scholarly journals When is a personal care task not just a task?

2012 ◽  
Vol 11 (1) ◽  
pp. 19-36
Author(s):  
Jane Fenton ◽  
Linda Walker
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Relationship Building ◽  
Small Scale ◽  
Personal Care ◽  
Factors Associated ◽  
Academic Knowledge ◽  
Students Attitudes ◽  
Work Education

This small scale study examined social work students’ attitudes to undertaking personal care tasks whilst involved in practice learning opportunities (PLOs) in private sector residential care, mostly with older people. A rationale for placing students in residential settings, within the requirements of social work education in Scotland, and the value of this for their learning, is explored. The authors then examine why students should be involved in undertaking personal care. A literature review highlights the main areas of study, namely value-behaviour congruence, notions of professionalism and the interface with managerialism, and the importance of an ‘ethics of care’ approach.The main findings from the study centred around the process of attaining value-behaviour congruence, the transformation of students’ attitudes from negative to positive, the centrality of relationship building and explicit values, a generalised lack of acquiring or drawing on formal academic knowledge, and factors associated with an emergent social work professional.

scholarly journals What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?

2018 ◽  
Vol 15 (1) ◽  
pp. 39-62
Author(s):  
Claire Bates
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Structured Interviews ◽  
Education Practice ◽  
The Uk ◽  
Work Education ◽  
The Voice ◽  
Practice Education

Abstract: Within social work education in the UK practice education has been subject to regular and substantive change and continues to have the potential to be fragmented as a result of practice learning taking place in a variety of organisations and settings as well as students having on site and off site practice educators. In this pilot research study individual semi structured interviews were used to gather data from 6 experienced practice educators who supervised students across both the statutory and voluntary sector, including those practicing independently as ‘off site’, to establish what influences practice educators when determining appropriate learning opportunities for social work students on their final placement. Findings indicated that practice educators draw on a variety of influences to determine appropriate learning opportunities for final year social work students, not relying on a single tool or mechanism. The research was undertaken in order to hear the voice of Practice educators and develop a better understanding of the process of supervising students on placement and to work towards enhancing future practice.Keywords: practice education; practice educator; social work education; placements; pcf; learning opportunities

scholarly journals Planning for learning and learning about planning in social work fieldwork

2012 ◽  
Vol 7 (1) ◽  
pp. 50-66
Author(s):  
David Hodgson ◽  
Heather Walford
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Diverse Range ◽  
Field Placements ◽  
Learning Plan ◽  
Crucial Component ◽  
Conceptual Clarity ◽  
Learning Plans ◽  
Work Education

Fieldwork education is a crucial component of social work education. Many social work students regard their placement experiences as the most profound learning experiences of their studies. The students undertake their field placements in a diverse range of organisational contexts, and in so doing perform a myriad of tasks, adopt a variety of roles, implement a range of practices, and engage with numerous people. Needless to say, social work students have a rich set of learning opportunities within such diversity. An important part of the fieldwork process is the development of learning plans; these plans guide and direct the students’ roles, tasks and learning, and are often an important framework by which assessment of competency and learning takes place. However, learning plans presuppose a logical and conceptual clarity, which needs to be learned if they are to be functional and effective documents. This then poses many challenges in relation to how students might develop a learning plan for fieldwork. This paper explores some of the problems, and offers practical guidance, for students and fieldwork educators to develop rational learning plans in diverse and complex contexts.

scholarly journals Learning ‘at work’ during social work education:

2012 ◽  
Vol 6 (2) ◽  
pp. 6-23
Author(s):  
Anette Bolin
Keyword(s):  
Social Work ◽  
Situated Learning ◽  
Critical Incident ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Learning At Work ◽  
The Social ◽  
Reflective Approach ◽  
Work Education ◽  
The University

The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in which the practice learning opportunities that the students have been involved in are reflected upon, discussed, problematised and theorised, both in a series of workshops and via the process of the narrative description of critical incidents. Practice learning opportunities form an integral part of studies of social work in the Social Pedagogy program at the University West in Sweden, where a reflective approach to both campus and practice learning has been developed. In presenting the analysis of the reflective approach to studies of social work the article draws on both Scandinavian and international research and presents Säljö’s theory of situated learning and Nielsen & Kvale’s theory of Mesterlaerer in the analysis of the critical incident narratives of two individual social work students.

scholarly journals Social Work Students’ Attitudes and Skills Self-Efficacy Toward Collaborative Practice Improve After Interprofessional Opioid Use Disorder Case Discussion

2020 ◽  
Vol 20 (2) ◽  
pp. 204-215
Author(s):  
Isok Kim ◽  
Diane E. Elze ◽  
Patricia J. Ohtake
Keyword(s):  
Social Work ◽  
Self Efficacy ◽  
Social Work Students ◽  
Opioid Use Disorder ◽  
Opioid Use ◽  
Case Discussion ◽  
Before And After ◽  
Students Attitudes ◽  
Work Education ◽  
Work Student

Few studies have examined social work student outcomes after engagement in interprofessional (IP) learning experiences. We examined self-reported attitudes and skills self-efficacy among social work students before and after their engagement in IP Forums. The data comes from social work students who participated in 2016-2018 Fall IP Forums focusing on opioid use disorder. Using the Interprofessional Attitudes Scale (IPAS) and the Interprofessional Collaborative Competency Attainment Scale, revised (ICCAS), we assessed students’ self-reported attitudes (IPAS) and skills self-efficacy (ICCAS) before and after the Fall IP Forums. Paired t-tests identified significant changes in IPAS and ICCAS scores. Students reported increases in their IP attitudes and skills self-efficacy following participation in the IP Forum as measured by pre-IPAS score (n=236, M=4.56, SD=0.29) to post-IPAS score (M=4.68, SD=0.27; t(156)=-5.31, p<.001). Post-ICCAS score also increased (n=48, M=4.26, SD=0.69; t(33)= -5.75, p<.001) from the pre-ICCAS score (M=3.55, SD=0.92). The 2015 Council on Social Work Education Accreditation Standards require that social work students learn how to value and engage in interprofessional teams. Given the self-reported increases in IP attitudes and skills self-efficacy seen in this study, IP Forum participation will help foster greater engagement and contribution to overall IP experiences for social work students.

Students and Faculty as Co-Teachers: Processes of Self-Efficacy and Educational Empowerment

1996 ◽  
Vol 2 (1) ◽  
pp. 133-150 ◽  
Author(s):  
Marceline M. Lazzari ◽  
Nancy A. Banman ◽  
Robert L. Jackson
Keyword(s):  
Social Work ◽  
Self Efficacy ◽  
Research Study ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Social Work Educators ◽  
Roles And Responsibilities ◽  
Qualitative Research Study ◽  
Professional Experiences ◽  
Work Education

When students and faculty share teaching roles and responsibilities, an innovative and challenging learning environment emerges. This paper presents findings from a qualitative research study that sought to explicate the meaning of co-teaching from the perspectives of student co-teachers. Thirty-six undergraduate social work students were interviewed. Student co-teachers reported that their social work education, knowledge, values, and skills were positively affected and their relationships with faculty and students enhanced. The data hold relevance for all social work educators who are interested in creating learning opportunities that more closely replicate the world of practice. In so doing, it appears that processes of self-efficacy and educational empowerment become reciprocally engaged and result in personal/professional experiences that expand the boundaries of traditional educational approaches.

scholarly journals Finding the way forward

2012 ◽  
Vol 9 (1) ◽  
pp. 46-63
Author(s):  
Jean Gordon ◽  
Moira McGeoch ◽  
Audrey Stewart
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Opportunities ◽  
The West ◽  
Combination Of Methods ◽  
The Uk ◽  
Work Education

Locating sufficient student practice learning opportunities (PLOs) has been a long-standing challenge in social work education. This article highlights key findings of a study carried out in the West of Scotland to inform a move from a reactive approach to regular crises in PLO provision towards the development of a long term strategic plan for social work practice learning in the region. The study involved a combination of methods, including literature review, local audit, focus groups and consultation with individuals and organisations in the West of Scotland and the rest of the UK. The study found local and national evidence of innovation in developing new models of practice learning to meet the demands of 21st Century social work in Scotland as well as a growing concern that an emphasis on finding sufficient PLOs should not compromise the quality of the learning opportunities available to social work students. Some of the study’s implications for practice learning in the West of Scotland and further afield are explored.

Educational Correlates of Antigay Bias: A Survey of Australian Social Work Students

2014 ◽  
Vol 19 (1) ◽  
pp. 1-20
Author(s):  
Jill Chonody ◽  
Nilan Yu
Keyword(s):  
Social Work ◽  
Gay Men ◽  
Undergraduate Students ◽  
Sexual Minorities ◽  
Social Work Students ◽  
Lesbian Women ◽  
Students Attitudes ◽  
Work Education ◽  
The University ◽  
The Relationship

The study reported here examined three educational correlates of students’ attitudes toward gay men and lesbian women: coursework prior to attending the university that included information about sexual minorities, coursework at the university that included information about sexual minorities, and identification with one's degree. Undergraduate students enrolled in social work courses in an Australian university were surveyed. Of the three correlates examined, two variables— exposure to education prior to attending the university and identification with degree— were significant, but only in relation to attitudes toward gay men. The relationship with previous education about sexual minorities is remarkable in that it seems counterintuitive: Those who reported more exposure to education about sexual minorities prior to attending the university exhibited greater bias against gay men; however, the effect size was small. Consistent with study hypotheses, greater identification with one's degree was correlated to less antigay bias. Implications for social work education are considered.

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