SWB321 Interprofessional Education Assignment Sample

Professional Practice

Personal Beliefs, Values and Principle in An Organisation

The definition of value is quite complex. Generally speaking, there is a deep and stressful belief in which values are right or wrong, and which are important or trivial. These are the principles, values or qualities that people care about and contribute to human behavior. The values in the hands of the individual are supported by multiple written rules or regulations about how they constitute socially acceptable behavior, both personally and socially.

Values include a level of judgment to learn more about how important human values are and how important they are to them.

 So, when people “internalize” a value, they understand the world around them and manage their activity. And it becomes the basis for justifying and maintaining their attitude and inevitably judging the behavior of others. Values can be abstract, such as freedom of choice or certain relationships such as hunger, poverty or racial inequality (Schwartz, et al. 2010).

Different level values

Values are managed not only at the individual level, but also at other levels such as groups, organizations and even society. These layers contain all the sets of shared values that affect different levels. The layers are shown in Figure 2 and include:

Private

Group (or action group)

Organizational or departmental (government, private, voluntary)

Social

The effects can be both bottom and top. This means, for example, that anyone socially supports and accepts values - and therefore makes them internal. Individuals can influence and change the way an organization works, but an organization can affect a team and the people who work within it. That groups can make a difference at the social level, which affects the set of shared values. Researchers are often interested in special interactions. For example, how personal values interact with groups in society (gang culture, conflict between different ethnic or religious groups or groups). Parties or organizations are particularly interested in research that focuses on sharing values and conflicts between organizations or controls. Teams are important in many situations. Volunteers often join teams and need to work together to get things done. Having a team identity is important not only for managers, but also for team members. The World Standards Survey (ND) measures changes in people's beliefs, values and motives at the national level. So, study individual values, collect their aggregates, see if they share values at the social level, and see how they can change over time. In volunteer sector research, people’s motives towards volunteering are often examined by their values.

Personal Beliefs, Values and Principle in An Organisation

Different level values

Values are managed not only at the individual level, but also at other levels such as groups, organizations and even society. These layers contain all the sets of shared values that affect different levels. The layers are shown in Figure 2 and include:

Private

Group (or action group)

Organizational or departmental (government, private, voluntary)

Social

The effects can be both bottom and top. This means, for example, that anyone socially supports and accepts values - and therefore makes them internal. Individuals can influence and change the way an organization works, but an organization can affect a team and the people who work within it. That groups can make a difference at the social level, which affects the set of shared values. Researchers are often interested in special interactions. For example, how personal values interact with groups in society (gang culture, conflict between different ethnic or religious groups or groups). Parties or organizations are particularly interested in research that focuses on sharing values and conflicts between organizations or controls. Teams are important in many situations. Volunteers often join teams and need to work together to get things done. Having a team identity is important not only for managers, but also for team members. The World Standards Survey (ND) measures changes in people's beliefs, values and motives at the national level. So, study individual values, collect their aggregates, see if they share values at the social level, and see how they can change over time. In volunteer sector research, people’s motives towards volunteering are often examined by their values.

Cultural Knowledge and Beliefs

Organizational culture is recognized as a major barrier to the acquisition of growing intellectual resources.

In this article, we identify four ways that culture influences knowledge creation, sharing, and user-centered behavior.

First, culture (especially the former) makes assumptions about what knowledge is and what knowledge is useful for management.

 Second, culture defines the relationship between individual and organizational knowledge, determines who is expected to manage a particular knowledge, who needs to share it, and who can collect it.

Professional Practice Skill

Practice and sensation

Building up the abilities expected to turn into a social specialist is a long and complex cycle that expects understudies to take an interest in the full scope of educational plan insight and necessities. Social specialist understudies must have the option to go to classes and have satisfactory athletic abilities to play out all the obligations expected of understudies in a clinical environment such as a hospital or clinic.

Students or professional social workers, students must have the skills to use their comprehension to acquire and integrate new information to perform their expected tasks. Understudies who wish to stay sensible to meet the necessary engine and delicate abilities prerequisites should contact the Student Disability Resources Office (DRS). DRS offers types of assistance to reported enrolled understudies with perpetual or transitory physical, mental or tangible inabilities. For proficient exercises in social work, understudies should be founded on pertinent social, conduct and natural science information and examination. These remember information and aptitudes for relationship building, information assortment, assessment, intercession and hand-on assessment (Reeves, et al. 2013).

Interpersonal skills and communication skills

Social worker understudies need to show their relational abilities so as to be viably associated with different understudies, workforce, staff, customers and different experts.

 These incorporate compassion, feeling of direction, genuineness, regard for other people, and thought. Social specialist understudies need to convey viably and delicately with different understudies, personnel, staff, customers and different experts. They should communicate their thoughts and sentiments obviously and show their advantage and capacity to tune in to other people.

 To comprehend what the program has to bring to the table, one should be capable in spoken and composed English.

Professional Knowledge

Business conduct

Students in social work must adhere to the professional ethical standards developed by the Code of Ethics of the National Association of Social Workers (NASW).

In general, social work students know and practice the field of social work, respect others, become trustworthy over time, prioritize responsibilities, and work professionally by fulfilling responsibilities on time. It needs to be done. Social worker students practice appropriate self-care as they learn to avoid burns and avoid burns in the face of the unwanted effects of stress by collaborating with peers and building useful relationships (Lingam, 2012).

Adopted from Nasik policy:

Privacy and confidentiality (a) Clients must not solicit personal information unless it is necessary to provide services to social worker students and professionals, evaluate social work, or conduct surveys. Social worker students and professionals disclose sensitive information to the legal consent of the client or the legal consent of the person legally authorized on behalf of the client.

 (b) If social worker students and professionals do not share sensitive information, serious, arbitrary and impending harm to the service, client or other identifiers by protecting all information obtained during professional service. Sexual relations and physical contact

(a) In any situation, social work students and professionals, whether such communication is agreed or compulsory, engage in sexual activity or sexual relations with their current or previous clients. Do not communicate with each other.

(b) Social worker students and professionals maintain close personal relationships with relatives or others who are sexually active or sexually active with whom the client is at risk of exploitation or potential harm. Do not engage in physical contact (Ivers, et al. 2012).

(c) Social Worker Students and Professionals-Clients do not maintain personal relationships with client relatives or others and fully understand them by creating clear, appropriate and culturally sensitive boundaries. This is assumed to be set.

References for Interprofessional Education

Schwartz, S.H., Caprara, G.V. and Vecchione, M., 2010. Basic personal values, core political values, and voting: A longitudinal analysis. Political psychology, 31(3), pp.421-452.

Reeves, S., Perrier, L., Goldman, J., Freeth, D. and Zwarenstein, M., 2013. Interprofessional education: effects on professional practice and healthcare outcomes. Cochrane Database of systematic reviews, (3).

Ivers, N., Jamtvedt, G., Flottorp, S., Young, J.M., Odgaard?Jensen, J., French, S.D., O'Brien, M.A., Johansen, M., Grimshaw, J. and Oxman, A.D., 2012. Audit and feedback: effects on professional practice and healthcare outcomes. Cochrane database of systematic reviews, (6).

Lingam, G.I., 2012. Action research: promise and potential for improving teacher professional practice and the learning organisation'. American International Journal of Contemporary Research, 2(4), pp.47-57.

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