{page 107}
Knowing Self in Professional Practice
Location
Southwark
Duration
3 months (part-time)
Start dates
September (additionally January if sufficientc interest)
Dates and times available on request
Number of places
Part-time: 30
How to apply
Direct to LSBU
Course contact
Judith Enterkin
enterkij@lsbu.ac.uk – 020 7815 8344
Non-standard entry requirements
You will normally require a degree in a relevant subject and have experience in a relevant field. Please contact the course director to discuss this further.
Typical background of applicant
Typical applicants for this course will be working within the field of health or social care.
Unit description
The key focus of this unit is on developing students’ reflective ability in order to increase their self-awareness and self-knowledge. The unit will introduce, debate and try out a range of techniques, which are thought to facilitate critical reflection on self. The students will subsequently utilise these techniques within their supervisory, mentorship and coaching relationships in the work place. The unit will focus upon exploring the concepts of professional expertise, leadership and professional practice knowledge.
This unit is a foundational unit for the Strategic Leadership and Expert Practice programme and its pathways and the Post Qualifying Awards in Social Work, but may also be studied as a stand-alone unit, by those wishing to accumulate credits at postgraduate level. In the last five years there has been increasing interest and debates around what constitutes expertise in practice, in health, education, social work and social care disciplines. Questions have arisen such as: what do we mean when we refer to a practitioner as an ‘expert’? How does one become an expert and how would one know that one had achieved ‘expertise’? Once a practitioner has reached the position of being known as an ‘expert practitioner’, what happens next?
This discussion is becoming increasingly important in light of current work within health and social care to ensure that nursing and other professionals are ‘fit-for-purpose’ and provide services to patients, service users and carers that are centred on their needs.
Explorations of the concept of clinical expertise have highlighted that practitioners find it difficult to articulate the nature of their expertise through formal linear modes. Some of the key attributes of expertise include selfawareness, the ability to utilise, challenge and develop practice knowledge, and effective leadership (at several levels). A key factor that can facilitate access and understanding of clinical expertise is reflective ability. This unit focuses on developing the students’ reflective ability in order to increase their self-awareness and self-knowledge so that they are able to critically appraise how they act in practice. This critical reflective process is at the heart of the programme. Within the unit, the students will be introduced to, debate, and try out a range of tools and techniques which are thought to facilitate critical reflection upon self and to enable the process in others.
Through the process of reflection, the unit will: explore the concept of self as a leader through evaluation and application of a range of theoretical frameworks, models of leadership and tools for enhancing self awareness and self knowledge, clarify the nature of professional expertise in order to enable students to begin to evaluate their own practice ability, and examine ways of knowing and learning through critical analysis and application of theoretical frameworks ideas and tools from education, nursing and other relevant fields of professional practice.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227 |
Page 228 |
Page 229 |
Page 230 |
Page 231 |
Page 232 |
Page 233 |
Page 234 |
Page 235 |
Page 236 |
Page 237 |
Page 238 |
Page 239 |
Page 240 |
Page 241 |
Page 242 |
Page 243 |
Page 244 |
Page 245 |
Page 246 |
Page 247 |
Page 248 |
Page 249 |
Page 250 |
Page 251 |
Page 252 |
Page 253 |
Page 254 |
Page 255 |
Page 256 |
Page 257 |
Page 258