The module provides an opportunity for the student to further develop their research knowledge, understanding and skills. The module will explore key debates central to understanding what exactly is meant by evidence-based practice, build on previous studies of research methods by examining additional methodologies and their relevance in the context of social justice, power and privilege, climate change and the UN sustainability goals as these relate to social care. Students will be supported in small group tutorials (1:20 max) to interrogate and internalise a sound understanding of techniques and strategies to develop research questions, and identify suitable and relevant research methods to address lead research questions. Research ethics and professional standards will be embedded in the context of learning throughout the module.

1. Describe and discuss key tenets of research for evidence-based practice, and areas where debate and critique have surfaced in relation to what this means in reality.
2. Enhance knowledge and understanding of greater range of research methods, through analysing examples of research that deal with issues of race, gender, sexuality, poverty climate change or the UN Sustainability goals
3. Develop and explain decision making in the preparation of research proposals and ethical approval forms from research funders, which clearly demonstrates a sound understanding of the key principles of ethics guiding research.
4. Demonstrate critical, analytical thinking through generating a research proposal

This module aims to enable learners to develop an integrative knowledge of the complex social, psychological, and biological issues involved in the development and maintenance of addictions or addictive behaviours, explore approaches to intervention and prevention and engage in debate and critical appraisal of national and international polic ies and strateg ies in the field of addictions .

1. Compare and contrast major theoretical approaches to understanding substance and process addictions and addictive behaviours.
2. Explore interventions and models of service delivery in relation to treatment, rehabilitation, and prevention, including public and private addiction treatment options, and community development responses
3. Analyse addictions in historical and contemporary contexts, locally and globally – and examine the politics of the War on Drugs, and current debates on decriminalisation and legalisation
4. Utilise a multidisciplinary biopsychosocial approach to understanding factors influencing addictions.
5. Evaluate research on the impact of addictive behaviours on individuals, families, child development and society.
6. Critically discuss and appraise the impact of national and international strategies and policies related to addictions, and the strategies of misinformation and marketing adopted by corporate actors which play a key role in maintaining market share and consumption patterns.

This module introduces students to the principles and values underpinning a range of therapeutic approaches that have achieved prominence in the health and social care field. Students will explore the theoretical origins and underpinnings of each approach, as well as the wider socio-economic, political, and ethical debates surrounding regulation, quality standards and public Vs private sector provision. The module will also examine some of the specific techniques, and strategies for communication that are involved in each therapeutic approach. A key focus will be on developing the students nuanced communication skills, and practicing some of the finer techniques involved in some of the interventions.

1. Describe and review the theoretical origins and developments underpinning a range of therapeutic interventions in the field of health and social care
2. Explain and appraise the evidence base for the therapeutic interventions and their applications in contemporary health & social care settings, appreciating ethical dimensions to the delivery of care, quality and standards control and monitoring, regulation; and the wider context of Vision for Change and the implementation of the social model of care.
3. Review interpersonal communication micro-skills involved in application of therapeutic interventions with individuals and groups, in the context of person centred care and professional standards.
4. Demonstrate capacity for reflective practice in relation to individual competencies, as well appraising the societal level changes in access to and regulation of therapeutic interventions.

This module aims to enable participants to develop the knowledge and skills necessary to function effectively within the role of mentor and leader in the practice area. It will provide the opportunity for learners to advance their knowledge of the process of supervisory management and leadership, mentoring, teaching, learning and assessment in the workplace.

1. Examine the theory and applicability of supervisory management and leadership theories in the practice setting
2. Critically analyse the application of theories of strategic planning to relevant work-related settings.
3. Critically analyse the current context of professional development.
4. Devise and apply strategies that aim to create a suitable professional team learning environment for adults.
5. Critically analyse social, psychological and staff developmental theories that inform and direct professional practice; and plan for effective training and assessment.
6. Analyse the concept of mentoring in relation to roles, responsibilities, and evaluation of learning and the provision of feedback.
7. Critically evaluate the role of reflective practice in professional development.

The placement learning opportunity will take place at a health & social care setting at the Institutes discretion. It is anticipated that the choice of setting will be based on the student's plans in terms of career trajectory and in that way assist the student in their goal for employment or postgraduate study. This module will present the student with an opportunity to closely inform their knowledge base about the circumstances, needs and services available to a specific service user group through evidence appraisal skills.

1. Develop, implement, and evaluate new and innovative practices within the legislative and professional boundaries of Health and Social Care
2. Achieve mastery of knowledge and skills to support evidence informed practice
3. Examine the linkages between policy, conceptual and theoretical frameworks and health and social care practice in a work integrated learning context.
4. Demonstrate knowledge relevant to the placement context, organisational structure and function and the role of health and social care practitioner within this context;
5. Demonstrate professionalism, autonomy, and accountability throughout the duration of the placement
6. Operate professionally and constructively within a multidisciplinary team environment and uphold high ethical standards
7. Undertake an evidence informed project in the placement setting which meets the needs of the agency or and its service users
8. Demonstrate evidence of continuing professional identity formation in relation to Health and Social Care and reflect on key learning.

The aim of this module is to focus learners on their career journey, to identify employment opportunities and develop capabilities that will optimise chances in the labour market. The module will also enable students to familiarise themselves with the requirements for Continuing Professional Development activities and learning. This module will be delivered as a blended combination of online and face to face delivery during scheduled recall days whilst students are on placement, subject to Institute / Technological University requirements.

1. Critically discuss the requirements for working in a professional environment while engaging effectively with colleagues.
2. Evaluate the labour market as it relates to their career progression needs.
3. Identify and align their skills with relevant professional bodies.
4. Design and develop an ePortfolio.
5. Analyse, appraise and argue the merits and benefits of on-going continual professional development requirements.
6. Organise their future continuing professional development activity beyond the completion of their current programme of learning into the professional practice environment.