Module: Practice Context & Professional Role Development

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Practice Context & Professional Role Development
Module Code	NS5011 (ITS) / NUR1113 (Banner)
Faculty	Science & Health	School	Nursing, PsyT & Comm Health
Module Co-ordinator	-
Module Teachers	-
NFQ level	9	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Array

Description

This module offers students the opportunity to examine their practice contexts and their own evolving professional roles employing a range of perspectives and evaluation frameworks. International and national perspectives will be addressed. Ownership of the new knowledge, skills and attidudes will develop in class debates and written submissions. Reflecting on personal and practice change will be nurtured throughout the course. Students will be expected to share knowledge and progress with the use of discussions, portfolio work, seminars, tutorials, lectures and assignments

Learning Outcomes

1. Discuss the impact of contemporary healthcare developments, policies and debates on local service ideology and practice
2. Analyse constructions of professional identity and role and factors that influence role performance and function
3. Examine ways in which professional knowledge and expertise are developed in healthcare practice contexts
4. Evaluate their own professional role in practice using relevant frameworks
5. Appraise professional and practice development that incorporates evidence based approaches and collaboration with relevant individuals/teams/services/users

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	10	Lectures in DCU
Group work	12	workshops
Tutorial	8	Tutor facilitated tutorials
Independent Study	160	independant learning time
Clinical placement	60	Supervised clinical practice
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

NS5011
Historical development of health care provision national and internationally. Socio-political and cultural context of health, illness and healthcare. Bio/Psycho/social/spiritual perspectives on health and illness. Organisational development and perspectives on service provision in health care. The impact of politics, economy, health and social policy on professional development and service ideology. Discourses on expertise. Professionalization in health. The role of multidisciplinary teams and interagency working in healthcare. Philosophical and theoretical perspectives on professional role development. Ways of `knowing'. Practice-theory gap, praxis, generation of practice knowledge and perspectives on evidence based practice. Practice development, change management, and evaluative frameworks & techniques. Clinical governance, clinical effectiveness and quality. Role responsibility. Reflective practice. The indicative syllabus is broad and recognises that students will concentrate more on one area than another, depending on their area of practice. By the same token, the syllabus will be expanded according to each students designated area of practice and study.

Assessment Breakdown
Continuous Assessment	0%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Portfolio	Practice evaluation through professional practice protfolio	40%	Week 12
Assignment	Assignments will be chosen and submitted both within the 12 weeks of the module and on completion of the module on week 12.	60%

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category -

Indicative Reading List

Haines A & Donald A: 2002, Getting Research findings into Practice, 2002, BMJ Books, London,
Higgs J, Richardson, B & Abrandt Dahlgren M: 2004, Developing Practice Knowledge for Health Professionals, 2004, Butterworth Heinemann, London,
Higgs J & Titchen A: 2001, Practice Knowledge and Expertise, 2004, Butterworth Heinnemann, Oxford,
Binnie A & Titchen A: 2003, Freedom to Practice The development of patient centred nursing, 2003, Butteerworth Heinnemann, Oxford,
Johns C: 2002, Guided Reflection: Advancing Practice, 2002, Blackwell Science, Oxford,
Craig, J.V., Smyth, R.L., .: 2007, The Evidence-Based Practice Manual for Nurses. Second edition., Churchill Livingstone Elsevier, Edinburgh,

Other Resources

None