Skip to main navigationSkip to main content
The University of Southampton
Courses

NPMS6015 An Introduction to Professional Practice 2

Module Overview

At the heart of this interprofessional module is the belief that all health care students should not only share the same core values and skills that underpin their professional practice, but they should also have learning opportunities that enable them to learn with, and about, each other. This module is intended to provide a foundation on which the programmes leading to professional registration can be built. The module seeks to contextualise health and social care by exploring its’ origins, philosophy and priorities – including the promotion of good health as well as the management of ill-health. Health and social care has had a continued focus on client-centred practice for some years but, nonetheless, has experienced concerns about the extent to which service users may not always have been treated with dignity and respect. Therefore the module also seeks to explore ethical dimensions of care-giving to reinforce and instil respectful, reflective, professional practice - including the importance of safeguarding vulnerable people. Finally, the module will provide a set of skills to prepare students for their first exposure to practice placement.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Critique the current funding, structure, commissioning, leadership and management of the NHS and social care services including clinical governance arrangements and the NHS Constitution
  • Enhance academic and enquiry skills for learning during the programme and into future professional practice by searching for, and critiquing research evidence in healthcare by accessing professional journals and associated literature
  • Interpret the drivers for change in health & social care including political, economic, social, technological, environmental and legal issues
  • Understand and defend the importance of respectful, dignified patient-centred care in modern provision of services including recognising the importance of safeguarding vulnerable people. They should subsequently demonstrate an ability to manifest these attitudes on practice placement**
  • Appraise their own professional codes of conduct and reflect on the core values of health & social care professions
  • Demonstrate appropriate and flexible professional practices with regard to their own behaviour, emotional health, time-keeping and reflective self-management**
  • Understand and justify the importance of ethical professional practice including the need to obtain informed consent and maintain patient confidentiality
  • Recognise and justify the need for people to take responsibility to prevent ill-health and understand constructs of health and health-belief including social determinants of health
  • Understand the importance of effective, clear and properly documented communication with patients and colleagues and model these in all situations
  • Demonstrate effective and safe moving and handling techniques; effective infection control procedures and basic life support techniques**

Syllabus

Module content will include at an introductory level (although this is not an exhaustive list): • Structure, governance and management of health & social care services, including the NHS constitution • Quality assurance including clinical governance and professional regulatory arrangements • Wider influences on, and issues for, health & social care services • Imperatives for health and health prevention • Patient involvement in design of service and evaluating their effectiveness including ‘Essence of Care’ • Effective verbal and non-verbal communication skills and the need for active, empathic listening • Effective documentation skills • Team-working and peer support • Ethics • Risk assessment skills • Embryonic employment skills • Moving and handling skills • Infection control procedures • Basic life support • Self-management and emotional health • Reflective practice • Academic study skills and the need for continuous, life-long learning

Learning and Teaching

Teaching and learning methods

Lectures and seminars Practical workshops Guided reading Web based resources (including Blackboard learning support)

TypeHours
Practical classes and workshops20
Wider reading or practice83
Preparation for scheduled sessions15
Completion of assessment task40
Lecture2
Seminar8
Total study time168

Resources & Reading list

Bolton G (2010). Reflective Practice. 

Montgomery, J. (2012). Health Care Law. 

Process mapping.

HCPC guidance on Continuing Professional Development and Lifelong Learning.

National Institute for Health and Clinical Excellence.

Dimond B. (1999). Legal Aspects of Occupational Therapy. 

NMC/HCPC/RCCP/Professional Bodies. Codes of professional conduct. 

Dimond B. (2006). Legal Aspects of Midwifery. 

Institute of Health Care Management.

For further Learning Resources that act to support this module please see.

Department of Health (2012). Final Report of the Mid Staffordshire Foundation Trust Public Enquiry. (Francis Report). 

NHS Modernisation Agency.

Murray E & Simpson J. (2000). Professional Development and Management for Therapists: An Introduction. 

Tools and techniques.

Health Commission.

Service improvement documents.

Lugon, M. and Secker-Walker, J. (1999). Clinical Governance: Making it Happen. 

Bolton G (2010). Reflective Practice. 

Department of Health (2012). Health & Social Care Act. 

Department of Health (2010). Equity & Excellence: Liberating the NHS (White Paper). 

Health & Care Professions Council, (2008). Standards for Conduct, Performance and Ethics. 

Department of Health (2013). NHS Constitution. 

NHS Scotland Centre For Change And Innovation Service Redesign.

Martin, V. and Henderson, E. (2001). Managing in Health & Social Care. 

The module has a ‘Blackboard’ site containing module information, additional relevant material, lecture notes and an extensive reference list. Skills rooms and web-based materials that support skills learning will be utilised. This includes purchased e-learning materials, for example, those from Elsevier and other packages. For the conduct of some skills rehearsal sessions, the ratio of staff to students is determined by the requirements of safe supervision and the outcomes of risk assessments.. 

Dimond B. (1999). Legal Aspects of Physiotherapy. 

Assessment

Formative

Contributions to debate and discussion

Summative

MethodPercentage contribution
Health education package 100%

Referral

MethodPercentage contribution
Health education package 100%

Repeat Information

Repeat type: Internal & External

Share this module Share this on Facebook Share this on Twitter Share this on Weibo
Privacy Settings