This paper sets out to consider the requirement that social work students studying for the Degree in Social Work should be prepared for and assessed as ready and fit to practice before undertaking their first practice learning opportunity. The purpose of the study is to examine the essential elements of good preparation and to evaluate how well the teaching and assessment has prepared students in the South Yorkshire and North East Midland partnership from the perspective of their practice assessors. This qualitative study involved two key stages. Firstly, a focus group eliciting views from practice assessors on what the purpose and content of preparation for practice should be. Secondly, semi-structured interviews with practice assessors considering how well prepared for practice the first group of Social Work Degree students had been. Interviews were transcribed and data analysed using a ‘framework’ approach. Three major themes emerged, the communication of information on the preparation between student and practice assessor, the ability of students to relate their previous learning to practice and the understanding students demonstrated of the social work task and role. All practice assessors were positive about the benefits that preparation at the universities could have for practice but the majority of students did not share information on their preparation with their practice assessor. From this project it has been possible to make recommendations concerning the content of preparation but most importantly the importance of requiring that information on the content and learning in preparation should be shared by students with their practice assessor as the starting point for making direct links into their first practice learning opportunity.
{"title":"How well does the preparation for practice delivered at the university prepare the student for their first practice learning opportunity in the Social Work Degree","authors":"C. Walton","doi":"10.1921/JPTS.V6I3.332","DOIUrl":"https://doi.org/10.1921/JPTS.V6I3.332","url":null,"abstract":"This paper sets out to consider the requirement that social work students studying for the Degree in Social Work should be prepared for and assessed as ready and fit to practice before undertaking their first practice learning opportunity. The purpose of the study is to examine the essential elements of good preparation and to evaluate how well the teaching and assessment has prepared students in the South Yorkshire and North East Midland partnership from the perspective of their practice assessors. This qualitative study involved two key stages. Firstly, a focus group eliciting views from practice assessors on what the purpose and content of preparation for practice should be. Secondly, semi-structured interviews with practice assessors considering how well prepared for practice the first group of Social Work Degree students had been. Interviews were transcribed and data analysed using a ‘framework’ approach. Three major themes emerged, the communication of information on the preparation between student and practice assessor, the ability of students to relate their previous learning to practice and the understanding students demonstrated of the social work task and role. All practice assessors were positive about the benefits that preparation at the universities could have for practice but the majority of students did not share information on their preparation with their practice assessor. From this project it has been possible to make recommendations concerning the content of preparation but most importantly the importance of requiring that information on the content and learning in preparation should be shared by students with their practice assessor as the starting point for making direct links into their first practice learning opportunity.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115902034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: Generational gap and different socio-economic context between social work students (and social workers) and clients hinder the sense-making of clients’ needs for rendering responsive services. Similarly, a generation gap is found between practice teachers (or fieldwork instructors) and social work students, which may affect the practice teaching and learning process. This current discussion addresses the challenges faced in training the Net Generation (born after 1980) of social work students. A dialectical stance – embracing the changeableness in pedagogy and the unchangeableness in the practical moral nature of social work practice – is proposed for preparing social work graduates to have the capability to practice for the good of human beings. Building on the findings of her previous study, the author illustrates this dialectical stance based on five pairs of practice teachers and their students in an exercise of pedagogical practice wisdom in social work practice teaching in Hong Kong. Implications for practice teachers are also drawn.
{"title":"The dialectical stance in nurturing the Net Generation of social workers: The interplay of changeableness and unchangeableness","authors":"S. Cheung","doi":"10.1921/JPTS.V14I2.997","DOIUrl":"https://doi.org/10.1921/JPTS.V14I2.997","url":null,"abstract":"Abstract: Generational gap and different socio-economic context between social work students (and social workers) and clients hinder the sense-making of clients’ needs for rendering responsive services. Similarly, a generation gap is found between practice teachers (or fieldwork instructors) and social work students, which may affect the practice teaching and learning process. This current discussion addresses the challenges faced in training the Net Generation (born after 1980) of social work students. A dialectical stance – embracing the changeableness in pedagogy and the unchangeableness in the practical moral nature of social work practice – is proposed for preparing social work graduates to have the capability to practice for the good of human beings. Building on the findings of her previous study, the author illustrates this dialectical stance based on five pairs of practice teachers and their students in an exercise of pedagogical practice wisdom in social work practice teaching in Hong Kong. Implications for practice teachers are also drawn.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"330 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130852934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1921/175951511X651959
G. Leung, D. Lam, A. Chow, D. Wong, C. Chung, B. Chan
Social work educators are concerned about how best to equip social work students with the ability to self-reflect, because this is a core professional competence. The present study employed both quantitative and qualitative means to evaluate a course which set out to foster reflexivity among social work undergraduates. A quasi-experimental design was employed to examine the effectiveness of the course. Data were collected at pre-course, post-course, and 6 months after completion. We found that, over time, students in the experimental group gained more insight. The students disclosed in focus group interviews that the course had enhanced their understanding toward self, family, and society. The implications for social work education are discussed.
{"title":"Cultivating reflexivity in social work students: A course-based experience","authors":"G. Leung, D. Lam, A. Chow, D. Wong, C. Chung, B. Chan","doi":"10.1921/175951511X651959","DOIUrl":"https://doi.org/10.1921/175951511X651959","url":null,"abstract":"Social work educators are concerned about how best to equip social work students with the ability to self-reflect, because this is a core professional competence. The present study employed both quantitative and qualitative means to evaluate a course which set out to foster reflexivity among social work undergraduates. A quasi-experimental design was employed to examine the effectiveness of the course. Data were collected at pre-course, post-course, and 6 months after completion. We found that, over time, students in the experimental group gained more insight. The students disclosed in focus group interviews that the course had enhanced their understanding toward self, family, and society. The implications for social work education are discussed.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128871662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In many health professions, experienced practitioners assess students’ or inexperienced practitioners’ clinical skills but do not formally or explicitly rate their interpersonal skills, even though it is often suggested that failing or struggling students have poor interpersonal skills. The Interpersonal Skills Profile (ISP) has been widely used in UK health care programmes. The tool allows assessors to select five statements from a list, which they feel reflect the student’s achievement. These are usually graded from fail to excellent. Using a Realistic Evaluation approach this study examined how the ISP was used to assess interpersonal skills in a university pre-registration nursing programme. The use of the ISP was investigated through interviews with clinical nursing mentors, practice education facilitators and education champions as well as a documentary analysis of student assessment booklets. The findings led to the development of three middle range theories which may be useful in other contexts. These focus on: 1) overt assessment of interpersonal skills, 2) providing support to mentors and 3) feedback and ‘feeding-forward’ to students.
{"title":"Mechanisms that support the assessment of interpersonal skills: A Realistic Evaluation of the interpersonal skills profile in pre-registration nursing students","authors":"K. Meier, P. Parker, D. Freeth","doi":"10.1921/7701240205","DOIUrl":"https://doi.org/10.1921/7701240205","url":null,"abstract":"In many health professions, experienced practitioners assess students’ or inexperienced practitioners’ clinical skills but do not formally or explicitly rate their interpersonal skills, even though it is often suggested that failing or struggling students have poor interpersonal skills. The Interpersonal Skills Profile (ISP) has been widely used in UK health care programmes. The tool allows assessors to select five statements from a list, which they feel reflect the student’s achievement. These are usually graded from fail to excellent. Using a Realistic Evaluation approach this study examined how the ISP was used to assess interpersonal skills in a university pre-registration nursing programme. The use of the ISP was investigated through interviews with clinical nursing mentors, practice education facilitators and education champions as well as a documentary analysis of student assessment booklets. The findings led to the development of three middle range theories which may be useful in other contexts. These focus on: 1) overt assessment of interpersonal skills, 2) providing support to mentors and 3) feedback and ‘feeding-forward’ to students.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125891504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Every Child Matters: Change for children (DfES, 2004) places effective inter-professional working at the top of the child care agenda. Developing new opportunities for practice learning in different professional settings, therefore, is high on the agenda for all those concerned with the teaching of social work. Learning within a different professional setting can bring many benefits, but also challenges. This article outlines a well-established project in Hull, where student social workers have been experiencing practice learning opportunities in mainstream schools for the past four years. The project has been evaluated using an action research model and as such reflects the subsequent development and consolidation as the project has expanded. We highlight both the benefits and the challenges for all those concerned with these placements, addressing some of the issues for students, practice teachers, and work-based supervisors in their roles in this new approach.
{"title":"Back to School for social work students: Developing quality practice learning opportunities in schools","authors":"Lynne Wilson, Karen Hillison","doi":"10.1921/17466105.6.2.43","DOIUrl":"https://doi.org/10.1921/17466105.6.2.43","url":null,"abstract":"Every Child Matters: Change for children (DfES, 2004) places effective inter-professional working at the top of the child care agenda. Developing new opportunities for practice learning in different professional settings, therefore, is high on the agenda for all those concerned with the teaching of social work. Learning within a different professional setting can bring many benefits, but also challenges. This article outlines a well-established project in Hull, where student social workers have been experiencing practice learning opportunities in mainstream schools for the past four years. The project has been evaluated using an action research model and as such reflects the subsequent development and consolidation as the project has expanded. We highlight both the benefits and the challenges for all those concerned with these placements, addressing some of the issues for students, practice teachers, and work-based supervisors in their roles in this new approach.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129448910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Globalised consumer culture and its corresponding ethos that accumulation of material possessions equates to happiness are having a profound impact on the physical, social and emotional health of human beings. For social work practitioners and field educators the issue is how we balance the charge to serve our clients without unwittingly forcing them into a system that is designed by its very nature to increase their dissatisfaction and alienation. This essay discusses these concerns and offers some initial, suggestions for how social work may respond.
{"title":"Globalized consumer culture : Its implications for social justice and practice teaching in social work","authors":"Fred H. Besthorn","doi":"10.1921/17466105.5.3.20","DOIUrl":"https://doi.org/10.1921/17466105.5.3.20","url":null,"abstract":"Globalised consumer culture and its corresponding ethos that accumulation of material possessions equates to happiness are having a profound impact on the physical, social and emotional health of human beings. For social work practitioners and field educators the issue is how we balance the charge to serve our clients without unwittingly forcing them into a system that is designed by its very nature to increase their dissatisfaction and alienation. This essay discusses these concerns and offers some initial, suggestions for how social work may respond.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131058676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial Learning and translation","authors":"J. Parker","doi":"10.1921/JPTS.V13I1.806","DOIUrl":"https://doi.org/10.1921/JPTS.V13I1.806","url":null,"abstract":"","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114185582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite a sometimes implied lead, in the social work literature, of social work training over health training in the area of values, since the decline of community social work in the 1980s health training has developed a focus upon the physical environment which seems set to leave social work education trailing behind in the area. This paper therefore explores inter - professional overlap in the area of human geography, and in particular its relation to professional identity and the core social work value of social responsibility. Finally, it outlines ways of raising awareness of the physical environment among social work students, and in doing so seeks to break free of the placement/learning environment dichotomy and link social responsibility to the campus experience itself.
{"title":"Human geography and questions for social work education","authors":"P. Wilkinson, G. Bissell","doi":"10.1921/JPTS.V7I2.345","DOIUrl":"https://doi.org/10.1921/JPTS.V7I2.345","url":null,"abstract":"Despite a sometimes implied lead, in the social work literature, of social work training over health training in the area of values, since the decline of community social work in the 1980s health training has developed a focus upon the physical environment which seems set to leave social work education trailing behind in the area. This paper therefore explores inter - professional overlap in the area of human geography, and in particular its relation to professional identity and the core social work value of social responsibility. Finally, it outlines ways of raising awareness of the physical environment among social work students, and in doing so seeks to break free of the placement/learning environment dichotomy and link social responsibility to the campus experience itself.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115757864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1921/175951511X661255
Mary Smith
This paper describes an attempt to incorporate the experiences of service user parents who had been involved in child protection services into the programme at a higher education provider in the London area. The aim was to explore their experiences and their perceptions of what social work contact had been positive or helpful. This is a difficult area of practice due to the sensitive and complex nature of social work intervention and engagement. The service users to participate were identified by a practitioner from the local authority. This paper presents an evaluation of this teaching session, and links this teaching tool with a range of current research in the area. Results showed that students reported benefits from being presented with the lived experience of these users. The links between theory and practice were also enhanced.
{"title":"Involving child protection service users in social work education: A pilot study","authors":"Mary Smith","doi":"10.1921/175951511X661255","DOIUrl":"https://doi.org/10.1921/175951511X661255","url":null,"abstract":"This paper describes an attempt to incorporate the experiences of service user parents who had been involved in child protection services into the programme at a higher education provider in the London area. The aim was to explore their experiences and their perceptions of what social work contact had been positive or helpful. This is a difficult area of practice due to the sensitive and complex nature of social work intervention and engagement. The service users to participate were identified by a practitioner from the local authority. This paper presents an evaluation of this teaching session, and links this teaching tool with a range of current research in the area. Results showed that students reported benefits from being presented with the lived experience of these users. The links between theory and practice were also enhanced.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121452416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Practice learning opportunities form an integral part of studies of social work on the Social Pedagogy program at University West in Sweden and, over a period spanning several years, we have developed a reflective approach to both campus and practice learning. Over the last four years we have worked with a narrative approach to the creation of knowledge from practice learning and for examining the learning outcomes that derive from this educational process. The aim of this article is to describe and discuss the narrative approach to the creation of knowledge using the so-called 'storytelling method' as an educational resource for eliciting evidence of learning outcomes in practice learning. We have used this approach to capture the learning that takes place when students are on learning opportunity placements in the social work/social pedagogical field, both nationally and internationally. The article describes both the educational context where storytelling takes place, and the research focus on work integrated learning that led to the implementation of this pedagogical tool. We will also describe and analyse how we use the 'storytelling method' with a focus on how it can be used to 'evidence' students' learning.
{"title":"Stories in social work : An educational resource for evidence of practice learning","authors":"A. Bolin, Elsebeth Fog","doi":"10.1921/19641","DOIUrl":"https://doi.org/10.1921/19641","url":null,"abstract":"Practice learning opportunities form an integral part of studies of social work on the Social Pedagogy program at University West in Sweden and, over a period spanning several years, we have developed a reflective approach to both campus and practice learning. Over the last four years we have worked with a narrative approach to the creation of knowledge from practice learning and for examining the learning outcomes that derive from this educational process. The aim of this article is to describe and discuss the narrative approach to the creation of knowledge using the so-called 'storytelling method' as an educational resource for eliciting evidence of learning outcomes in practice learning. We have used this approach to capture the learning that takes place when students are on learning opportunity placements in the social work/social pedagogical field, both nationally and internationally. The article describes both the educational context where storytelling takes place, and the research focus on work integrated learning that led to the implementation of this pedagogical tool. We will also describe and analyse how we use the 'storytelling method' with a focus on how it can be used to 'evidence' students' learning.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116758181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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