Module Title
Partnership Working
Keywords
Partnerships, managing change, stakeholders, inter-agency, leadership, organisational context, interprofessional |
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Prerequisites for Module
Successful completion of all Stage 3 modules of the BSc Hons Occupational Therapy or equivalent
Corequisite Modules
None.
Precluded Modules
None.
Aims of Module
To increase awareness of the potential of partnership working and develop the student's ability to anlayse, develop and implement multi-agency working initiatives.
Learning Outcomes for Module
On completion of this module, students are expected to be able to:
| 1. |
Critically analyse the potential impact of partnership working.
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| 2. |
Appraise the underpinning theory related to partnship working.
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| 3. |
Critically appraise the process of setting common goals and objectives.
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| 4. |
Critically analyse the processes which impact on the functioning of inter-professional teams.
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| 5. |
Contrast the legal, ethical and philosophical framework adopted by a range of agencies and explore the implication for practice.
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Indicative Module Content
Partnership working; intra-agency and inter-agency working; collaborative working, legal implications; setting common goals and objectives; empowerment in the context of stakeholders; managing the change process to enable partnerhip working; barriers; communiciation; leadership development; stragetic drivers; the change of sustainability; skill mix; boundaries; co-ordination; evaluation.
Indicative Student Workload
Contact Hours
| Full Time | Workshops
| 22 |
Directed Study
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| 48 |
Private Study
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| 80 |
Mode of Delivery
This is a blended learning with keynote lectures, facilitated tutorials, practical sessions, work place visits, web based learning, directed study and private study. There will be the opportunity to be involved in collaborative learning during the module with other professions, service users and each other.
| Assessment Plan
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Learning Outcomes Assessed
| | Component 1 | 1,2,3,4,5
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Component 1 - Scenario-based oral presentation.
Indicative Bibliography
| 1. | BAGGOT, R., 2013. Partnerships for public health and wellbeing. London: Palgrave Macmillan
| | 2. | BARKER DUNBAR, S., 2009. An occupational perspective on leadership. Thorofare, N.J.: Slack Incorporated.
| | 3. | COLLEGE OF OCCUPATIONAL THERAPISTS., 2010. Code of Ethics and professional conduct. London: College of Occupational Therapists
COLLEGE OF OCCUPATIONAL THERAPISTS., 2011. Professional standards for occupational therapy practice. [online] London: College of Occupational Therapist. Available from: http://www.cot.co.uk/standards-ethics/[Accessed 16 June 2014]
| | 4. | EASTERLING, D. V., GALLAGHER, K. M., AND LODWICK, D., 2003. Promoting health at the community level. London: Sage Publications Inc
| | 5. | HUXHAM C., and VANGAN, S., 2005 Managing to collaborate: The theory and practice of collaborative advantage. Oxon: Routledge
| | 6. | LORENZO, T., DUNCAN, M., BUCHANAN, H. & ALSOP, A., 2006. Practice and service learning in occupational therapy: enhancing potential in context. Chichester :Wiley-Blackwell Current journals and research articles
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Additional Notes
In addition, in order to pass the module the student must attain least 80% attendance for all timetabled classes. Failure to comply with this will require the student to complete additional teaching and learning activities as determined by the module co-ordinator in order to demonstrate achievement of all learning outcomes. This can result in a student being withdrawn from the subsequent practice placement until they evidence they have completed all required additional elements. A record of this process may be made in relation to the student’s professional behaviour.
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