Unit 503 Wider professional practice & development in education & training Assignment Sample

Introduction: Unit 503 Wider professional practice and development in education and training

The following report is focused on extending and broadening the understanding of practice and practice development for the wider professional field of education and training with particular reference to the health and social care field. It provides a critical analysis of key themes like professionalism and dual professionalism, and the impact of social, political and economical factors on educational policies. Furthermore, the report examines the responsibilities and effects of the stakeholders and external organizations on the educational organizations and discusses the challenges of the existing educational policies and organizational requirements to curricula and teaching-learning processes. From the academic perspective, this report will try to make a positive impact towards the development of quality education in the field of health and social care profession

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Task A: Research Report

AC 1.1 Defining the concept of professionalism and the dual professionalism within education and training

Ethical practice, standards, policies and guidelines, with the goal of improving the performance of educational and training programs are core to professionalism (Marshall, 2019). In the health and social care setting professionalism is characterized by compassion, respecting the privacy of the clients, and duty of following the set rules and regulations. It is expected of teachers to practice such behaviours, thus offering quality education and at the same time maintaining professionalism.

The significance of professionalism in contexts such as education to learn health and social care is rather profound. Teachers have to make their students become professional individuals through the introduction of professional values that are important in the performance of duties in the future. This involves presenting not only the curriculum content, but also the professional behavior and attitudes that can be imitated by students in their professional lives.

Wider professionalism is an aspect that goes beyond the instructor to include the duties and the functions that educators have in the system and in the society. It entails interaction with working professional bodies, affirmation to the national and institutional benchmarks, and constant professional growth and regeneration.

In health and social care, other forms of professionalism affect educators through a requirement of the educator to be conversant with needs and issues of the whole sector. This makes them to be informed in the happenings in the industry and also operate in the market, interface with other stakeholders and also participate in the formulation of policies. This broader engagement assists in creating relevant and responsive education to meet the current and future needs of the health care sector (Pleasance, 2016).

Dual professionalism relates to the ability to teach and have subject content knowledge. It is, therefore, necessary for educators in health and social care to have a good understanding of the content area that they teach such as medical ethics, patient care, and health regulations among others besides having the required pedagogical skills to teach the students.

Therefore, understanding the importance of dual professionalism in health and social care is very crucial. Teachers are not only required to provide students with knowledge, but are also expected to show how this knowledge can be used in practice. This dual focus helps to guarantee that students are not only informed, but also competent in practice and professional environments. The findings reveal that dual professionals are in a better place to help address the gap between theory and practice to improve the quality of education and thus affect patient care results (Zhou, 2023).

AC 1.2 Explaining the ways under which professional values has influenced own practice of specialism

 Importance of Professional Values

Education professional standards are at the core of teaching behaviors. It gives ethical standards on how one should conduct him/herself and creates a working environment of ethical standards, respect and integrity while demanding the best from the employees. The values of professionalism, dignity, and respect are essential in the framework of health and social care learning contexts as it helps to promote considerations of relational and patient-centred empathy, patient’s autonomy, as well as adherence to the professional code of ethics.

Professional values are also expressed not only concerning the subject matter that is taught but also the processes of teaching and learning in health and social care education. They assist the educators in setting the tone of professional conduct, establishing rapport and respect, and promoting student awareness on the code of ethics when they join the health facilities (Moses and Dev Prakash Malav, 2022).

Demonstrating Professional Values within my own teaching role

• Continuous Professional Development: I attend continuous professional development courses to familiarize with the current practices in the health care sector in order to update my teaching resources (Neil and Morgan, 2023).
• Use of Evidence-Based Teaching: I update my instruction with the current literature beside embracing clinical guidelines so that the students gain knowledge based on the current research and clinical recommendations.
• Creating an Inclusive Learning Environment: I use planning for diversity in the class through the use of multiple teaching approaches and make special arrangements to support students who require it.

Potential barriers and boundaries surrounding my own professionalism and teaching role
The challenges include; time might be a challenging issue given the various responsibilities one has to handle, lack of access to updated materials and constantly changing education policies and health care standards.

Reflection on barriers/boundaries to professionalism

• Time Constraints: Managing teaching responsibilities, continuous professional development, and clinical commitments.
• Limited Resources: Lack of funding that hinders purchase of current technologies in healthcare and learning resources.
• Regulatory Changes: Frequent changes in policies and principles of such sectors as healthcare and education that necessitate the constant revision of curricula.

Possible solutions for overcoming these barriers

• Effective Time Management: Time management for effective task prioritization and carving out time for professional growth.
• Collaborating with Stakeholders: Sharing resources or redundancies with other healthcare organizations, and training with the partner institutions.
• Continuous Curriculum Review: Ensuring that the curriculum is updated frequently and reflects the current policies as well as the current practice.

CPD Courses that have enhanced my own professionalism includes -

•  “Advanced Patient Care Techniques”: Improved my knowledge on some of the current patient care practices.
• “Educational Strategies in Health and Social Care”: Concentrated on effective learning techniques applicable to my chosen area of study.
• “Cultural Competence in Healthcare”: Enhanced knowledge of cultural care approaches that I was able to incorporate in my teaching.
• “Digital Health Technologies”: Gave an understanding of the modern innovations in a sphere of healthcare.

AC 2.1 Explaining the ways in which social, political and economic factors led to impacts educational policy

1. Overview of Factors

1. Social Factors: Such factors as demography, culture, and other aspects of culture approve and facilitate the attainment of education. They act as decision makers from the aspect of educational policy as they reflect on the priorities and requirements of the system of education. For instance, increase in the number of people within the society may fuel a larger proportion of training programs in the health sector
2. Political Factors: It can be therefore posited that Education policies are a replica of the existing political climate and the government of the day. Politics influence funding, curriculum, and educational reform initiatives because political leaders make these decisions. Political power shift can cause alteration of policies within the system which may affect the way education is displied or funded.
3. Economic Factors: This area of economic environment impacts on educational policy through the determination of the funding level and resource provision. In periods of recession the governments and other funding agencies might experience reduced revenues, thus provision of funds for education might reduce while in periods of economic growth one might expect increased funding for education and related programs (Fuhrman, Cohen and Mosher, 2020).

Influence on Health and Social Care

1. Social Factors: It is evident that health and social care education is influenced by community needs and local authority policies. For instance, due to the increased rates of mental health problems among learners, I have ensured that students are exposed to more mental health training as they prepare for their careers.
2. Economic Factors: Financial challenges and lack of adequate funding are some of the factors that cause shifts in the delivery of education. In this regard, in my teaching, it has entailed identifying suitable economical means of providing quality education that includes adopting the use of the internet as well as applying for grants in funding the programs.
3. Political Factors: It is clear that legislation and policies enacted by the Government affect health and social care education. For instance, current developments in the laws governing the health sector have necessitated that changes are made in the curriculum to impartment knowledge to the students on the latest law changes and recommendations (Adams et al., 2016).

AC 4.1 Explaining key aspects of policies, codes of practice and guidelines of an organisation

Educational institution has to comply with mandatory key codes, practices and policies for full-filling the legal requirements. Below mentioned is the description of key aspects related to key policies, codes, guidelines and practices-

The SEN Disability Act 2001- This Act focuses on covering every aspect related to education. In accordance with this act no discrimination should be performed among the students (Ball, 2021). Those learners who are concerned with additional needs must be given significant support and an inclusive environment requires to be developed at the classroom. Hence, as per this act, schools are guided to assure equal treatment towards students and no discrimination should be done.

The Equality Act 2010- In educational setting disability has been determined as a protected aspect. Discrimination against pupils has been considered and an illegal practice and therefore, specific focus needs to be implied on this (Alcock et al, 2022). School should provide equal opportunities to everyone and no discrimination among the students must be undertaken. Each student has unique needs and it must be focused out in significant manner.

Health and Safety at work act 1974- This act coves the well-being and safety of students. While organizing activities at the setting it is important to look upon pupils’ health and safety (Alcock et al, 2022). Teachers are accountable for taking significant actions that promotes the well-being of students. It is one of the foremost accountabilities of educational institution and therefore appropriate focus requires to be implemented on this area.

Data protection Act 1988- This act guides education sector to focus on the privacy of individuals and no disclosure of the personal information should be done. It is important to maintain the confidentiality of students and accordingly further actions must be taken (Alcock et al, 2022). Breaching the confidentiality has been determined as an illegal practice and therefore this should not be done. Without consent of the student and parents the personal information cannot be disclosed and educational institution must adhere with this act.

The above mentioned are the key components of policies, code of practice and guidelines in organisation. This needs to be followed in order to perform fair practices within education and training.

Task B: Case Study

AC 3.1 Explaining the role of stakeholders and external bodies within education and training

Stakeholders are proven highly essential within education and training; they can be anyone who are interested within the organisations. A stakeholder can be individual, group or even it can be an organisation. Stakeholders within education and training are accountable for shaping the school curriculum and operations that has been specifically designed for enhancing the over-all development of students (Adams et al., 2016). The interested parties in education and training comprise of numerous people and companies that have stakes in the educational programs. Key stakeholders include:

• Students: They are the direct consumers of educational services as they enroll in institutions with the aim of acquiring knowledge, skills and certification for future employment.
• Educators and Trainers: They are expected to teach and to help the students learn. They look upon the requirements of students and accordingly uses curriculum standards and policies for teaching students.
• Employers: These are similar to those that employ graduates and contribute to the actualization of curriculum by offering feedback as to the reality in the market.
• Professional Bodies: These includes the Nursing and Midwifery Council (NMC) and the Health and Care Professions Council (HCPC) among others are responsible for setting the standards of practice and education.
• Local Authorities and Government Bodies: They sponsor education, devise conditions of learning, and also enforce laws governing education.
• Community and Health Service Users: They provide opinions and perspective into how the educational programs are useful to the society.

Roles and Responsibilities

Stakeholders' Roles:

• Students: Give feedback on the quality and relevance of education with an aim of contributing to the improvement processes.
• Educators and Trainers Design and implement courses, evaluate learning achievements, and contribute to students’ advancement.
• Employers: Work together in the process of development of curriculum which will meet the requirements of the market and provide the students with employment.
• Professional Bodies: Develop and set educational guidelines and qualify programs so that the graduates are well equipped to practice in their respective fields.
• Local Authorities and Government Bodies: Provide funds, set up regulations, and check whether schools and colleges correspond to the legislation and quality requirements.
• Community and Health Service Users: Present views on the utility and outcomes of educational activities especially in regard to the requirements of target communities (Huotari and Havrdová, 2016).

External Bodies' Roles:

There are different external bodies who are involved within education and training and they perform diverse roles as well-

ESFA- It stands for Educational Skills Funding Agency, ESFA is accountable for looking upon the matter that are related to funding with education (External bodies role in education and training, 2023). In order to enhance curriculum appropriate resources are needed and these resources comes from funding. Henceforth, appropriate fundings in essential and ESFA looks upon this area.

Ofsted- The office for Standard in Education, Children services and skills is accountable for selecting wide range of activities that concerned with effective teaching and learning practices (External bodies role in education and training, 2023). This external body emphasise on enhancing the practices within education that led to enhance the teaching and learning efficacy.

HEFCE-The Higher education Funding Council England invest in the behalf of students and public with the aim of promoting excellence and innovation. The funding for the HE courses has been provided and quality within teaching has been assured (External bodies role in education and training, 2023). The role is to enhance the quality of education and increasing the potential of learners.

QAA- The quality assurance agency is responsible for undertaking monitoring related to safeguarding standards that looks upon improving the quality of teaching (External bodies role in education and training, 2023). The motive of QAA is to promote quality education for every student irrespective of their caste religion or background. Thus, it can be said that QAA plays pivotal role in education and training by enhancing the quality of teaching, learning and assessment.

OFQUAL- Office of Qualification and Examinations Regulation is accountable for assuring that all the awarding bodies are delivering high quality vocational qualifications along with meeting regulatory requirements. OFQUAL further assures that educational institutions are maintaining, fairness, quality and consistency in their practices and delivering high quality education.

AC 3.2 Explaining the ways in which accountability towards stakeholders and external bodies led to impact organisations within education and training

Accountability in Education

Accountability in education refers to the fact that institutions of education are made to deliver what is expected of them and mandated by other relevant bodies. It plays a vital role in sustaining the organizations and with donors, governments, and international bodies for funding and accreditation. Such accountability measures include reporting, performance appraisals and compliance to quality assurance.

Impact on Organisations

Implications for Health and Social Care:

• Curriculum Design: Stakeholder and external bodies require the curriculum to be updated from time to time, to meet the set best practices, industry trends, and legal frameworks. For instance, employers in the health care industry may provide some feedback that would be incorporated in the curriculum to encompass certain skills and competencies that are indispensable in today’s health care facilities (Emadzadeh et al., 2016).
• Teaching Practices: Teachers have to follow the guidelines provided by professional associations and governmental or non-governmental organizations, making sure that approaches used in practice are efficient and ethical. This can include professional development and training to keep up with the latest innovations in health and social care learning (Hutchings, 2017).
• Funding and Resources: Accountability is one of the mechanisms that define how resources are distributed and utilized. It is important for institutions to meet the funding bodies’ specifications so that they are able to obtain the necessary funding in order to sustain and enhance their programs.

Examples:

1. Accreditation Impact: A health and social care program may go through accreditation checks of the bodies such as the HCPC to check that the curriculum being offered matches the standards of practice.
2. Stakeholder Feedback: Employers and community surveys and consultations can result to changes to specific curriculum aspects that can help meet the needs of the healthcare industry for instance; more clinical emulations.

AC 3.3 Explaining the important for working in partnership with employers and stakeholders in education and training.

Benefits of Partnerships

Mutual Benefits:

• Relevance and Quality: Collaborations contribute to the assurance of that the Educational programs being offered meet the current market needs of the health care sector thus improving on the quality of the programs offered.
• Resource Sharing: Employer and other stakeholder involvement can assist with opportunities for input of expertise, equipment and placement which enriches the learning process.
• Enhanced Employability: As a result of partnerships, skills and competencies develop that are relevant within the marketplace and enhance the graduate’s employment opportunities (Richards et al., 2016).

Enhanced Learning:

• Practical Experience: This brings the opportunity for practice with clinical placements and intern with healthcare providers which are so important in health and social care programs.
• Curriculum Development: Employer feedback and consultation with professional bodies assists in updating the curriculum to align with current industry standards and issues to equip students to meet todays and tomorrow’s demands within the healthcare field.

Examples of Effective Partnerships

Case Studies:

1. Local Hospital Collaboration: In a health and social care program, it is possible for an organization to arrange for the students to get some clinical exposure in a local hospital. This partnership enables the learners to practice what they learn in class, gain practical experience, and comprehend the working context of their learning.
2. Professional Association Involvement: Engagement with professional bodies such as the NMC tends to inform the designing of courses that address the nursing profession’s niche needs. This helps in ensuring that the students are well equipped to take certification and the professional practice.

Outcomes:

• Improved Learning Outcomes: Students prefer a curriculum that is directly related to their area of interest thereby making them more efficient in their learning process.
• Positive Impacts on Curriculum: Programs involving partnerships get a more active and adaptive curriculum that adapts to the needs of the healthcare industry. This leads to the graduates who are well equipped to be able to produce what the industry requires and fit perfectly in the working environment.

Task C: Impact Analysis

AC 2.2 Analysing the influence of current educational policies on curriculum and practices within own areas of specialism

Selection of Policies

1. The Health and Social Care Act 2012: This act realigned health care in the United Kingdom with a focus on integration and patient-centered care, which impacted Health and Social Care education.
2. The Children and Families Act 2014: This legislation concerns itself with children with specific learning difficulty and or disabilities and makes it central to the provision of care to such children to integrate education, health and social care services

Detailed Analysis

The Health and Social Care Act 2012: This policy requires that services in health and social care in the United Kingdom to be more integrated and patient centered. New elements such as the patient-centered care and interdisciplinary collaboration modules need to be included into education. This has resulted in a curriculum that provides significant importance to the comprehension of legislative structures as well as patients’ advocacy. For example, students have been exposed new teaching methods of courses in which everyday practices are incorporated in the format of real-life case where care and the participation of the patient in certain decisions are demonstrated (Great Britain, 2022).

Impact on Practice: Instructors of health and social care have therefore adopted practical and real life experiences that incorporate these legislations. This entails the practical sessions and clinical attachments that enable the students to grasp the true essence of inter professional collaboration and patient interactions in order to prepare them to undertake the challenges of the various forms of health care delivery systems that are integrated.

The Children and Families Act 2014: This act expects local authorities to offer extensive needs fulfillment through Education, Health, and Care plans (EHCPs). The core curriculum is now very precise in teaching practice and theoretical concepts of creating and utilizing EHCPs, with key emphasis on the principles of a more general education for all. This entails that students are trained to view the education, health, and social development of children holistically in order to prepare them for practice within interprofessional contexts where children with various needs are supported (The Law Library, 2018).

Impact on Practice: Teaching has to be done in a way that makes students be conversant with the creation and management of EHCPs. It is worth mentioning that there is an increased use of role-playing and workshops in practical lessons that prepare future professionals for intersectoral cooperation and planning for children’s support.

AC 3.4 Analysing the influence of being accountable towards stakeholders and external bodies on the curriculum design, delivery and assessment within own area of specialism

Influence on Curriculum Design: Governing bodies like the Care Quality Commission (CQC) and the Nursing and Midwifery Council (NMC) help to make sure that the curriculum of the college remains current and adheres to the established standards. Information from these bodies results in the incorporation of important competencies for instance patient safety and ethical decision making into the curriculum to make sure that graduates meet the anticipated standards of the health care sector.

Impact on Delivery and Assessment: These requirements can only be met by incorporating practical training such as clinical placements and role plays in to the educational programs. This helps to ensure that the students are equipped to practice what they learn in real life, to meet the practical and ethical standards expected of the profession. Such examinations are also supposed to be challenging, being aimed at checking not only the theoretical background of a candidate but his or her practical skills as well.

AC 4.2 Analysing the influence of organisational requirements and expectations towards curriculum and practices

Organisational Influence: Expectations from such organizations as the NHS state that the educational initiatives should meet the requirements in terms of quality and compliance, which impacts the curriculum and the delivery methods. For instance, learners in schools are required to be trained on a certain aspect as per the educational facilities’ guidelines; in health and social care, these include aspects of patient confidentiality besides data protection.

Practical Implications: Teachers are also forced to change their ways for them to meet the set standards. This might refer to enhancing the content of a particular course in line with the latest standards or incorporating new technologies which have a positive impact on the care of the patients or management of information therefore increasing the quality of education and practice.

Task D: Analytical Report

AC 5.1 Quality Improvement and Assurance

1. Definition and Importance

1. Quality Improvement: Improvement is a continuous process that aims at increasing the effectiveness, efficiency and quality of educational program. It is necessary for guaranteeing that schools can fulfill the changing needs of learners and the market place.
2. Quality Assurance: Quality assurance is concerned with the process of ensuring that quality of educational programmes produced conforms to certain set standards and practices. It checks that education institutions are compliant with these standards and delivers quality education in line with the regulations and the expectations of the stakeholders.

2. Practices in Health and Social Care

1. Current Practices: In the context of health and social care, the quality improvement techniques might involve periodic assessments of the curriculum content, avenues through which students and other stakeholders can provide feedback and education professionals’ professional development. It may include adherence to accreditation standards and the periodic review of educational programs.
2. Effectiveness: Assessing the value of such practices entails determining the results based on students’ achievements, relation of curriculum to the course, and educational quality. In my organization, these measures have helped in enhancing the quality of the education provided and ensure that it meets market demands.

AC 5.2 Self-Assessment in the Quality Cycle

1. Self-Assessment and Self-Evaluation

1. Self-Assessment: Teacher self-evaluation enables educators to evaluate their practices, discover the need for change, and improve the quality of learning delivered.
2. Self-Evaluation: This is a general process, which focuses on the evaluation of the learning programs and practices in relation to the learners, the outcomes of the learning processes, and the objectives of the organization (Szűcs, 2018).

2. Application in Health and Social Care

1. Current Practices: In my organization, self-assessment and self-evaluation are crucial to ensuring the health and social care education quality. Such as the process of reflecting on the teaching approaches used and asking students and other stakeholders for their input and using this input to make improvements.
2. Impact: These practices affect quality improvement since they help in maintaining relevance, efficiency, and standard of educational programs. They assist in identifying areas that require improvement as well as ensure a constant pursuit of excellence in the provision of education.

AC 5.3 Evaluation of Learning Programme

1. Evaluation of Programme

1. Strengths and Weaknesses: The strength of my learning programme consist of the following: 1) a broad range of topics that are important for health and social care learners; 2) the use of teaching approaches, which makes the learning process engaging for students; 3) collaboration with industry partners. It also refers to the areas where more attention could and should be paid to students, or where more resources could be provided to make the learning process as effective as possible.
2. Impact of Quality Arrangements: Elements of organisational quality assurance and quality assurance initiatives like curriculum review and accreditation conformity have a positive influence on the learning programme because they ensure that the learning programme is of high quality and relevant to the needs of the economic environment.

2. Evidence of Impact

1. Examples: Some of the effects of quality arrangements that I have noted in relation to my programme include the following: Increased student satisfaction, improvement in the learning process, and increased relevance with the market standards. These are some of the associated outcomes that have shown the efficiency of the quality measures adopted for the programme and the programme in general.
2. Outcomes: These are better student retention and success rates, higher employment rate of graduates, and satisfaction among the stakeholders. These outcomes point the importance of striving for better results and keeping quality of offered education at a high level.

AC 5.4 Areas for Improvement

1. Areas for Improvement

1. Identified Gaps: The areas of concern for development in my learning programme include the issue of relevant practice-based trainings, comprehensive students’ services, and the appropriate incorporation of IT into teaching.
2. Evidence-Based Suggestions: According to evaluation results, recommendations include establishing relationships with local health care organizations to enhance the feasibility of the students’ training, enhancing the student support services, which would help address the students’ learning differences, as well as integrating more efficient, such as the interactive and online learning approaches into the learning process.

2. Action Plan for Improvement

1. Steps for Enhancement: Some strategies for further development of the learning programme include the curriculum revision, strengthening of the links with employers, and adoption of innovative technologies in the process of education.
2. Timeline and Resources: These improvements are short-term and long-term developmental activities, which are to be achieved in the next six months: Updating course materials; and Over the next one year: Developing new industry partnerships. Necessary resources include funds for hardware and software acquisitions and development of staff competency and new partners.

Conclusion

Therefore, by analyzing professionalism and dual professionalism, it is possible to emphasize the importance of their application in improving the education and training systems in the field of health and social care. It is crucial to identify and uphold the professional values as they help navigate through proper ethical practices when teaching and create a welcoming atmosphere for students. Social, political and economic values and realities affect the formation and the enactment of education policies and therefore flexible and sensitive education frameworks are required. Stakeholder and external bodies and the principle of accountability, partnership and quality assurance are the key factors to enable that educational programs meet the need of the sector and community.

This report has helped me to reflect on my own practice with a focus on the need for improvement and constant practice with the industry and the stakeholders. In the future, it will be important to continue the focus on increasing the amount of practical training, developing technology, and maintaining strong partnerships in order to continue to deliver a quality learning programme to students who will be successful in the health and social care field. It will therefore be necessary for the future researchers and practitioners to keep up with future trends as this profession demands high level of professionalism.

Reference

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• Ball, S. J. (2021). The education debate. Policy Press.
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• Zhou, Y. (2023). Comparative Study of Dual Professionalism of Teachers in Vocational Education and Training in China and Australia. International Journal of Learning and Teaching, [online] 9(4). doi:https://doi.org/10.18178/ijlt.9.4.434-438.

Online

• External bodies role in education and training, 2023. [Online] Available through < https://commonslibrary.parliament.uk/research-briefings/cbp-9640/#:~:text=Teaching%2C%20learning%2C%20and%20employability&text=Quality%20assurance%20is%20based%20around,for%20Higher%20Education%20(QAA). >

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