HSC3133 - Foundations of Health and Social Care - Professional Practice

Objectives:

On successful completion of the module, students will be able to:

1 - Describe the broader context of the health and social care sector including structuresand roles withinhealth and social care;
2 - Recognise the core principles and values that underpin health and social care practice;
3 - Signpost to services within the broader context of health and social care;
4 - Reflect on personal,professional and academic skills development within health and social care; and,
5 - Map a career progression journey towards a desired graduate role.

Content:

This module further examines the structure of health and social care systems, that are covered to in the semester 1 module including the role of the National Health Service, as well as private and voluntary sector provision. You will explore the roles and responsibilities of different professionals and the importance of interprofessional working in delivering coordinated and effective care. Professional identity is developed through a focus on professional values and practice, emphasising dignity, respect, compassion, and accountability. You will also examine professional boundaries and the ethical responsibilities associated with working in health and social care settings.

Effective communication skills are a key theme throughout the module. You will develop both verbal and non-verbal communication techniques, learn how to build effective working relationships with others who work in the sector, and adopt a range of communication methods required in a range of practice contexts. Finally, the module supports academic skills development, equipping you with the competencies required for success in higher education. This includes academic writing, accurate referencing, reflective practice, and critical thinking, all of which underpin evidence-based practice and lifelong learning in health and social care professions.

You will conclude this module by evaluating your own personal, academic and professional development to date, and acknowledge your journey so far into the health and social care sector. You will map your journey from the start of this foundation year and plan your progression though the Health and Social Care programme and will begin to plan for placements that will build your professional and skills development. You will identify graduate level roles, and will plan a career path towards a graduate level role.

Learning and Teaching Information:

Teaching on this Level 3 module is designed to be accessible, engaging, and supportive of developing learners. Weekly lectures will introduce key topics and explain important ideas and concepts in a clear and structured way. These sessions are supported by blended learning activities on Moodle, including short pre-session tasks to prepare learners and follow-up activities to reinforce understanding.

Lectures are complemented by interactive seminars, where students work in smaller groups to deepen their learning. These sessions include discussions, role play, problem-solving activities, and case studies that help students apply what they have learned to real-life health and social care situations, including examples of current and innovative digital health practices. Where possible, guest speakers such as practitioners and service users will contribute to sessions, helping students understand real-world experiences and potential career pathways.

A range of learning methods will be used to support different learning styles. These include videos, guided reading, group discussions, debates, e-learning activities, and practical tasks. This variety ensures that all students have opportunities to engage with the content in ways that suit them and build confidence in their learning.

The module also makes use of blogs and vlogs as creative learning tools. These help students connect theory to practice by encouraging reflection and the expression of ideas in different formats. Using them supports the development of digital skills, communication, and self-awareness. It also encourages active participation and critical thinking. In some cases, students may engage with materials before class, allowing sessions to focus more on discussion and application—supporting a flipped classroom approach in a simple and structured way.

Lectures
Hours: 25
Intended Group Size: Cohort

Workshops/Seminars
Hours: 25
Intended Group Size: 20

Guided independent study
Hours: 250



Further Details Relating to Assessment

Component 1- Multimedia assessment (40%) 1000 equivalent:
Choose a condition (such as SEND diagnosis, mental health, learning disabilities) or life span event (such as pregnancy or palliative care) and sign post a person to a range of services (healthcare, social care, voluntary and independent organisations) that can support them. You do not need to include details or any explanation about the condition itself, only the services or organisations that can support with a brief description to explain what they offer. You will describe the system/framework that these services operate within. You will recognise the core principles and values that underpin the delivery of these services. This assessment may be submitted in the following formats -
- Panopto, screencast or a voice-over presentation, vlog, using software such as PowerPoint or GoogleSlides. (up to 5 minutes)
- A story book for a young person, information in ‘easy read’ format, or an information leaflet, poster for a waiting area or webpage (approx. 1000 words)
- A video recording, that could be shared on platforms such as TikTok, Instagram or YouTube (MP4) (up to 5 minutes).

Component 2 –Career progression plan(60%) 1500 words:
Includes:

Reflective journal(500 words) on progress to far, to include -
A) Skills development record(may include simulated practice, communication skills, any clinical or professional skills developed in the workplace)
B) Professional development record(engagement in industrytraining and/or CPD)

Plan for ongoing development(1000 words) -
A) Personal progression plan(personal goals)
B) Professional development plan (within the programme)- to include ideas/plan for placement opportunities at L4 and L5
C) Career progression plan (beyond the programme) – looking towards a graduate level role.

Assessment:

Fact File

Module Coordinator - PRS_CODE=
Level - 0
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -

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