Introduction
Proficiencies are statements of what should be aimed for at all stages of a social worker’s or social care worker’s career (Tusla, 2016). A proficiencies approach focuses not so much on what professionals do, but how they do it by breaking down desired behaviours into the knowledge, skills, attitudes and values that underpin them. It encourages reflective practice by showing how relationships are formed, professional judgements are made and how practice is adapted to the context in which the social worker or social care worker is working (Skills for Care, 2010). The use of the term ‘proficiencies’ is used to convey that professional development is not just about attaining minimum competence in different areas, but about continuing learning and development throughout the whole career and therefore continuing to strive to advance knowledge and skills beyond the basic requirements. The definition of a proficiency is ‘advancement in knowledge or skill’ (MerriamWebster, 2015).
The Irish Association of Social Care Educators (IASCE) has developed this self-assessment audit as a quality improvement initiative for students to support them to attain the proficiencies as required for entry onto the register as Social Care Workers with CORU. The audit will enable students to determine the extent to which they have achieved the required level of knowledge and will highlight areas where action is required or where improvements may be made. The audit can be used to measure performance against standards as well as to identify areas for improvement and inform the development of a personal learning plan.
Knowledge and evidence
A broad, flexible range of learning styles and activities are recognised, by CORU, for CPD purposes, including work-based activity, professional activity, formal education and self-directed learning (CORU, 2013). Therefore, students may draw on a variety of sources as evidence to support their achievement of the proficiencies. Students can demonstrate their learning by stating the evidence which may be an assignment submitted in college, some independent reading (insert the URL into the evidence box if online, reference chapter and page in a book etc), or a task completed whilst on placement. There are different levels of knowledge required by students depending on their stage within their academic programme.
Year 1 – Academic learning plus Placement 1
The student will have an awareness of the proficiencies and will begin to apply a theoretical understanding of the proficiencies in practice. They will begin to experience the use of the proficiencies in practice by witnessing a task being completed.
Year 2 – Academic learning plus Placement 2
The student will have a comprehensive understanding of the proficiencies and will have experienced the use of the proficiency in practice. Students will have either actively completed a task under supervision or will have witnessed a task being completed.
Year 3- Academic learning plus Placement 3
The student will have demonstrated proficient practice.
Higher Diploma- Academic learning plus 800 hours of placement
The student will have demonstrated proficient practice.
Completing the audit
As students attend a range of lectures and workshops as well as engaging in practice placements and independent learning, it is likely that many of the proficiencies will be achieved on a number of occasions during each academic year. Students complete one audit book per year of study. Once a proficiency has been achieved the student records the date and evidence of same and signs to indicate that they are satisfied that the proficiency has been achieved to the required standard for the year of study. There is space for each proficiency to be signed off on three different occasions. Students can then identify any gaps in their knowledge and take steps in the form of a personal learning plan to address these gaps.
Student Name: _____________________
Year of study: ____________________
Domain 1: Professional Autonomy & Accountability
| Domain 1: Professional Autonomy & Accountability | Date Achieved | Evidence | Signature |
| Be able to practise safely and effectively within the legal, ethical and practice boundaries of the profession | |||
| Be able to identify the limits of their practice and know when to seek advice and additional expertise or refer to another professional | |||
| Be able to act in the best interest of service users at all times with due regard to their will and preference | |||
| Be aware of current guidelines and legislation relating to candour and disclosure | 12.11.2020 | Read Safeguarding of Vulnerable Adults and complete Children’s First on HSELand. | |
| 1.12.2020 | Completed in house GDPR training | ||
| Protected Disclosures Act, (2014), http://www.irishstatutebook.ie/eli/2014/act/14/enacted/en/pdf Protected Disclosures Policy and Procedure (2016) A guide for whistleblowing on alleged wrongdoing, https://www.tusla.ie/uploads/content/Tusla_Protective_Disclosure_Policy.pdf | |||
| Respect and uphold the rights, dignity and autonomy of every service user including their role in the diagnostic, therapeutic and social care process | |||
| Be able to exercise a professional duty of care | 1.11.2020 | Social Care Workers Registration Board,( 2019), Standards of Proficiency for Social Care Workers, https://coru.ie/files-codes-of-conduct/swrb-code-of-professional-conduct-and-ethics-for-social-workers.pdf | |
| Understand what is required of them by the Registration Board and be familiar with the provisions of the current Code of Professional Conduct and Ethics for the profession issued by the Registration Board | |||
| Recognise the importance of practising in a non-discriminatory, culturally sensitive way and acknowledge and respect the differences in beliefs and cultural practices of individuals or groups | |||
| Understand the role of policies and systems to protect the health, safety, welfare, equality and dignity of service users, staff and volunteers | |||
| Understand and respect the confidentiality of service users and use information only for the purpose for which it was given | |||
| Understand confidentiality in the context of the team setting | |||
| Understand and be able to apply the limits of the concept of confidentiality particularly in relation to child protection, vulnerable adults and elder abuse | |||
| Be aware of current data protection, freedom of information and other legislation relevant to the profession and be able to access new and emerging legislation | |||
| Be able to recognise and manage the potential conflict that can arise between confidentiality and whistle-blowing | |||
| Be able to gain informed consent to carry out assessments or provide interventions and document evidence that consent has been obtained | |||
| Be aware of current legislation and guidelines related to informed consent for individuals with lack of capacity | |||
| Recognise personal responsibility and professional accountability for one’s actions and be able to justify professional decisions made | |||
| Be able to take responsibility for managing one’s own workload as appropriate | |||
| Understand the principles of professional decision-making and be able to make informed decisions within the context of competing demands including those relating to ethical conflicts and available resources | |||
| Be aware of and be able to take responsibility for managing one’s own health and wellbeing | 1.12.2020 | Greene, A. (2017). The Role of Self-Awareness and Reflection in Social Care Practice https://arrow.dit.ie/cgi/viewcontent.cgi?article=1026&context=jsoc | |
| Be able to maintain professional boundaries with service users within a variety of social care settings and be able to identify and manage any associated challenges | |||
| Be able to evaluate the effect of their own characteristics, values and practice on interactions with service users and be able to critically reflect on this to improve practice | |||
| Be able to see the world as others see it; be able to practice in a non-judgemental manner and be able to understand another’s feelings and be able to communicate that understanding | 21.3.2021 | Berg, C.J. (2009) A Comprehensive Framework for Conducting Client Assessments: Highlighting Strengths, Environmental Factors and Hope, Journal of Practical Consulting, vol 3, no 2, pp 9–13 | |
Domain 2: Communication, Collaborative Practice & Teamwork
| Domain 2: Communication, Collaborative Practice & Teamwork | Date Achieved | Evidence | Signature |
| Be able to communicate diagnosis/assessment and/or treatment/management options in a way that can be understood by the service user | |||
| Be able to modify and adapt communication methods and styles, including verbal and nonverbal methods to suit the individual service users considering issues of language, culture, beliefs and health and/or social care needs | |||
| Recognise service users as active participants in their health and social care and be able to support service users in communicating their health and/or social care needs, choices and concerns | |||
| Understand the need to empower service users to manage their well-being where possible and recognise the need to provide advice to the service user on self-treatment, where appropriate | |||
| Be able to recognise when the services of a professional translator are required | |||
| Be able to produce clear, concise, accurate and objective documentation | |||
| Be able to apply digital literacy skills and communication technologies appropriate to the profession | |||
| Be aware of and comply with local/national documentation standards including, for example, terminology, signature requirements | |||
| Be able to express professional, informed and considered opinions to service users, health professionals and others e.g. carers, relatives in varied practice settings and contexts and within the boundaries of confidentiality | |||
| Understand and be able to recognise the impact of effective leadership and management on practice | |||
| Understand and be able to discuss the principles of effective conflict management | |||
| Understand the need to work in partnership with service users, their relatives/carers (if appropriate) and other professionals in planning and evaluating goals and interventions, as part of care planning and be aware of the concepts of power and authority in relationships with service users | |||
| Understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team | |||
| Understand the role and impact of effective interdisciplinary team working in meeting service user needs and be able to effectively contribute to decision-making within a team setting | |||
| Understand the role of relationships with professional colleagues and other workers in service delivery and the need to create professional relationships based on mutual respect and trust | |||
| Understand the principles and dynamics of group work in a range of settings and be aware of the role of different facilitation techniques to improve outcomes and enhance the participation of service users in care | |||
| Be able to recognise all behaviour, including challenging behaviour, as a form of communication and demonstrate an understanding of the underlying causes in order to apply appropriate strategies | |||
Domain 3: Safety & Quality
| Domain 3: Safety & Quality | Date Achieved | Evidence | Signature |
| Be able to gather all appropriate background information relevant to the service user’s health and social care needs | |||
| Be able to justify the selection of and implement appropriate assessment techniques and be able to undertake and record a thorough, sensitive and detailed assessment | |||
| Be able to determine the appropriate tests/assessments required and undertake/arrange these tests | |||
| Be able to analyse and critically evaluate the information collected in the assessment process | |||
| Be able to demonstrate sound logical reasoning and problem-solving skills to determine appropriate problem lists, action plans and goals | |||
| Be able to demonstrate an evidence-informed approach to professional decision-making, adapting practice to the needs of the service user and draw on appropriate knowledge and skills in order to make professional judgments | |||
| Be able to prioritise and maintain the safety of both service users and those involved in their care | |||
| Be able to evaluate intervention plans using appropriate tools and recognised performance/ outcome measures along with service user responses to the interventions. Revise the plans as necessary and where appropriate, in conjunction with the service user | |||
| Understand the need to monitor, evaluate and/or audit the quality of practice and be able to critically evaluate one’s own practice against evidence-based standards and implement improvements based on the findings of these audits and reviews | |||
| Be able to recognise important risk factors and implement risk management strategies; be able to make reasoned decisions and/or provide guidance to others to initiate, continue, modify or cease interventions, techniques or courses of action and record decisions and concerns | |||
| Understand the principles of quality assurance and quality improvement | |||
| Be able to carry out and document a risk analysis and implement effective risk management controls and strategies; be able to clearly communicate any identified risk, adverse events or near misses in line with current legislation/guidelines | |||
| Be able to comply with relevant and current health and safety legislation and guidelines and be able to access recommendations and findings of inquiries, investigations and associated reports relevant to social care | |||
| Be able to establish safe environments for practice which minimises risks to service users, those treating them and others, including the use of infection prevention and control strategies | |||
| Be able to identify and document the unmet needs of individual service users and demonstrate an ability to select the appropriate escalation route working with colleagues and the service user to resolve the gap in care | |||
Domain 4: Professional Development
| Domain 4: Professional Development | Date | Evidence | Signature |
| Be able to engage in and take responsibility for professional development | |||
| Understand the need to demonstrate evidence of ongoing continuing professional development and education, be aware of professional regulation requirements and understand the benefits of continuing professional development to professional practice | |||
| Be able to evaluate and reflect critically on own professional practice to identify learning and development needs; be able to select appropriate learning activities to achieve professional development goals and be able to integrate new knowledge and skills into professional practice | |||
| Understand and recognise the impact of personal values and life experience on professional practice and be able to manage this impact appropriately | 14.11 2020 | Completed supervision session relating to Intersection between personal and professional and committed to using Johari Window on ongoing basis within these sessions. Reading as part of this: *Reference | |
| 16.11.2020 | Completed online training relating to importance of self care in Social Care Practice, also completed SPP Workshop on Self Care. | ||
| Understand the importance of and be able to seek professional development, supervision, feedback and peer review opportunities in order to continuously improve practice | |||
| Understand the importance of participation in performance management activities for effective service delivery | |||
Domain 5: Professional Knowledge & Skill
| Domain 5: Professional Knowledge & Skill | Date | Evidence | Signature |
| Know, understand and apply the key concepts of the domains of knowledge which are relevant to the profession | |||
| Understand and be able to apply principles of social justice in one’s work including being able to challenge negative discrimination and unjust policies and practices; demonstrate an understanding of cultural competence; and work towards social inclusion | |||
| Understand and apply a human rights based approach (HRBA) to one’s work including the promotion of the service user’s participation in their own care; ensure clear accountability; apply principles of non-discrimination; support other staff members to empower service users to realise their rights; be aware of the legality of actions within a service including the need to comply with any relevant legislative requirements including adhering to human rights obligations | |||
| Demonstrate a critical understanding of relevant biological sciences, human development, social and behavioural sciences and other related sciences, together with a knowledge of health and wellbeing, disease, disorder and dysfunction relevant to the role of social care worker | |||
| Know and understand the principles and applications of scientific enquiry, including the evaluation of intervention efficacy, the research process and evidence-informed practice | |||
| Demonstrate skills in evidence-informed practice, including an understanding of competing theories, concepts and frameworks underpinning social care work and demonstrate an ability to apply the appropriate method in professional practice | 09.09.2020 | As part of Ageing Studies module, covered theories (Disengagement theory and Activity Theory and Continuity theory) that directly relate to understanding the importance of best practice in engaging with service users (Activity Theory). This relates to understanding shift from medical model to social model of care. | |
| Discussed in Practice Based Learning Record with Supervisor, topic: ….. | |||
| Demonstrate an understanding of the theories of individual and social development across the lifespan and contexts and within different cultures including the knowledge required to work with individuals, children, vulnerable adults, families and marginalised groups | |||
| Understand the role and purpose of building and maintaining relationships as a tool in the delivery of social care across the lifespan in a variety of contexts | |||
| Have a critical understanding of the dynamics of relationships between social care workers and service users and the concepts of transference and counter-transferance | |||
| Be able to identify, interpret, record and respond appropriately to patterns of behaviours displayed by service users in a variety of settings | |||
| Be able to analyse activity and adapt environments to enhance participation and engagement in meaningful life experiences and positively influence the health, well-being and function of individuals, families, groups and communities in their everyday activities, roles and lives | |||
| Demonstrate safe and effective implementation of a range of practical, technical and professional practice skills relating to the specific needs of the service user in a range of social care settings | |||
| Be able to integrate self-awareness, communication, working in partnership and professional judgement into professional practice to meet the need of the service user and empower them to meet their full potential | |||
| Be able to identify and understand the impact of social care history, organisational, community and societal structures, systems and culture on social care provision | |||
| Recognise the role of advocacy in promoting the needs and interests of service users, and understand the influence of system-level change to improve outcomes, access to care, and delivery of services, particularly for marginalised groups | |||
| Understand the role of, and be able to demonstrate skills in the use of creative and recreational interventions in social care work to meet the needs of the service user in a variety of contexts | |||
| Demonstrate ability to participate in or lead clinical, academic or practice-based research | |||
| Know the basic principles of effective teaching and learning, mentoring and supervision | |||
| Demonstrate an understanding of the importance of one’s own personal growth and development in order to engage in effective professional practice whilst developing the personal skills of self-care and self-awareness in the role | |||
