scholarly journals 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?

2012 ◽  
Vol 6 (3) ◽  
pp. 62-81
Author(s):  
Christine Walton
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Essential Elements ◽  
Structured Interviews ◽  
Learning Opportunity ◽  
North East ◽  
Starting Point ◽  
The Social ◽  
Framework Approach ◽  
The University

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.

scholarly journals An Empirical Approach to Study Smartphones’ Usage in Academic Performance of University Students

2020 ◽  
Vol 3 (2) ◽  
pp. 279-286
Author(s):  
Nargis Abbas ◽  
Uzma Ashiq ◽  
Syeda Mahnaz Hassan ◽  
Muhammad Alam
Keyword(s):  
Academic Performance ◽  
Social Work ◽  
Negative Impact ◽  
Social Work Students ◽  
Sampling Technique ◽  
Academic Life ◽  
Academic Learning ◽  
Advantages And Disadvantages ◽  
The Social ◽  
The University

The purpose of this study was to find out the advantages and disadvantages of smartphone usage in the academic life of Social Work students at the University of the Punjab, Lahore. The quantitative research methodology was adopted in this study. The survey of Social Work students from the university was done by employing purposive sampling technique. Students having smartphones were part of this study. A structured questionnaire was used to collect the data from 203 Social Work students of the University of the Punjab. The SPSS was used to analyze the data among the smartphone users. The Social Work students used smartphones not primarily for academic purposes but for social activities. It also operated as a learning aid, which was absolutely essential to students which made them capable to find quick information and got their time saved. Smartphones were also seen more as a distraction in the classroom rather than learning aid as smartphone produce distraction in the classroom and this distraction diverted students’ attention in the class. Students multitasking and non-academic usage of smartphone produced negative impact on students’ learning and resultantly lower their academic performance. Smartphone usage seemed great if smartphone is capitalized to achieve the benefits associated with its use; resultantly the Social Work students can possibly enhance their academic learning that may lead them to success in their academic life.

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.

Exploring social inclusivity within the University of the Third Age (U3A): a model of collaborative research

2015 ◽  
Vol 36 (8) ◽  
pp. 1580-1603 ◽  
Author(s):  
REBECCA PATTERSON ◽  
SUZANNE MOFFATT ◽  
MAUREEN SMITH ◽  
JESSICA SCOTT ◽  
CHRISTOPHER MCLOUGHLIN ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Collaborative Study ◽  
Later Life ◽  
Structured Interviews ◽  
Third Age ◽  
Social And Emotional ◽  
The Third ◽  
North East ◽  
The Social ◽  
The University

ABSTRACTLifelong learning is believed to have physical, social and emotional benefits for older adults. In recognition of this, numerous programmes encouraging learning in later life exist worldwide. One example is the University of the Third Age (U3A) – a lifelong learning co-operative rooted in peer-support and knowledge sharing. This article is based on a collaborative study conducted by university researchers and members of a U3A in North-East England (United Kingdom) investigating the social inclusivity of the group in light of low attendance levels among those from social housing and non-professional backgrounds. A qualitative approach comprising semi-structured interviews and focus groups was adopted to explore knowledge and experience of lifelong learning and the U3A. Sixty individuals aged 50+ were interviewed. The demographic profile of participants largely reflected the socio-economic make-up of the area, with the majority living in areas of high socio-economic deprivation. Several barriers to lifelong learning were revealed, including: poor health, insufficient transport and caring responsibilities. Regarding U3A participation, three exclusionary factors were outlined: lack of knowledge, organisational name and location. Poor comprehension of the purpose and remit of the U3A can result in the development of ‘middle-class' myths regarding membership, perpetuating poor participation rates among lower socio-economic groups. Such perceptions must be dispelled to allow the U3A to fulfil its potential as a highly inclusive organisation.

Merging information literacy and evidence-based practice for social work students

2016 ◽  
Vol 117 (3/4) ◽  
pp. 201-213 ◽  
Author(s):  
Tricia Jane Bingham ◽  
Josie Wirjapranata ◽  
Shirley-Ann Chinnery
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Work Students ◽  
Evidence Based ◽  
Constructivist Teaching ◽  
Research Practice ◽  
Content Type ◽  
The Social ◽  
The University ◽  
Solution Focused

Purpose – This paper outlines a teaching and learning collaboration between information literacy (IL) professionals and a social work academic at The University of Auckland. The collaboration was developed for the purpose of introducing evidence-based practice (EBP) and related IL skills to a third-year social work cohort preparing for their first practicum. Embedding the research–practice connection in the minds of students at this level of study is essential, as using evidence in practice is considered to be a fundamental professional objective. Despite this perspective, it is not uncommon for research to be viewed as an ancillary, if not discretionary skill in social work, with the research–practice gap well recognised in the social work literature. EBP offers students a clearly defined, systematic research framework imminently suited to the novice learner which emphasises the importance of research for practice. Research skills, in particular IL and the ability to find, evaluate and apply information, are essential to the development of effective EBP. Apart from the practical skills of being able to find evidence, critical thinking and reflective skills are key skills also inherent to IL processes and practice, and mastery of the evidence-based approach is impossible without mastery of these key IL competencies. Taking a solution-focused frame, theoretically underpinned by a constructivist teaching philosophy, we detail specific EBP and IL teaching practices, challenges and the remedies applied. The paper concludes with key lessons learned and future directions for teaching EBP and IL skills to social work students at The University of Auckland. Design/methodology/approach – A solution-focused frame is theoretically underpinned by a constructivist teaching philosophy. Findings – This paper offers insights derived from seven years of teaching EBP and IL skills to social work students and investigates specific teaching challenges and details the remedies applied. Research limitations/implications – As a case study, this article deals with one instance of EBP and IL teaching. Focusing specifically on EBP in the social sciences, this may not be relevant for other disciplines. Practical implications – This paper offers insights into methods for merging EBP and IL skills teaching in the social sciences, providing practical examples of activities which can be used in teaching, underpinned by relevant theory. Social implications – To be effective practitioners, social workers must understand the importance of research to practice, in particular how this can improve their professional knowledge and practice. Forging the research–practice connection aids the development of competent practitioners and enhances the well-being of social work clients. Originality/value – The authors outline constructivist–connectivist learning activities that can be used to advance students’ IL skills, develop research capacity and enhance the importance of the research-practice connection in social work practice. While much research has been done on EBP and IL connections in the medical and nursing literature, there is limited literature discussing EBP and IL integration in social work.

scholarly journals Integrating Social Work Into Interprofessional Education

2020 ◽  
Vol 20 (2) ◽  
pp. 454-472
Author(s):  
Keith Adamson ◽  
Rachelle Ashcroft ◽  
Sylvia Langlois ◽  
Dean Lising
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Social Work Students ◽  
Social Work Faculty ◽  
University Of Toronto ◽  
Healthcare Settings ◽  
The Social ◽  
Professional Leadership ◽  
The University

The University of Toronto Interprofessional Education Curriculum (IPE) is an exemplar of advancing interprofessional education with a focus on preparing students for practice in healthcare settings. Our paper begins with a detailed overview of the University of Toronto’s IPE program including the range of participating faculties, an overview of the curriculum including examples of learning activities, and the social work specific expectations that are embedded in the core and elective components. Following, is a discussion on mitigating the challenges and engaging opportunities associated with integrating social work in a healthcare-focused IPE program at a major Canadian University. Our exploration of mitigating challenges and engaging opportunities will span five key areas: a) Creating meaningful learning experiences for social work students; b) Implementing mandatory or elective IPE participation; c) Scheduling of IPE activities; d) The role of social work faculty in driving student involvement in IPE; and e) Strengthening social work professional leadership for IPE.

Diferencias de género en el interés por las materias de los estudiantes del grado de trabajo social en la Universidad de Almería [Gender Differences in the Social Work Students’ Interest For Subjects at The University of Almeria]

Portularia ◽  
2012 ◽  
Vol 12 (Addenda) ◽  
pp. 197-204
Author(s):  
Carmen María Salvador-Ferrer ◽  
Antonio-José Macías-Ruano ◽  
María José González-Moreno ◽  
Alexandra Ainz-Galende ◽  
Jesús Mayor-Rodríguez
Keyword(s):  
Gender Differences ◽  
Social Work ◽  
Social Work Students ◽  
The Social ◽  
Trabajo Social ◽  
The University

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

Hong Kong social work students at the University of Hull

1995 ◽  
Vol 14 (3) ◽  
pp. 44-60 ◽  
Author(s):  
Vicky W.K. Leung ◽  
Bill Y.P. Lay ◽  
Anne Ketchell ◽  
Cindy Clark ◽  
Robert Harris
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Social Work Students ◽  
The University
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