Search results for ‘Subject term:"social work education"’ Sort:
Results 1 - 7 of 7
The outcomes of social work education: developing evaluation methods
- Editors:
- BURGESS Hilary, CARPENTER John, (eds.)
- Publisher:
- Higher Education Academy. Subject Centre for Social Policy and Social Work
- Publication year:
- 2010
- Pagination:
- 130p.
- Place of publication:
- Southampton
The outcomes of social work education (OSWE) was set up to build capacity in evaluating the outcomes of social work education. Funded by the Social Care Institute for Excellence and SWAP, six Higher Education Institutions (HEIs) offering social work programmes joined the first phase of work until July 2008. Subsequently the Scottish Institute for Excellence in Social Work funded an extension to include three Scottish HEIs in the second phase, running until July 2008. The aims of the project are to enable social work educators to: gain information about ways in which their teaching and learning may be effective, and ways in which it might be improved; test the feasibility of outcome measures and research designs; and make use of opportunities to compare and contrast practice between programmes. This monograph presents ten papers: developing self-efficacy in research skills: becoming research-minded; evaluating learning using vignettes; an exploration of concept mapping as a method of evaluating student learning in social work; evaluating teaching and learning about ‘race’ and racism; can we measure and track the acquisition of competency on a professional social work degree?; are student social workers’ communication skills improved by university-based learning?; service user, carer, practice educator and academic partnership in evaluating the decision making of social work students; evaluating the teaching and learning of communication skills for use with children and young people; and evaluating the outcomes of ‘teaching teams’ – a new model for practice learning; service user and carer involvement in the OSWE project in England: the experiences of two service user researchers.
Evaluating social work education: a review of outcomes, measures, research designs and practicalities
- Author:
- CARPENTER John
- Journal article citation:
- Social Work Education (The International Journal), 30(2), March 2011, pp.122-140.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
A discussion paper from 2005 for the Social Care Institute for Excellence and the former Scottish Institute for Excellence in Social Work Education is revised and updated in this article. The updating literature review identified studies in English published between 2004 and 2010 on the student learning outcomes of social work education and of interprofessional education involving social workers. To be included, outcomes had to be measured and the paper had to report differences between 2 or more time points. The article presents examples of different approaches to the measurement of outcomes and to the use of research designs in social work education and interprofessional education from 1997 to 2010. It discusses the advantages and disadvantages of alternative research designs and reviews some practical considerations regarding the development of an outcomes-based culture in university based education. The author concludes that rigorous evaluation of the outcomes of social work education is still at an early stage of development.
Evaluating outcomes in social work education: evaluation and evidence, discussion paper 1
- Author:
- CARPENTER John
- Publishers:
- Scottish Institute for Excellence in Social Work Education, Social Care Institute for Excellence
- Publication year:
- 2005
- Pagination:
- 44p.,bibliog.
- Place of publication:
- Dundee
The aim of this paper is to stimulate discussion amongst educators and evaluators by attempting: to identify what we mean by the ‘outcomes’ of social work education; to consider how these outcomes might be measured; to assess the advantages and disadvantages of different research designs for the evaluation of outcomes in social work education; and to illustrate some of the methods and measures which have been used to evaluate outcome.
Building capacity and capability for evaluating the outcomes of Social Work education (the OSWE Project): creating a culture change
- Authors:
- BURGESS Hilary, CARPENTER John
- Journal article citation:
- Social Work Education (The International Journal), 27(8), December 2008, pp.898-912.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper describes and analyses the first year of a three-year project in the UK to build capacity and capability in evaluating the outcomes of social work education. A facilitated action learning set was established for six university social work programmes, involving in different ways academic, practice, service user and carer educators, who met to develop research projects focussed on measuring the outcomes of social work education. The authors outline the genesis of the project, and discuss the context in terms of both pedagogic research and social work education. The activities undertaken in its first year, including the evaluation strategy are described. Some emerging findings are presented concerning the levels of learning outcomes being assessed; the role of the evaluator; the importance of engaging colleagues and students; service user and carer participation; and the positive features of the learning set. Plans for the remaining two years are outlined, including the piloting of outcome measures. Finally the authors reframe the model as it emerged in practice, extracting key elements for capacity building.
Developing the confidence and competence of newly qualified child and family social workers in England: outcomes of a national programme
- Authors:
- CARPENTER John, et al
- Journal article citation:
- British Journal of Social Work, 45(1), 2015, pp.153-176.
- Publisher:
- Oxford University Press
A measure of self-efficacy was used to assess the development of competence and confidence for participants in a one-year national programme of supervision and support for newly qualified child and family social workers (NQSWs) in England. The study also explored the associations between self-efficacy, demographic variables and role clarity, role conflict, job satisfaction and stress. Method: A longitudinal repeated measures design with three cohorts of NQSWs participating in the programme (2008–12) (N = 2,019); in 2008–09, comparison was made with a ‘contrast group’ of NQSWs (N = 47) in non-participating agencies. Findings: Self-efficacy ratings showed substantial and statistically significant increases between the beginning and end of the programme for all three cohorts. The proportion of ‘confident’ NQSWs increased from a half to three-quarters of respondents. However, interim retrospective ratings indicated overestimation of self-efficacy at baseline. Self-efficacy ratings at the end of the year favoured the programme group versus the contrast group. High self-efficacy was predicted statistically by age, role clarity and intrinsic (but not extrinsic) job satisfaction. It was unexpectedly associated with high role conflict and was not related to stress. Findings supported a developmental process model for the accumulation of professional expertise. Implications: An Assessed and Supported Year in Employment (ASYE) based on the programme has been established for all NQSWs in England. (Publisher abstract)
Interprofessional education for community mental health: attitudes to community care and professional stereotypes
- Authors:
- BARNES Diana, CARPENTER John, DICKINSON Claire
- Journal article citation:
- Social Work Education (The International Journal), 19(6), December 2000, pp.565-583.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social workers are considered key members of community mental health teams, yet difficulties in interprofessional collaboration between social workers and health care professionals, particularly psychiatrists and nurses, have been reported. This paper examines some sources of these difficulties in terms of perceived differences in models of mental illness, attitudes and values, including stereotyping, professional identification and role clarity. Interprofessional education (IPE) may diminish negative stereotypes and promote multidisciplinary teamwork. A theoretical framework is described and findings from the evaluation of a 1-year programme of interprofessional education for community mental health are presented. These findings suggest that attitudes and values concerning community care for people with mental health problems are largely shared by different professions, but they do confirm the existence of interprofessional stereotypes and of perceived status differences. In contrast to previous research, there was evidence of changes in stereotypes. these findings are discussed in terms of the theoretical framework and the design of the programme.
Shared learning for doctors and social workers: evaluation of a programme
- Authors:
- CARPENTER John, HEWSTONE Miles
- Journal article citation:
- British Journal of Social Work, 26(2), April 1996, pp.239-257.
- Publisher:
- Oxford University Press
This paper reports a shared learning programme for final year social work and medical students which was designed in the light of social psychological studies of intergroup behaviour (the Contact Hypothesis). Key features included institutional support for the programme and opportunities to work as equals in pairs and small groups on shared tasks in a co-operative atmosphere. Topics included alcohol abuse, dealing with psychiatric emergencies, deliberate self-harm and community services for people with learning disabilities.