This module has been reviewed and revised from a previous version CT6031-Preparation for Practice Education. Its purpose is to prepare students for their PARE Practice Education Modules. The content of this module has become more critical in light of the COVID-19 pandemic and the ensuing requirements for placement relating to HSE policies, procedures and guidelines on mitigating infection risks. The learning outcomes of this module have been revised to allow for changes to content required in response to changes in policy, procedure and guidelines in practice settings. It will introduce the student to working in the Irish Healthcare setting and incorporate mandatory information for this setting. Interprofessional healthcare teams understand how to collaborate to improve patient outcomes. The WHO advocates IPE so that Health Professions Students will have this understanding and ability. This module will include inter-professional learning opportunities within allied health. This module will be co-scheduled as the first in the Professional Practice strand of the programmes for Occupational Therapy, Physiotherapy, Human Nutrition & Dietetics, and Speech and Language Therapy.

This module covers a range of topics designed to prepare students for their practice education experiences. These topics include: Standards of Proficiency (CORU), Professional & Ethical Issues, Models of Reflection & Reflective Practice, Infection Control, Introduction to Healthcare Systems, Documentation and Goal setting, Time Management, Counselling/Looking after ourselves. Realities of practice are explored alongside the assessment forms for practice education, what to expect on placement, placement stakeholders, supports on placement, module specific regulations and placement site policies and procedures. Students need to demonstrate the ability to interact within interprofessional groups in a professional and ethical manner. Discipline specific tutorial overview: • Occupational Therapy: Realities of Practice, assessment forms for practice education, writing SMART objectives, module specific regulations, supports on placement, placement site policies and procedures. • Speech and Language Therapy: Case History taking, Assessment, Goal setting, Session Planning, Report Writing. • Physiotherapy: Intro to Practice Education and Managing Expectations, The Common Assessment Form and Learning Contract, Realities of Practice, Supports on Placement, COMPASS and Child First Online Training, Communication and Documentation and reflective practice. • Human Nutrition and Dietetics: Day in the life of a Dietitian, supervision, reflection on practice, practical skills for a patient consultation, assessment forms for practice education.

On successful completion of this module, students will be able to: • Demonstrate an understanding of the professional, legal and ethical context of healthcare practice • Demonstrate a working knowledge of current policies within the Irish Health and social care system relevant to professional practice • Demonstrate an understanding of the factors which underpin healthcare practitioner decision-making • Demonstrate the ability to interact within a multi-disciplinary group in a professional and ethical manner • Demonstrate an understanding of of the structures of Health Service organisation and system in Ireland • Demonstrate an understanding of the role and impact of effective inter-professional team working in meeting patient needs

On successful completion of this module, students will be able to: • Assess & discuss professional conduct & ethical issues which may arise within professional practice. • Evaluate and respect the role of other health professionals in health and social care delivery.

On successful completion of this module, students will be able to: • Demonstrate effective, safe techniques and mechanisms to ensure competency in professional activities related to clinical duties of care.

Research reported by the WHO indicates interprofessional education (IPE) is most effective when: • principles of adult learning are used (e.g. problem-based learning and action learning sets) • learning methods reflect the real world practice experiences of students e.g. clinically realistic scenarios, working with patients • interaction occurs between students • Effective IPE links IPE activities to expected learning outcomes and assessment of what has been learned • A key requirement of IPE activities is to design the activity in a manner that utilises the assets of all professions involved (Harden, 2015). The module involves a large cohort of students across 4 disciplines. The content will be delivered via a combination of (i) formal IPE lectures, (ii) facilitated IPE discussion groups and (iii) a series of discipline specific tutorials. The assessment will be to complete an E-portfolio. The portfolio will be a useful resource for students when they go on to their first practice placement. Self directed endeavor by the students include preparation for the IPE discussion groups by meeting their IPE group outside of the lectures. They will have to complete IPE tasks in addition to lectures and tutorials. There will also be additional tasks each student needs to complete each week in developing their E-portfolio including the completion of mandatory and necessary online modules hosted on HSELand. Fulfilling UL Graduate Attributes: -Knowledgeable - Awareness and competence within professional activities and skills in matters relating to professional duty of care in health settings; demonstrate critical thinking within their discipline; awareness and insight into real world problems and challenges presented in the healthcare setting. -Proactive - Use of a modern eLearning portfolio; innovative teaching techniques and methods of assessment. In this module especially the learners will develop their creative skills when developing their skills portfolio, a key enabler to maintaining future continuous professional development requirements of statutory registration. -Creative - A drive to discover, to develop, to invent, to create and to innovate towards optimal standards of care within a multi-disciplinary group in a professional and ethical manner; developing resilience and inventiveness in healthcare settings. -Responsible - Adopting a responsible, civically aware and engaged approach to their actions and decisions at work and in society; exploring issues of corporate and social responsibility, ethical practice and sustainability; adopting a global perspective, recognising both the local and global impact of decisions and actions; being personally and professionally responsible, orientated towards making substantial and positive contributions to society are tenets to the safe and effective professional practice of allied health professionals. -Collaborative - achieved through the interactions with their peers especially in the context of interprofessional education group work; developing a capacity for working with patients/carers/advocates in order to maximise the contribution of their own discipline. -Articulate - Competency in conveying ideas clearly, effectively and professionally in interprofessional groups; recognition of the importance of effective written, verbal and digital communication skills. This attribute will be particularly emphasised in the e-portfolio method of assessment. Harden, R.M., 2015. Interprofessional education: the magical mystery tour now less of a mystery. Anatomical sciences education, 8(4), pp.291-295.