This unit aims to enable learners to understand the learning process and to give them the skills they need to plan for, monitor and reflect on their professional development. Learners will then be able to investigate and gain an understanding of health or social care provision. Learners must complete 100 hours work experience as a requirement of this unit.
This unit explores the different ways in which learning can take place and how learning from individual experiences can be used to enhance the quality of knowledge, skills and practice. Learners will explore concepts of learning and relate these to their preferred learning styles and other factors that influence their learning.
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Fee EU/Local Students €450 Exam fee: €20 /module
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Easy Pay Option: €250 deposit €45/ week for 5 weeks |
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| Duration: | 6 weeks |
Awarding Body |  |
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| Start Dates: 2 intakes/yr | January/February | September/October | ||
| Entry Requirement: | Applicants must be a minimum of 18 years old |
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| University Progression Route | ||||
Learning Outcome
On completion of this unit a learner should:
1. Understand the learning process
2. Be able to plan for and monitor own professional development
3. Be able to reflect on own development over time
4. Know service provision in the health or social care sectors.
1. Understand the learning process
Theories of learning: theorists, eg Honey and Mumford, Kolb
Influences: on learning, eg previous learning and experiences, specific learning need, formal versus
informal learning, time, learning style, learning environment, access to resources, attitude and selfdiscipline,
aspirations and motivation, priorities, health, responsibilities, relationships, others as appropriate
Skills for learning: study skills; literacy, numeracy, information and communication technology; research
skills, eg observation, questioning, use of the internet; using feedback; reflection
Support for learning: from, eg tutors, peers, supervisors, mentors; meetings; increased self-awareness;
how and where to access information and support on knowledge and best practice
Learning opportunities: formal, informal; knowledge gained from, eg classroom activities, placement
experiences, independent studies, life experiences, employment, voluntary activities
2. Be able to reflect on own professional development over time
Review at start of programme: current knowledge and skills, practice, values, beliefs, career aspirations;
self-awareness
Knowledge: review, plan and monitor, eg relevant formal and informal learning to date, current
contemporary issues, understanding of theories, principles and concepts, understanding of potential
careers; gained from a variety of learning opportunities
Skills: communicating: language (verbal, non-verbal); working with others, eg service users, professionals,
peers; technical, eg IT, use of equipment, creative/craft skills; research, eg primary, secondary, data
handling; personal, eg organisational skills, personal presentation
Practice: review, plan and monitor, eg respect for the value base of care, professional interactions with
others, cooperative working with others, teamwork, influence of personal values and beliefs, awareness
of need to develop personal value base to support and promote good practice, awareness of the impact
of legislation, codes of practice and policies on own practice, responsibility and limitations
Values and beliefs: personal and professional eg, values and beliefs, value base of care
Career aspirations: career options, preferred choice
Action plan for own development: targets/goals, short term (up to six months), long term (minimum of 18
months), specific, measurable, actionable, relevant, timely
Consider personal goals: in terms of knowledge, skills, practice, values, beliefs, and career aspirations
3. Be able to reflect on own development over time
Monitor and evaluate plan in terms of own development: a minimum of three goals, progress against targets set
Changes: in response to ongoing development needs, goals and reflection
Contexts: work experience placements, visits, study environment, life events; other, eg employment
Professional development portfolio: professional practice logbook, structured appropriately for assessment
of unit and nature of evidence, indexed, authenticated records to demonstrate personal progression
in developing own knowledge, skills, practice and career aspirations over time, variety of contexts for
learning and development
Relevant evidence: formal, eg assessments, observations, witness testimony from direct observation,
placement reports, feedback from tutors and supervisors, tutorial/career records, certificates, personal
statements, application forms or CVs; informal, eg diary, peer reviews, reflective accounts, records of events
Support for development: from tutors, peers, supervisors, mentors; meetings; increased self-awareness;
how and where to access information and support on knowledge and best practice
Reflect on own development: linking theory to practice; linking practice to theory; achievement of personal
goals in terms of knowledge, skills, practice, values, beliefs, and career aspirations; influence of personal
values and beliefs; impact of others on evolving development of self.
4. Know service provision in the health or social care sectors
Provision of services: national framework relevant to home country; primary, secondary, tertiary; regulators
Local health or social care: service provision, eg type of provision, funding, access, potential barriers to
access, organisational policies and procedures; how the service fits within the national framework
Health and social care workers: health and social care professionals, eg nursing staff, social workers,
professions allied to medicine; technical support professionals, eg medical and non-medical laboratory
staff; other support professionals, eg managers, administrators; role of professional bodies; career
pathways, training and qualifications, workforce development; codes of conduct, roles and responsibilities;
multi-disciplinary teams
Unit Assessment
Assessment takes the form of written assignments, observations, in-class tests, verbal assessment and projects
To gain the unit learners must achieve, as a minimum, the Pass grade; the Pass grade is in effect the gaining of the credit for the unit, and this contributes to the overall qualification grade. All units must be passes within the rules of combination to achieve the overall qualification.
The table below shows the number of points scored per credit at the unit level and grade
| Level | Points per credit | ||
| Pass | Merit | Distinction | |
| 5 | 7 | 8 | 9 |
| 6 | 9 | 10 | 11 |
Learners who achieve the correct number of points within the ranges shown in the 'qualification grade' tables below will achieve the qualification Pass, Merit, Distinction or Distinction* grades (or combinations of these grades appropriate to the qualification).
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