge and understanding of group work methodologies. (Proficiencies 1.11, 2.6, 4.4)

5. Comprehend, acquireand demonstrate facilitation skills with sensitivity to confidentiality and the ethical implication of their practice, and with anability to make sound personal judgements. (Proficiencies 1.12, 1.11, 2.2, 2.11, 5.12, 5.13)

This module introduces students to the regulatory environment which governs their professional role in social care and addresses some of the core proficiencies of social care as set out in the CORU Standards of Proficiency for Social Care. It sensitises learners to the regulatory issues which arise in the delivery of social care and the regulatory implications of decision-making within their profession. This module also considers various reports into catastrophic failures within health and social care and evaluate the learning which can be derived from same for social care practitioners. The module will also familiarise learners with The Assisted Decision Making (Capacity) Act, 2015 and the associated regulations.

The module maps to the following CORU Standards of Proficiency:

1.1, 1.2, 1.3, 1.4,1.6, 1.7, 1.10, 1.14, 1.16, 1.19.

2.10, 3.7, 4.1, 4.2

1. demonstrate a comprehensive awareness of the legislation governing social care practice, in particular but not limited to, The Health and Social Care Professionals Acts and The Assisted Decision Making (Capacity) Act, 2015 (Proficiencies1.1, 1.2, 1.3, 1.10,1.16);

2. articulate a thorough familiarity with the role of The Health and Social Care Professionals Councilin relation to Fitness to Practice to enablesafeand effective practisewithin the legal, ethical and practice boundaries of the profession (Proficiencies 1.1, 1.7, 3.7, 4.1, 4.2);

3. have a full awareness of the concepts and application of the principles of natural justice and fair procedures as they apply to social care (Proficiency1.1);

4. have an appreciation of the aims, limitations and reforms of tortlaw as it applies as it applies to social care and thecurrent guidelines and legislation relating to candour and disclosure . (Proficiencies1.1, 1.2, 1.4, 1.6);

5. an ability to extrapolate the learning from reports into thefailures in health and social care in order to identify the limits of their practice and know when to seek advice and beable to recognise and manage the potential conflict that can arise between confidentiality and whistle-blowing (Proficiencies1.2, 1.9, 1.14. 1.19, 2.10).

This is a Level 7 Module taught over a single semester. It is designed to develop the Social care students' understanding of the psychological principles involved in human development. This module will incorporate CORU's standards of proficiency.

1. Demonstrate a knowledge of the theories and conceptsof human development from birth to adulthood (Proficiency 5.1)

2. Understand the issues and factors that influence development, motivation, learning andthe dynamics of relationships.(Proficiency 5.4, 5.7, 5.9, 5.14)

3. Understand the factors involved in psychological assessment, to uphold the rights, dignity and autonomy of service users, including their role in the diagnostic, therapeutic and social care process.(Proficiencies 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 1.9, 1.17, 1.19, 1.22, 1.23, 2.1, 2.2, 2.9, 2.12, 2.14, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.10)

This module will guide the learner to develop a broad knowledge of research families, research design and methods in social research. The significance of ethics in research and additional ethical measures when researching with children and vulnerable groups will be explored to ensure to exercise a professional duty of care. The module proceeds by considering the importance of evaluation in professional practice and enables the learner to differentiate between research and evaluation. The learner will be equipped with the necessary knowledge to make informed choices regarding the selection of appropriate research and evaluation methods for different social care contexts. Learners will be supported to practise safely and effectively within the legal, ethical and practice boundaries of the profession.

This module maps to the CORU Standards of Proficiency below:

Domain 1; Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working

Domain 3: Safety and Quality

Domain 5: Professional Knowledge and skills

1. Develop a literature review and research outlineby producing clear, concise, accurate and objective documentation (Proficiencies: 2.6, 2.13,3.5, 3.6, 3.13, 5.5, 5.17)

2. Describe a broad range ofresearch families,their associated researchtypes, methodsand techniques and their potential practical applicationin diverse social caresettingsmindful of ethical decision-making and confidentiality (Proficiencies:1.10, 1.12, 1.19, 1.23, 5.1, 5.2, 5.17)

3. Recognise the required elements of a social research proposal, the purpose of a proposal and the ethical approval processs to prioritise and maintain the safety of research participants (Proficiencies: 1.1,1.3, 1.5, 1.6, 1.12, 1.15, 1.17, 1.19, 1.21, 1.22, 2.2,2.9, 2.13, 3.5, 3.7, 3.13, 5.2, 5.17)

4. Differentiate between research and evaluationto support and develop quality in practice in social care (Proficiencies: 2.9, 2.13, 3.8. 3.9, 5.5)

5. Recognise the principles and applications of scientific enquiry, including the evaluation of intervention efficacy, the research process and evidence-informed practice (Proficiencies: 1.19, 1. 22, 2.9, 2.13, 3.6, 3.8, 5.5, 5.6, 5.17)

This module builds on the Professional Practice Skills module 1 and the first Professional Practice module. Students will further develop their understanding as a professional social care practitioner operating in a regulated environment. The module is informed and guided by the CORU standards of proficiency. The student will further develop skills in the domains of communications, collaborative practice and teamwork, as well as in the quality and safety domains.

The following proficiencies are taught and assessed in this module;

1.3, 1.5, 1.7, 1.8, 1.15, 2.3, 2.6, 2.8, 2.9, 2.14, 2.15, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 5.3, 5.12

1. Utilise a human rights-based approach (HRBA) in their professional social care practice (Proficiencies 1.3, 1.5, 1.7, 1.8, 2.3, 5.3)

2. Construct an evidence-based care intervention plan including informed consent and in-depth assessment underpinned by interprofessional teamwork drawing on the expertise and the profession-specific skills of each relevant professional group (Proficiencies 1.15, 2.9, 2.14, 2.15, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.11, 3.15, 5.12).

3. Apply the principles of quality assurance and quality improvement in practice using various appropriate audit tools and assessment methods , including a comprehensive risk management framework informed by person-centredrisk assessment methods underpinned bythe legislative and regulatory criteria (Proficiencies 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15,5.12).

4. Produce clear, concise, accurate and objective documentation, and comply with relevant sector standards with regards to report writing (Proficiencies 2.6, 2.8)

5. Assume the role of a social care worker in supporting and empowering the service user to lead social care planning and interprofessional processes in line with their will and preference (1.3, 1.5, 1.6, 1.10, 1.23, 5.1, 5.2, 5.3, 5.9, 5.11, 5.13, 5.15, 5.16).

Placements are an integral component of all full-time programmes in social care. The objective of this 14 week placement is to enable the student to integrate theory and conceptual frameworks in Applied Social Care to social care practice. The purpose is to expose the student to practical social care settings in order to facilitate the development of practical and reflective skills. These particularly involve reflection on issues regarding relationships that are authentic and therapeutic. It is expected that the student's placement learning will be integrated with learning from all the modules undertaken during the academic programme. The site selections for professional practice will be allocated with regard to the student's interests, experience and capabilities.

The module consists of 430 hours minimum of practice over 14 weeks allocated to an approved placement provider.

This module maps to the CORU Standards of Proficiency under the five Domains:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working

Domain 3: Safety & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

(Proficiencies assessed in this module are; 1.9, 1.13, 1.14, 1.15, 1.16 1.18, 1.20, 1.21, 1.22, 1.23, 2.1, 2.4, 2.6, 2.8, 2.9, 2.10, 2.12, 2.17, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.6, 5.7,5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.16, 5.18, 5.19)

1. Demonstrate autonomy and accountability incorporating ethical and legal frameworks in to practice and the decision-making processes. (Proficiency 1.9, 1.13, 1.14, 1.15, 1.16 1.18, 1.20, 1.21, 1.22, 1.23)

2. Communicate effectively, upholding high ethical standards in an objective and sensitive manner using technology and creative methods as appropriate ( Proficiency2.1, 2.4, 2.6, 2.8, 2.9, 2.10, 2.12, 2.17)

3. Demonstrate an evidence-informed approach to tailoring care planning and interventions for service users incorporating risk analysis and management to this practise (Proficiency 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15)

4. Reflect on and evaluate the progression in their personal and professional development including skills and competencies that they have developed and utilized over the course of this and the previous placement. (Proficiency 4.1, 4.2, 4.3, 4.4, 4.5 4.6)

5. Apply theoretical learning to practice and when and how to use this in practice (Proficiency 5.1, 5.2, 5.3, 5.6, 5.7)

6. Demonstrate a critical understanding of the personal and interpersonal dynamics and skills required in the multi-faceted role as social care worker (5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.16, 5.18, 5.19)