Human Services

Human Services Weight: 15% of your final grade. See Appendix K Evaluation Rubrics. Length: Complete the template outline for a research essay of 1250 to 1500 words (4 to 6 double-spaced pages), by completing the template. Description: This assignment is/will be • the fourth piece of evidence of your learning that shows you are working toward meeting the learning outcomes for completion of the degree; • the fourth artifact to be saved for future reference in your e-Portfolio; • a guide for future essay assignments; • an acknowledgement that the capacity for independent research and independent future learning is integral to the meaning and value of an undergraduate degree; • a comparator for future self assessment of the development of your university-level knowledge and skills development. In the outline, you will use the concept of interprofessional education to deepen your understanding of Human Services practice. You will plan the essay without actually producing the entire essay. The assignment focuses on the mechanics that go into the production of a research essay. You will write the entire essay in Step 5. The logic, scope and accuracy of your ideas and examples and how they support a guiding thesis statement, and relate to the research literature in Human Services will be the main focus of evaluation. You will use the program outcomes (Step 1), the academic literature (identified in Step 3) to apply the idea of “interprofessional education” to your area of specialization in the broader context of Human Services. You may find it useful to focus your outline on one of these four themes: • Community of practice • Best practices • Values-driven problem-solving • Other (check with your tutor if you would like to explore a different theme) The expectation is that you use the template provided to produce a comprehensive and detailed outline for an essay. You may adapt it as necessary, but do not delete any sections, and do not write the complete essay for this assignment. The outline may use the first person (“I”), though scholarly evidence and analysis will provide the main content. This activity covers all the materials in the course. The Research Essay Outline assignment invites you to draw together some of the disparate material that you have learned from your studies for this course. Review Appendix I: Research Essay Outline Template. Use the template to write your outline. You may expand on your original bibliography. Research Essay Outline In the outline, you will use the concept of interprofessional education to deepen your understanding of Human Services practice. You will plan the essay without actually producing the entire essay. The assignment focuses on the mechanics that go into the production of a research essay. You will write the entire essay in Step 5. The logic, scope and accuracy of your ideas and examples and how they support a guiding thesis statement, and relate to the research literature in Human Services will be the main focus of evaluation. You will use the program outcomes (Step 1), the academic literature (identified in Step 3) to apply the idea of “interprofessional education” to your area of specialization in the broader context of Human Services. You may find it useful to focus your outline on one of these four themes: • Community of practice • Best practices • Values-driven problem-solving • Other (check with your tutor if you would like to explore a different theme) The expectation is that you use the template provided to produce a comprehensive and detailed outline for an essay. You may adapt it as necessary, but do not delete any sections, and do not write the complete essay for this assignment. The outline may use the first person (“I”), though scholarly evidence and analysis will provide the main content. This activity covers all the materials in the course. The Research Essay Outline assignment invites you to draw together some of the disparate material that you have learned from your studies for this course. Review Appendix I: Research Essay Outline Template. Use the template to write your outline. You may expand on your original bibliography. The topic is the same as my previous assignment and then use interprofessional education to address the topic. To show how the interprofessional approach works and why we should use it. Cover the guidelines and questions. Appendix I: Research Essay Outline Template This Appendix has two parts: the first provides advice on “the why” and “the what” of outline writing; the second provides a sample you may use as a model for the assignment. Part A Components of an Essay Outline Essay Components Description Title • Pique the reader’s interest • Use several keywords to indicate the essay’s content. Theme • Identifies keywords and their relation to each other • E.g., Interprofessional education involves ethics, professional ethics, ethics in professional life and, most, recently “interprofessional ethics.” Problem • Explains why this topic is being addressed here. Thesis statement • States clearly what main point will be made. • Proving this claim is correct uses evidence and argument to persuade the reader that the conclusion being drawn is reasonable based on the evidence provided in support of the thesis. Plan for the essay • A step-by-step guide to the parts of the essay provided by the writer to the reader for use as a roadmap to what the essay actually contains. • E.g., Demonstrate familiarity with relevant literature on professional ethics and interprofessional education in stating the theme the essay addresses • Apply the main theoretical points to an actual situation to demonstrate appropriate transfer of learning between the scholarly resources and a relevant example (real in this example, but the example could be hypothetical). • Discuss the application as it relates to the thesis statement, making at least three points in support of the thesis statement. • Summarize the main point that the essay has made in relation to the thesis. • Hint at the conclusion without giving everything away before you start. Note: The items listed above will guide your preparation of the outline but need not appear in this order in the actual outline. To keep yourself honest, you may choose to attach this part of the outline at the end of the paper following the Bibliography to show that you have completed all of the required elements. You may want to highlight these elements where they occur in the Outline so that they are plainly visible. Part B: Example Outline TOP Elements in my Essay My Essay Outline Title Old Wine in New Bottles?: Professional Ethics in Interprofessional Education Theme • “Being interprofessional” is an acutely self-reflective practice requiring on-going training, education, and professional development (Hammick, Freeth, and Goodsman 2009) • Sentence discussing my preferred definition of interprofessional education to show I understand the meaning (CAIPE 2002/2013) Problem • In situations in which members of multidisciplinary teams may not share the same code of professional ethics, group members’ use of interprofessional ethics may reduce potential sources of conflict. Various meanings of ethics may lead to conflict among members of multidisciplinary teams who assume a shared understanding about professional ethics . Thesis • A source of conflict among members of multidisciplinary teams may be reduced or avoided altogether by training team members to use clear communication (highlighted in interprofessional ethics, for example) to obtain agreement among team members about their relative merits. Plan • Acknowledge the complexity of everyday practice (Reeves 2010) • Relate different kinds of ethics to interprofessional ethics • Use theory to identify a possible solution • Apply the theory to another situation • Assess its usefulness • Draw conclusions Background • Interprofessional education involves ethics, professional ethics, ethics in professional life and, most, recently “interprofessional ethics.” (Banks 2010) • Knowing which to use when may cause confusion or conflict • especially so for service provision to service users who are children served by multidisciplinary teams in the development of individual service plans (Greenfield 2011) • Examples of this confusion provided by Banks (2009) • professional ethics: a limited guide in human service practices (Doel et. al. 2010) • interprofessional education developed to address this limitation (Barr and Ross 2006) • Interprofessional ethics emerging to address specific problems (Clark, Cott and Drinka 2008). • Clear communication benefits multidisciplinary teams (Rowland 2011) • Resolving interprofessional dilemmas, especially ethical dilemmas, may require some “sacrifice” of expertise (Rose 2011). • perceived losses of control and authority that team members may experience is no longer being able to enforce the professional ethics of their own disciplines is addressed by Rowland (2011). Discussion • Application of the points drawn from the scholarly literature to an example drawn from my workplace • Elaborate the composition of the team, and their responsibilities • Identify the dilemma that emerged. • Discuss how the competing viewpoints were managed. • Further development of the underlying principles drawing on the theories and scenario previously discussed. • Add description of going beyond normal roles (Hall 2005). • Added complication of regulated and non-regulated fields (Miller 2008). • Summary of argument • Thesis demonstrated by identifying relevant theory, by application of the theory to an example, and discussion of how well the example bears out what the theory predicted. Conclusion • Interprofessional ethics usefully highlights clear communication as a strategy for minimizing potential misunderstandings of what ethical practice requires of team members. • The emphasis on interprofessionalism reminds all team members of relations of power, issues over control, and the best interest of the service user • State how well communication did or did not work in the example scenario • May include a sentence or two or a short paragraph offering avenues for further research • May include some final reflections • Might point to a future professional development opportunity to share her learning and obtain feedback on this learning. • Might add new items she encounters on this topic to her Journal or to the HSRV Bibliographic database • A strong final sentence that refers to the thesis is desirable. References (12 items: 9 journal articles, 3 published in the last 3 years 2 book chapters, 1 book, 2 classics, 1 website ) Note: Several items counted in more than one category. Banks, S. (2009). From professional ethics to ethics in professional life: Implications for learning, teaching, and study. Ethics and Social Welfare 3 (1): 55–63. [Problem] *Barr, H., and F. Ross. (2006). Mainstreaming interprofessional education in the United Kingdom: A position paper. Journal of Interprofessional Care. 20 (2): 96–104. [Background] *Centre for the Advancement of Interprofessional Education (2013). Defining IPE: Interprofessional Education 2002. http://www.caipe.org.uk/ [Definition] Clark, P., C. Cott and T. Drinka. (2007). Theory and practice in interprofessional ethics: A framework for understanding ethical issues in health care teams. Journal of Interprofessional Carr, 21(6): 591–603. [Background ] Doel, M., P. Allmark, P. Conway, M., Cowburn, M. Flynn, P., Nelson, and A. Tod. (2010). Professional boundaries: Crossing a line or entering the shadows? British Journal of Social Work, 40 (6): 1886–1889. [Background] Greenfield, S. (2011). Working in multidisciplinary teams. In L. Miller & C. Cable (Eds.), Professionalization, leadership and management in the early years (77–90). London: Sage. [Background] Hall, E. (2005). Joined-up working between early years professionals and speech and language therapists: Moving beyond normal roles. Journal of Interprofessional Care, 19 (1): 11–21. [Plan] Hammick, M., D.S. Freeth, D. Goodsman, J. Copperman. (2009). Being interprofessional.Cambridge: Polity. [Background] Miller, L. (2008). Developing professionalism within a regulatory framework in England: Challenges and possibilities. European Early Childhood Education Research Journal, 16 (2): 255–268. *Reeves, S. (2010). The need to problematize interprofessional education and practice. Journal of Interprofessional Care, 24 (4): 333–335. [Background] Rose, J. (2011). Dilemmas of inter-professional collaboration: Can they be resolved? Children & Society, 25(2): 151–163. [Background] Rowland, P. (2011). Making the familiar extraordinary: Using communication perspective to explore team-based simulation as part of interprofessional education. Journal of Research in Interprofessional Education, 2(1): 121–131. [Background] Notes *An asterisk identified the items I first found when making entries in my Journal. Tip 1: You might use the best definition of Human Services that you have located thus far in your studies. Tip 2: Most of the articles used here were located through the Taylor and Francis database