VERPRA21 Practical Studies in Social Education Course description

In this course, students will integrate knowledge from previous courses and apply the social educator work model in practice. The students are to familiarise themselves with the framework for service provision and ensure user participation/provide decision-making support. Students gain experience of the importance of multidisciplinary and interprofessional cooperation in relation to complex issues. The main focus is on participant observation, assessment and testing to identify the need to facilitate change. The students are expected to actively participate in the planning, implementation and evaluation of training, health and care work. The target group is disabled persons and/or complex assistance needs.

The course VERPRA21 comprises a total of 12 weeks, wereof a seminar day on campus, with a total workload of 10 weeks (300 hours) of user oriented practical training in authentic work situations.

Approved required coursework in the second-year course VERB2300, and all other second-year courses must be passed.

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and general competence:

Knowledge

The student

• can describe the practice placement’s professional basis and how it describes the purpose of its activities
• can describe the practice placement's quality, notification and non-conformity systems
• can explain legislation and regulations that apply to the practice placement
• can explain case processing procedures at the practice placement
• can explain how the practice placement cooperates with other relevant services/arenas
• can explain the practice placement’s reporting and patient record system
• can explain different specialist administrative systems
• can explain the content and structure of different types of reports used at the practice placement
• can describe how the practice placement uses welfare technology
• can explain his/her own professional role and how multidisciplinary and interprofessional cooperation can be promoted
• can describe factors that can promote cooperation, trigger conflicts and resolve conflicts

Skills

The student

• can identify ethical dilemmas and conflicts of values in service provision
• can ensure user participation and apply professional knowledge in decision-making support
• can apply relevant observation, methods for assessing and testing in cooperation with service recipients to identify goals, needs and interests, and evaluate training and care measures
• can prepare descriptions of measures in cooperation with service recipients and others at the practice placement
• can apply up-to-date and evidence-based methods in training and care measures to promote independence in the service recipient in cooperation with other staff/professions
• can assess the risk of undesirable incidents and, in cooperation with staff at the practice placement, assess and, if relevant, implement measures to prevent such incidents
• can apply relevant forms of communication to communicate and document specialist knowledge adapted to the purpose and target group
• can demonstrate skills that promote cooperation with service recipients, colleagues and other involved parties

General competence

The student

• can demonstrate professional skills in accordance with the applicable suitability criteria
• can compare relevant academic and ethical issues related to social education practice and identify, reflect on and deal with such issues in their practice through professional judgement
• can reflect on his/her own professional practice and adjust it under supervision

The teaching and learning methods include external practical training and a seminarday on campus before the practice placement. The supervised practical training requires active participation in work at the practice placement.

The following required coursework must be approved before the student can receive a final assessment:

• Attentance at the seminar day at campus before practice
• participation in work at the practice placement, minimum attendance of 90%
• submission of completed and signed practical training documents in accordance with given criteria
• assessment in relation to the suitability criteria cf. the Regulations concerning Suitability Assessment in Higher Education

Assessment of supervised practical training. The minimum attendance requirement for the practical training period is 90%.

The following applies to all practical training courses in the programme

The supervised practical training is assessed as passed or failed. Three elements must be passed in order for students to pass a period of practical training:

• Compulsory attendance
• Learning outcomes
• Suitability

To pass the supervised practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to practical training courses. If the maximum limit for absence is exceeded, the student can make up for the practical training/teaching activities missed if practically possible. If it is not possible to compensate for the absence, the whole period of supervised practical training must be retaken. This will result in delayed progress in the programme.

Not relevant

Pass-Fail

The lecturer based on the recommendation of the practical training supervisor.

15 ECTS overlap with VERPRA20 (full overlap with the practical placement in VERPRA20).