|
| Module Availability |
| Seminar 1 |
|
|
| Assessment Pattern |
|
Portfolio of practice evidence (part A) – this will provide evidence of achievement of standards of proficiency
Part B will include signed standards of proficiency, 2 reading logs and a 2500 word reflective essay of the student’s personal development during the period of supervised practice. The account should address the following:
· An evaluation of the learning process undertaken including clinical supervision
· Self evaluation on working towards becoming a qualified Operating Department Practitioner eligible for statutory registration
· Significant learning points and achievements
· Aspirations for future development
The reflective essay and proficiencies are signed off by mentor and professional tutor to confirm the following has been satisfactorily completed during the period of supervised practice. The student is:
· safe to practice
· aware of own perception, thoughts and action and the ways in which these may influence the clinical situation
· able to maintain professional competence and makes an appropriate and effective contribution to the work of the practice setting
· able to discuss and reflect on professional action individually and in the team
aware of their responsibility to maintain professional development in accordance with professional practice
|
|
|
|
| Module Overview |
Overall Student Workload of 450 hours comprising:
15 hours contact
185 hours practice
Students must also complete a further 250 hours of practice to meet professional body requirements |
|
|
| Prerequisites/Co-requisites |
Applying Evidence to Peri-Operative Practice module
Post Anaesthetic Care module
Emergency and Trauma Practice module
Year One modules for the DipHE in ODP |
|
|
| Module Aims |
This module enables the student to make the transition, and give meaning to the process of becoming a qualified practitioner who provides accountable, safe and effective practise. The experience of supervised practice aims to maximise the potential of the student ODP to achieve fitness for practice for entry on the professional register and to the work force. It prepares the student to work within the environment of every day practical challenges of the complexities of professional practice. Fundamental to this transition period are the principles and practices of regular supervision, reflection and availability of supported practice experiences that are effectively meeting the professional developmental needs of the student. |
|
|
| Learning Outcomes |
The figures in parentheses (xy) after each learning outcome relate to the HPC ‘Standards of Proficiency’
By the end of the module the student should be able to:
Professional practice skills
- Prioritise professional responsibilities and duty of care to ensure safe management of care. (1a.1, 1a.2, 1a.3, 1a.6, 2a.2, 2b.3)
- Consolidate practice experience to develop strategies necessary for evaluating current practice. (1a.5, 1a.7)
- Use reflective learning and clinical supervision to evaluate own practice and develop accordingly (1a.8, 2c.2)
Values and attitudes
- Recognise own values, perception, thoughts and action and the ways in which these may influence the clinical situation (1b.1, 1b.4)
Cognitive Skills
- Recognise personal and professional limitations in the scope of own professional practice and address limitations and need for personal development. (1a.5)
- Evaluate own practice in light of ongoing feedback. (1a.5, 2c.2)
- Reflect on professional practice individually and in the team. (2c.2)
Key Skills
- Prepare a personal development plan. (1a.1, 1a.4, 2a.1, 2c.2)
- Demonstrate effective interpersonal skills through self awareness and assertiveness. (1b.2, 1b.3, 1b.4, 1b.5)
- Use problem solving skills to find effective solutions where possible. (2a.4, 2b.1 2b.2)
- Make an appropriate and effective contribution to the work of the practice setting. (3a.1, 3a.2, 3a.3)
|
|
|
| Module Content |
Brief Indication of Content:
Discussion and process of application to the Health Profession Council; challenges of professional accountability, post registration and education and practice, life long learning, reflective practice, and clinical supervision within their practice area. |
|
|
| Methods of Teaching/Learning |
There will be negotiation between the student practice setting and professional tutor to identify the practice environment where the student to achieve the outcomes for supervised practice. An emphasis will be placed upon an individual negotiated learning agreement as part of the developmental process. The student will be assisted to integrate elements of prior learning into their locally negotiated practice experience ensuring development of competence that are consistent with professional practice. Learning activities will be for the most part through a weekly basis of clinical supervision and 2 professional tutor group meetings. Keynote lectures on accountability; registration and post registration development, scope of practice. |
|
|
| Selected Texts/Journals |
Required Reading:
Department of Health 2000 The NHS Plan: A plan for investment, a plan for reform. London: The Stationery Office
Department of Health 2000 An Organisation with a Memory. London: The Stationery Office
Department of Health 2003 The Essence of Care. London: The Stationery Office
Department of Health 2006 Our Health, our care, our say. London: The Stationery Office
Harmer S and Collinson G 2005 Achieving Evidence–based Practice: A Handbook for Practitioners 2nd edn Elsevier Health
Hallett L and Thompson M 2001 Clinical Governance: A practical guide for managers. London Emap PSM
Spouse J and Redfern L 2000 Promoting Professional Development .Blackwell Science: Oxford
Website
|
|
|
| Last Updated |
| 16 June 2008 |
|
