Preparing for Practice: An Evaluation of an Undergraduate Social Work ‘Preparation for Practice’ Module

The requirement for social work students to undergo assessed preparation prior to undertaking their first practice placement raises key questions about the type of knowledge and experience that is needed for those at the start of their training. This paper shows the need for social work educators to become re‐engaged in debates about the practice–theory relationship and to explore what is meant by an incremental approach to learning. A Preparation for Practice Learning module which was delivered to a cohort of Level 1 undergraduate social work students at a London university is described and evaluated. The paper highlights the key themes which emerged from the evaluation; these include the importance of work shadowing, observational learning and the centrality of critical reflection in aiding students' personal and professional learning. A discussion of its effectiveness in preparing students for their first practice learning experience follows. It concludes by recommending how students' learning in relation to the nature of social work and the skills required to undertake the role effectively might be addressed within the curriculum. Finally, a Preparation for Practice Learning model based on these findings is proposed.     

Adult learning styles: Implications for practice teaching in social work

This paper focuses on the current aspiration to further the process of continuing professional development in social work. It contends that knowledge from the field of adult learning theory may be helpful in sign-posting some tangible ways forward here. The particular emphasis is on critically assessing the usefulness of identifying learning styles as indicators of preferred ways of learning. Knowledge of learning styles is explored as one way of promoting students' learning on practice placements. A small-scale qualitative research study with a group of practice teachers and their students is presented as a vehicle for exploring this new terrain in social work. The findings of this research build on key themes identified by the current literature in this area. The author's findings suggest that information about learning styles has direct practical application in the social work practice teaching arena. The data points to the potential value of using such information to guide students' learning on practice placements and has relevance to considerations of their continuing professional development. Suggestions are put forward to highlight how practice teaching and Diploma in Social Work programmes could facilitate this process. The paper stresses the over-riding need to view students as actors in a broader social context, however, and highlights how information regarding learning styles needs to be utilised in this context.     

Information and computer technology use in Australian social work education

Abstract

Computer technology is now an every day aspect of both our personal and professional lives. Recently however, concern has been raised as to the preparedness of social work students to use this tool effectively when entering the practice setting. This paper sets out to address the issue by investigating the extent and ways in which computer technology is included in four-year full time Australian social work degree programs. A national study of Australian academics was conducted and the main themes to emerge were: 1) information and computer technology was considered important for social work education and practice; 2) educators need to understand technology if they are to incorporate it effectively within their curricula; 3) the inclusion of technology in social work education should be approached with caution to ensure it is used appropriately to enhance students' learning while maintaining the guiding values and principles of practice of the social work profession; and 4) that students are aware of the legal and ethical use of technology in practice.     

Total Immersion: Using Group Care Placements to Maximise Practice Learning

This paper presents findings from a survey of students' views on the experience of undertaking assessed placements in group care settings as part of their qualifying social work training. Respondents are positive and enthusiastic about the available learning opportunities in these settings, especially in terms of the possibilities for close involvement with service users and for learning about ‘real social work’. They emphasise the value of support from both on‐site supervisors and off‐site practice teachers, and reflect on the demands which such placements make in terms of students' personal resourcefulness in ambiguous role sets. The paper also offers advice for students, tutors and practice teachers on a range of issues involved in the planning of placements in group care settings, including comments on anti‐oppressive practice and on the use of reflective journals by students.     

‘She Knew What was Coming’: Knowledge and Domestic Violence in Social Work Education

Social Work educators are aware that within any class of social work students there are likely to be students with first-hand experience of domestic violence. The Writing Stories project was designed to engage students with social policy learning using experiential accounts. An unintended outcome of the project was the disclosure of students' experience of domestic violence. The accounts of violence offer an interesting juxtaposition with the formalised academic story of violence. This paper, by drawing on the concept of banality, aims to uncover how knowledge is presented in those stories and what challenges this may pose for educators. Feminist research highlights the need for researchers to enable women to tell their stories. Social work values also stress that service-user experience should be central to theorising and knowledge production. However, within an educational relationship these stories also need to be examined for how they can both provide a basis for knowledge and compete with, clash or resist other forms of knowledge. The key argument is that neither the formal, academic forms of knowledge, nor the experiential should be privileged. Instead, it is by working across a spectrum of epistemological methods that practice is best contextualised.     

Increasingly Strange Bedfellows? An Examination of the Inclusion of Disability Issues in University- and Agency-based Social Work Education in a Welsh Context

Previous research has indicated relative reluctance among student social workers to plan future careers working with people with physical impairments. This continuing longitudinal study followed one cohort of undergraduate social work students from induction, to investigate and contribute to the development of effective curriculum strategies in preparing students for contemporary generic social work practice in relation to disability issues. A mixed methodology approach utilising questionnaires and focus groups was used to track the development of social work student perceptions of their preparedness for working with disabled people at different points in their education.

Preliminary results revealed that while personal experience is a strong determinant of future interest in working within a particular service area, the use of case studies designed and delivered in conjunction with service users, carers and current practitioners appeared to be a particularly positive method of encouraging students to reflect upon real-life challenges within a safe environment. Results also suggest that interweaving features of a curriculum infusion model with a distinct module approach may moderate the gap that is perceived by students as remaining stubbornly prevalent between university- and agency-based learning.     

Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Masters level statistics is often not a course of choice for social work students. Teaching it in such a way that students' anxiety is reduced while facilitating their recognition of the importance of empirical knowledge in their social work practice and their need to have fundamental research skills, can be quite challenging. The purpose of this paper is to introduce a pedagogical tool used in a course on bivariate statistics that involves students throughout the semester in the process of developing and testing their own hypotheses regarding fluctuations in reported hate crimes/capita by states (as reported by the Federal Bureau of Investigation). This technique provides continuity throughout the semester and is easily adapted to other issues equally important to social work. The data's unintuitive findings that disagree with most students' hypotheses also challenges students to consider methodological issues and the validity of the data. Because most students do not have a strong knowledge base of hate crimes, students often have to grapple with how their own preconceptions might bias their understanding of an issue and potentially their work with a client or client system. From an instructional standpoint, the method is contained and manageable, and the data are easily accessible.     

The reflective diary: an experiential tool for enhancing social work students’ research learning

There has been substantial discussion internationally about the need for social work students to integrate research into practice. Little has been written, however, about teaching methods that address the cognitive and emotional challenges students experience in their efforts to develop research competencies. Many students believe that research does not apply to the ‘real’ world of practice and are anxious and fearful when they begin a research course. Using a retrospective review of students’ assignments, this article describes the use of reflective diaries in teaching MSW students from a university in the USA skills for practice-based social work research. Reflective diaries provide a safe forum for students to actively engage with the challenges they experience while taking a research course and take ownership of their learning needs. The diary entries provide instructors with windows into their students’ learning processes that enable them to create scaffolding opportunities that support students in developing confidence in their research skills. This article describes the pedagogical philosophy behind reflective diaries, details of the diaries assignment, and benefits of this learning tool for students and instructors. The authors offer recommendations for incorporating reflective diaries into social work research courses and implications for evidence-based practice.     

Problem-Based Learning: An Integration of Theory and Field

Abstract

This article comments on the weaknesses of conventional field education models and presents a problem-based learning (PBL) model piloted at the University of Hong Kong. The PB Lprogram has three components: paper cases, skills workshops, and field project. Its aim is to help students integrate social work theories with practice and build their competence in self-directed learning. Findings on the preliminary assessment of the students' learning are reported. The experience was generally positive. The tutors' opinions of how the PBL program can fit in a social work curriculum and contribute to student learning are included, and the author describes the types of support required for model implementation.     

Speed Mentoring in Teaching and Learning: Young people with experience of the care system mentor social work students

The value of listening and talking to young people with experience of the care system has been recognised as a vital and positive contribution to social work students' learning. A model of co-production was used to develop a series of speed mentoring events whereby social work students placed in local authority children and family settings were mentored by young people with experience of the care system. This tentative review of this small-scale project shares the authors' critical reflections on the value and reliability of this model, for evaluating the outcomes of co-productive mentoring relationships between young people and social work students. The reversal of the power dynamic between student and service user contributed to the unsettling of assumptions about each other and empathy for each other's role. The student authors reflect on learning about the child's experience that has influenced their practice. The mentor authors welcomed the opportunity to participate in the development of ‘young people friendly’ social workers. Suggestions are made as to how this model could be developed to contribute to a more systematic approach to the role of service users in mentoring, advising and contributing to the supervision process of students and social workers.     

Maximizing Student Learning: A Case Example of Applying Teaching and Learning Theory in Social Work Education

Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.     

Service Learning with Rural Older Adults

Abstract

The purpose of this qualitative study was to examine the effects of a service-learning project with rural older adults on social work students' choice of working professionally with older adults upon graduation. Service learning is a course-based community service experience designed to enhance students' understanding of course content while meeting an identified community need at the same time. The service-learning intergenerational project consisted of ten hours of face-to-face interaction between a BSW student and an older adult living in rural South West Virginia and the city of Charleston. Twenty-one undergraduate social work students attending the Micro Practice course participated in the study. Data collection consisted of face-to-face interviews guided by a set of open-ended questions. Data analysis revealed that participation in the intergenerational project did not change a students' choice of major but it increased their desire to explore the field of aging.     

Promoting reflective practice with older people: Learning and teaching strategies

Social work with older people is often characterised as low status employment and is dominated by medicalised constructions of old age. Consequently, there is a need for educational responses that address students' negative attitudes toward older people and enable the development of practice skills in this area. The present paper evaluates an elective course for third year social work students that challenged their perceptions of their own and others' ageing, and stimulated a reflective approach to practice with older people. Reflective learning techniques were employed in the course, including observations in aged care service settings. Students in the course showed a high degree of interest in working with older people in the future and, although this did not increase much throughout the course, they evaluated it positively, noting greater awareness of issues affecting older people.     

TEACHING SOCIAL WELFARE POLICY: A COMPARISON OF TWO PEDAGOGICAL APPROACHES

The use of experiential approaches to teach social welfare policy suggests that such methods may increase undergraduate social work students' knowledge of and skill in working on social and economic justice issues. This article compares 2 such methods using qualitative and quantitative approaches. The first teaches social welfare policy as a service learning course and the second integrates social welfare policy into the students' practicum experience. The authors conclude that both approaches are equally effective in helping students to increase their knowledge of policy concepts and may help students feel more competent in using policy-related skills.     

Promoting Deep Learning: A Teaching,Learning and Assessment Endeavour

The need for social workers to develop expertise in critical reflection is now a dominant theme in the literature. How this expertise is achieved, however, remains under‐explored in an environment increasingly focused on outcomes, evidence of performance and teachers' preoccupations with curriculum content and assessment. Students' understanding of critical reflection and how, if at all, their social work education assists in developing this capacity, continue to be under‐represented.

Applying a ‘deep‐learning’ framework, this article outlines an attempt to engage final year social work students in a teaching, learning and assessment exchange that promotes critical reflexivity. It presents the thinking behind the evolution of a unit focused on social work in public welfare and health settings. Using their final assessment exercise in which they are asked to review their learning, it then offers students' responses to that unit. In particular, the paper highlights the personalised practice visions offered by students as they seek to locate themselves, personally and professionally, before making the identity‐challenging transition from student to qualified practitioner.     

Perceptions of Readiness for Legally Literate Practice: A Longitudinal Study of Social Work Student Views

Law is a prescribed element of the curriculum for the social work degree. Research and development work have included a systematic review, practice survey and curriculum building; however, little evidence exists about the outcomes of teaching and learning of law in social work education, although students report increasing levels of satisfaction. Moreover, doubts remain about how far students acquire legal knowledge and skills in its implementation.

This survey of social work students in seven UK universities measured their law learning and their confidence in using this knowledge. Concept maps and a self-audit questionnaire were used to capture students' understanding and perceptions of this knowledge domain and self-assessments of their legal knowledge and skills. A large sample was achieved across first, second and final year students.

The interface between the legal rules and practice is a site of anxiety and perceived difficulty. In some areas students offer relatively confident self-assessments of their legal knowledge and skills for practising law. However, levels of confidence in other areas of their law learning raise doubts about the degree to which they can advocate for, and protect, service users. Conclusions are drawn about the effectiveness of students' law learning.     

Book reviews

This article reviews the development of an experiential learning exercise at Kingston University, designed to involve service users and carers in assessing students' readiness to practise. The new social work degree places increased emphasis on practice learning and equipping social workers with the knowledge, skills and tools for the job. This article draws out some of the strengths and advantages of involving ‘experts by experience’ in helping students to develop awareness of self, their impact on others and effective communication skills, ultimately promoting an understanding of reflective practice early in their training. It also acknowledges some of the problems and dilemmas in providing an equitable experience for all students. The students are provided with this learning/assessment experience as part of a module in the first year of the undergraduate social work degree programme and have to pass this element of the module, in addition to the academic component, in order to progress to level two.

The terms ‘service users’ and ‘carers’ and ‘experts by experience’ are used interchangeably in this article. The Steering Group at Kingston University, involved in the development of the exercise discussed, are aware of the power and impact of language and have expressed preference to being referred to as ‘experts by experience’.     

Service User Involvement in Social Work Education: A Case Example

The financial resources provided by the General Social Care Council (GSCC) which supports the education and registration of social workers, has allowed for an increase in user involvement in social work programmes in England and Wales. This article discusses the sources of knowledge appropriate for social workers and social care workers including the significance of the service user knowledge base for social work theory and practice. A project is described which involved students in a consultation process with service users whose role it was to contribute to the students' learning in a particular area, specifically understanding their experience of social workers and the issues of discrimination which they faced and the processes which were helpful in resisting oppression.     

Mindfully Increasing Quality of Life: A Promising Curriculum for MSW Students

MSW students may experience considerable stress during graduate school due to multiple life demands and the challenges of social work curricula, which often involves exposure to distressing client situations. Students' quality of life may be negatively impacted without sufficient tools to manage these stressful experiences. This paper presents evaluative findings of a course/module designed to enable MSW students in a university in the Southwestern United States to increase their quality of life and build stress coping abilities by incorporating mindfulness into their daily self care routines. Findings reveal that after completing the course/module, students reported increased quality of life even though perceived stress levels did not improve. Accordingly, mindfulness holds significant promise for bolstering students' ability to cope with the challenges of graduate school and preparing for professional practice.     

The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education

This paper draws on the notion of threshold concepts to consider the way in which disability studies has the capacity to transform social work students' understandings of disability and therefore influence their practice. Most students enter social work programmes with the professed aim of ‘helping’ and so to be confronted by an approach (the social model of disability) and a body of research and theorising (disability studies) that challenges their taken-for-granted assumption that social work practice is ‘helpful’ is unsettling and can lead to resistance. The purpose of this article is to interrogate practice on a social work programme where a commitment to social model practice is explicated and embedded with the purpose of identifying what it is we want students to ‘get’, whether they find this troubling and how they can be effectively supported as they move through liminal spaces in social work education.