In undertaking this module students will be introduced to Social Prescribing. Through a combination of online lectures, case based learning and discussions groups students will learn what social prescribing is, how it emerged, the theories and policies underpinning its practice, the skills and competencies required to be an effective Social Prescribing Link Worker and possible future direction of the practice. Students will demonstrate their understanding of social prescribing theory, policy and practice through the submission of two individual projects.

1. Describe the history and emergence of Social Prescribing / Link Working.

2. Discuss the theories and policies underpinningSocial Prescribing / Link Working.

3. Identify aims, objectives and parameters ofSocial Prescribing / Link Working practice.

4. Recognise the key skills and competencies required for Social Prescribing / Link Working.

5. Explore possible future trends and directionsfor Social Prescribing / Link Working.

Social prescribing requires the link worker to identify the needs, interests and aspirations of participants and match them with appropriate community resources. As social prescribing aims to address need it is important that the social prescribing link worker is not only aware of all the resources available within a particular community but has the skill to organise and communicate this information in a way that is easily accessible for everyone.

In undertaking this module students will identify the different kinds of needs, interests and aspirations that participants may possess and identify a wide range of corresponding resources that may go some way to addressing these. Having identified a diverse range of resources, students will investigate different methods for collating and communicating this information in a way that is accessible to all participants. Students will draw on these methods to design and create a mechanism for communicating this information in an attractive and intelligible way, that can be easily modified in accordance with the changing resource landscape. As part of this process students will spend time making simple art and craft objects together and reflect on how this experience creates meaningful connections with student peers. As part of this module students will have guest speakers from community organisations and acquire visual communication skills.

1. Recognise that different needs and aspirations require diverseresources.

2. Identify a broad spectrum of community resources that canaddressdiverse needs and aspirations.

3. Communicateinformationin an easily accessible and attractive way through use of diversetools.

4. Demonstratecreative responsestosocial exclusionthrough developingdiverse modes of communication.

5. Explain howmaking and doingtogether supports thecreation ofmeaningful social connections.

Social Prescribing recognises community as a significant source of health and wellbeing. However, some people encounter various forms of social exclusion and are unable to access these benefits. Improving health and wellbeing, therefore, requires awareness of the factors leading to social exclusion, which provides a context for assessing the social, emotional, and practical needs of participants, informing intervention plans and onward referrals. Ensuring effective assessments of participants needs and aspirations requires Social Prescribing Link Workers to have good communication, in particular good listening skills. To enable social integration of participants, Link Workers must form connections with diverse community agencies and service providers to establish inward and onward referral pathways. In short effective social prescribing requires an appreciation of the benefits of social inclusion, awareness of the factors perpetuating social exclusion and the communication skills to effectively bring community and participants together.

In undertaking, this module students will develop their understanding of Social Prescribing as a process and practice that both contributes to and relies on the social context (community) in which it operates and how this context differently impacts participants. Students will explore the role of community in health and wellbeing, the impact of social exclusion on participants and how social exclusion is perpetuated. Students will learn how, in addition to relying on community for access to diverse resources, social prescribing also builds social capital through creating resource networks within communities. To ensure maximum participation in Social Prescribing while recognising that access to social resources is often unequal, students will identify mechanisms for addressing barriers, accommodating diversity and facilitating inclusion in their own service/practice. To fully support the needs and aspiration of participants and develop appropriate person centred plans and referral pathways, students will explore a diverse range of communication and assessment skills.

1. Recognise the role of community in health and wellbeing,the impact of social exclusion and how it is perpetuated.

2. Describe how social prescribing builds social capital through creatingresource networks within communities.

3. Identifymechanisms for addressing barriers,accommodatingdiversity andfacilitatinginclusion.

4. Apply a range of communication and assessmentskills for identifyingparticipant needs,developing action plans and making onward referrals.

In order to ensure high quality of delivery and that the broader societal aims and objectives of Social Prescribing are met, those engaged in Social Prescribing must gather information relating to their practice and participants. This information provides evidence justifying existing practices and guiding future practices. In undertaking this module students will explore what is meant by 'evidence' in a Social Prescribing context, the different types of evidence / data that exist, the legal and ethical obligations relating to evidence / data gathering, students will examine methods for gathering evidence / data, ways of interpreting evidence / data and develop mechanisms for presenting evidence / data. Through completing their assessment students will learn how to create tools for gathering evidence / data and develop an understanding of how this evidence / data applies in practice.

1. Define what ‘evidence’ means in the context of SocialPrescribing.

2. Describe methodsfor gatheringevidence /conducting evaluations.

3. Identify techniquesforinterpreting evidence/ evaluation data.

4. Demonstrate mechanismsforpresenting evidence.