Pub Date : 1900-01-01DOI: 10.1921/jpts.v16i1-2.1287
Helena Low
{"title":"‘Innovation in Practice Learning and Field Education’: Abstracts","authors":"Helena Low","doi":"10.1921/jpts.v16i1-2.1287","DOIUrl":"https://doi.org/10.1921/jpts.v16i1-2.1287","url":null,"abstract":"","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"27 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":"134189195","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}
Bridging the gap between theory and practice has long been a challenge for social work students. Facilitating this process has also taxed practice teachers and academic tutors. In 2004, the University of Edinburgh, in partnership with Glasgow Caledonian University undertook a pilot project testing and researching a change in the traditional tutor role with a view to enhancing students’ integration of learning during the practicum. This paper outlines the background to and the activity and findings of the project. Then, drawing upon a discussion of the interface between psychodynamic theories and theories of education, we explore some ideas that have begun to emerge that have the possibility of enhancing the tutor role in student integration of learning.
{"title":"Barefoot Tutors? Navigating the Barriers between student, university and field in social work education","authors":"G. Clapton, R. Forbes","doi":"10.1921/JPTS.V9I1.383","DOIUrl":"https://doi.org/10.1921/JPTS.V9I1.383","url":null,"abstract":"Bridging the gap between theory and practice has long been a challenge for social work students. Facilitating this process has also taxed practice teachers and academic tutors. In 2004, the University of Edinburgh, in partnership with Glasgow Caledonian University undertook a pilot project testing and researching a change in the traditional tutor role with a view to enhancing students’ integration of learning during the practicum. This paper outlines the background to and the activity and findings of the project. Then, drawing upon a discussion of the interface between psychodynamic theories and theories of education, we explore some ideas that have begun to emerge that have the possibility of enhancing the tutor role in student integration of learning.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"61 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":"114997425","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: 10.1921/175951511X661228
G. Whitehead
This study considers the significance of institutional strategy in supporting failing/failed part-time students in higher education, particularly at a time of such significant changes to funding ideologies in western cultures, and offers recommendations to improve student retention. Building on previous studies by Simpson (2003), Callender et al (2006) the tracking of three cohorts of part-time students on a counselling programme highlights ‘vulnerable’ candidates and explores specific strategies to respond to the failing/failed student. Employing a mixed-methodological approach consisting of an initial online questionnaire, semi-structured interviews for selected participants and the tracking the academic results of failing/failed students, ethical consideration is given to the nature of the programme (counselling), gender-ratios and the timing of the enquiry (postcompletion or termination of studies). The enquiry highlights the challenges for practice educators and field instructors in supporting such students. In order to increase the retention of part-time students, the study also examines possible factors likely to minimise part-time student attrition. For the purposes of this study the term ‘vulnerable’ is defined as a student who is likely to leave the course before completion i.e. a failing/failed student.
{"title":"Developing institutional strategies to support failing/failed part-time students in higher education: Recommendations for practice and field educators","authors":"G. Whitehead","doi":"10.1921/175951511X661228","DOIUrl":"https://doi.org/10.1921/175951511X661228","url":null,"abstract":"This study considers the significance of institutional strategy in supporting failing/failed part-time students in higher education, particularly at a time of such significant changes to funding ideologies in western cultures, and offers recommendations to improve student retention. Building on previous studies by Simpson (2003), Callender et al (2006) the tracking of three cohorts of part-time students on a counselling programme highlights ‘vulnerable’ candidates and explores specific strategies to respond to the failing/failed student. Employing a mixed-methodological approach consisting of an initial online questionnaire, semi-structured interviews for selected participants and the tracking the academic results of failing/failed students, ethical consideration is given to the nature of the programme (counselling), gender-ratios and the timing of the enquiry (postcompletion or termination of studies). The enquiry highlights the challenges for practice educators and field instructors in supporting such students. In order to increase the retention of part-time students, the study also examines possible factors likely to minimise part-time student attrition. For the purposes of this study the term ‘vulnerable’ is defined as a student who is likely to leave the course before completion i.e. a failing/failed student.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"80 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":"130082395","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}
The few studies of why social work students fail their practice learning opportunity (PLOs) have been undertaken through the lens of practice educators, lecturers and Higher Education Institutions (HEIs) with no input from students. Using qualitative interviews; this research explores the reasons for failure from the perspective of the students. The findings identified a number of interrelated issues such as previous work experiences, family history and personal circumstances as the rationale for what led those interviewed into social work. Issues such as ill health, personal problems and lack of clarity around assessment criteria as well as perceived lack of support from HEIs were identified as some of the factors that led students to fail their practice learning experiences. Recommendations from those interviewed included the suggestion that HEIs should, at the recruitment stage, provide clear information about the implications of failing practice learning opportunities and clarify what type of support for is available for those who fail. The students interviewed also echo the desire expressed by the HEIs and practice educators for clearer assessment criteria/frameworks and a more supportive process for all parties.
{"title":"'They thought I wasn’t good enough for social work practice': The views of students who failed their practice learning opportunities","authors":"A. Poletti, Ann Anka","doi":"10.1921/2002110303","DOIUrl":"https://doi.org/10.1921/2002110303","url":null,"abstract":"The few studies of why social work students fail their practice learning opportunity (PLOs) have been undertaken through the lens of practice educators, lecturers and Higher Education Institutions (HEIs) with no input from students. Using qualitative interviews; this research explores the reasons for failure from the perspective of the students. The findings identified a number of interrelated issues such as previous work experiences, family history and personal circumstances as the rationale for what led those interviewed into social work. Issues such as ill health, personal problems and lack of clarity around assessment criteria as well as perceived lack of support from HEIs were identified as some of the factors that led students to fail their practice learning experiences. Recommendations from those interviewed included the suggestion that HEIs should, at the recruitment stage, provide clear information about the implications of failing practice learning opportunities and clarify what type of support for is available for those who fail. The students interviewed also echo the desire expressed by the HEIs and practice educators for clearer assessment criteria/frameworks and a more supportive process for all parties.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"1 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":"130744605","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}
This paper discusses the question of whether practice teachers and others involved in social work education are giving sufficient attention to assisting students to explore the potential significance of religion (or other identifiable sets of beliefs) to their practice, to their own 'worldview' and to the lives and perspectives of service users. In doing so, it draws on direct experience and relevant literature, as well as semi-structured interviews with individual practice teachers and students and the results of a questionnaire. The paper argues that, many practice teachers and others need to urgently review their practice with regard to the exploration of issues concerning religion and belief with students, if they are to become competent social workers.
{"title":"'It isn't discussed'. Religion, belief and practice teaching: missing components of cultural competence in social work education","authors":"P. Gilligan","doi":"10.1921/17466105.5.1.75","DOIUrl":"https://doi.org/10.1921/17466105.5.1.75","url":null,"abstract":"This paper discusses the question of whether practice teachers and others involved in social work education are giving sufficient attention to assisting students to explore the potential significance of religion (or other identifiable sets of beliefs) to their practice, to their own 'worldview' and to the lives and perspectives of service users. In doing so, it draws on direct experience and relevant literature, as well as semi-structured interviews with individual practice teachers and students and the results of a questionnaire. The paper argues that, many practice teachers and others need to urgently review their practice with regard to the exploration of issues concerning religion and belief with students, if they are to become competent social workers.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"114 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":"127166569","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: 10.1921/175951511X661219
Prospera Tedam
This article introduces the MANDELA model as a new and innovative tool for effectively engaging social work students of black African heritage studying on social work qualifying programmes across England and Wales. The article explores in depth this proposed model drawing upon initial feedback from two critical friends- a white male practice educator and a black African female third year social work student. The potential challenges and strengths of this model are examined, as well as guidance on its use and application within the practice learning environment. The MANDELA model draws upon existing strategies and adds a distinct and unique African flavour, whilst not losing its pedagogic relevance for lecturers, practice educators and students
{"title":"The MANDELA model of practice learning: an old present in new wrapping?","authors":"Prospera Tedam","doi":"10.1921/175951511X661219","DOIUrl":"https://doi.org/10.1921/175951511X661219","url":null,"abstract":"This article introduces the MANDELA model as a new and innovative tool for effectively engaging social work students of black African heritage studying on social work qualifying programmes across England and Wales. The article explores in depth this proposed model drawing upon initial feedback from two critical friends- a white male practice educator and a black African female third year social work student. The potential challenges and strengths of this model are examined, as well as guidance on its use and application within the practice learning environment. The MANDELA model draws upon existing strategies and adds a distinct and unique African flavour, whilst not losing its pedagogic relevance for lecturers, practice educators and students","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":"126221459","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}
The purpose of this paper is to outline the knowledge and practice used at a strategic, organisational and practice level in the planning and implementation of effective social work practice learning opportunities in NHS settings new to direct social work practice and social work education. The paper outlines the process which was used in order to create new interprofessional practice learning opportunities and it is intended to add to ‘process knowledge’ (Sheppard et al., 2000). Additionally the paper draws on the content of the ‘matrix of drivers and barriers to integrated working’ developed for the area of interprofessional practice (Stewart, Petch, & Curtice, 2003) and transfers this knowledge as applicable to Social Work education. In practice, across human services, there continues to be views of ‘other’ professional groups that can create obstacles to the development and maintenance of positive inter-professional working, and that can undermine effective service delivery for service users (Report of Caleb Ness Inquiry, 2003). The experience of inter-professional practice learning, when combined with emotional intelligence (Morrison, 2007) can impact positively to increase the confidence, knowledge-base and direct inter-professional practice of newly qualifying Social Workers.
{"title":"Development and implementation of social work practice learning opportunities in NHS settings with no previous experience of social work education","authors":"M. Hughes","doi":"10.1921/JPTS.V9I1.390","DOIUrl":"https://doi.org/10.1921/JPTS.V9I1.390","url":null,"abstract":"The purpose of this paper is to outline the knowledge and practice used at a strategic, organisational and practice level in the planning and implementation of effective social work practice learning opportunities in NHS settings new to direct social work practice and social work education. The paper outlines the process which was used in order to create new interprofessional practice learning opportunities and it is intended to add to ‘process knowledge’ (Sheppard et al., 2000). Additionally the paper draws on the content of the\u0000‘matrix of drivers and barriers to integrated working’ developed for the area of interprofessional practice (Stewart, Petch, & Curtice, 2003) and transfers this knowledge as applicable to Social Work education. In practice, across human services, there continues to be views of ‘other’ professional groups that can create obstacles to the development and maintenance of positive inter-professional working, and that can undermine effective service delivery for service users (Report of Caleb Ness Inquiry, 2003). The experience of inter-professional practice learning, when combined with emotional intelligence (Morrison, 2007) can impact positively to increase the confidence, knowledge-base and direct inter-professional practice of newly qualifying Social Workers.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"1 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":"127824915","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: 10.1921/146066910X541647
M. McNay, J. Clarke, R. Lovelock
Achieving clear evidence of competent professional practice for social work students is a challenge for social work educators. This issue became more critical in the UK with the onset of the DipSW outcome-based competence framework which, we argue, limited the process of learning and development for students and practice assessor assessments. This article argues that the (unintended) consequence of this approach is a less analytic process for developing practice and consequently, for many students, less well developed assessment and reflective skills. Therefore, the article attempts to explain these issues and offers an example of a process at Brunel University that we believe was significant in helping students develop much better analytical and reflective skills than had happened with the DipSW and is happening with the National Occupational Standards currently. We believe this process enables educators to be more confident about their assessment of students' ability to practice at an appropriate standard and to make that recommendation.
{"title":"The journey towards professionalism in social work: The development and assessment of practice learning","authors":"M. McNay, J. Clarke, R. Lovelock","doi":"10.1921/146066910X541647","DOIUrl":"https://doi.org/10.1921/146066910X541647","url":null,"abstract":"Achieving clear evidence of competent professional practice for social work students is a challenge for social work educators. This issue became more critical in the UK with the onset of the DipSW outcome-based competence framework which, we argue, limited the process of learning and development for students and practice assessor assessments. This article argues that the (unintended) consequence of this approach is a less analytic process for developing practice and consequently, for many students, less well developed assessment and reflective skills. Therefore, the article attempts to explain these issues and offers an example of a process at Brunel University that we believe was significant in helping students develop much better analytical and reflective skills than had happened with the DipSW and is happening with the National Occupational Standards currently. We believe this process enables educators to be more confident about their assessment of students' ability to practice at an appropriate standard and to make that recommendation.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"12 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":"122368436","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}
Assessment of fieldwork is common to all occupational therapy courses. This form of competency based assessment has been researched across many healthcare professions. Work on the appraisal of fieldwork assessments used by occupational therapy courses in the United Kingdom is just beginning. At the present time there appears a gap in information concerning the experience of fieldwork assessment from the student's perspective. This article seeks to address this by reporting the findings of a qualitative study of third year undergraduate occupational therapy students at University College Northampton to investigate their experience of being assessed on fieldwork. The results showed that students expressed high levels of acceptance with the primary fieldwork assessment, the fieldwork profile. However they displayed some concern about its reliability. A major influence on the assessment process was seen to be the fieldwork educator and the supervisory relationship. In general older students appeared to have a greater degree of control over both the assessment process and the supervisory relationship. As a result of the study it would appear that a national exploration of the assessments used to assess competence of occupational therapy graduates could be beneficial to the profession.
{"title":"Assessment of fieldwork practice: The student experience","authors":"Judith Knight","doi":"10.1921/17466105.5.1.39","DOIUrl":"https://doi.org/10.1921/17466105.5.1.39","url":null,"abstract":"Assessment of fieldwork is common to all occupational therapy courses. This form of competency based assessment has been researched across many healthcare professions. Work on the appraisal of fieldwork assessments used by occupational therapy courses in the United Kingdom is just beginning. At the present time there appears a gap in information concerning the experience of fieldwork assessment from the student's perspective. This article seeks to address this by reporting the findings of a qualitative study of third year undergraduate occupational therapy students at University College Northampton to investigate their experience of being assessed on fieldwork. The results showed that students expressed high levels of acceptance with the primary fieldwork assessment, the fieldwork profile. However they displayed some concern about its reliability. A major influence on the assessment process was seen to be the fieldwork educator and the supervisory relationship. In general older students appeared to have a greater degree of control over both the assessment process and the supervisory relationship. As a result of the study it would appear that a national exploration of the assessments used to assess competence of occupational therapy graduates could be beneficial to the profession.","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":"133927699","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}
Field Education is pivotal to social work education and requires supervision by a qualified social worker. Student placements with external social work supervision are becoming more prominent, but are generally considered outside the norm and have attracted limited research attention. This paper presents the experiences of task supervisors who supported social work placements, a subset of data from a larger research exploring the experiences of key stakeholders in placements with external or off-site social work supervision in Australia. Task supervisors' perspectives have rarely been considered in research, leaving their contributions to social work education underexplored. The thematic analysis highlighted three dominant themes: the roles between task supervisors and external supervisors were not always clarified; task supervisors were actively engaged in the supervision of students, but did not necessarily have a relationship with the external or off-site supervisor; and task supervisors were not always involved in the student placement assessment. Participants emphasised the positives of placements with external supervision, but also raised a number of challenges.
{"title":"Planting the seeds for someone else’s discussion: Experiences of task supervisors supporting social work placements","authors":"I. Zuchowski","doi":"10.1921/JPTS.V13I1.807","DOIUrl":"https://doi.org/10.1921/JPTS.V13I1.807","url":null,"abstract":"Field Education is pivotal to social work education and requires supervision by a qualified social worker. Student placements with external social work supervision are becoming more prominent, but are generally considered outside the norm and have attracted limited research attention. This paper presents the experiences of task supervisors who supported social work placements, a subset of data from a larger research exploring the experiences of key stakeholders in placements with external or off-site social work supervision in Australia. Task supervisors' perspectives have rarely been considered in research, leaving their contributions to social work education underexplored. The thematic analysis highlighted three dominant themes: the roles between task supervisors and external supervisors were not always clarified; task supervisors were actively engaged in the supervision of students, but did not necessarily have a relationship with the external or off-site supervisor; and task supervisors were not always involved in the student placement assessment. Participants emphasised the positives of placements with external supervision, but also raised a number of challenges.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"1 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":"127850796","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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