Search results for ‘Subject term:"social work education"’ Sort:
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Immersion learning in social work education: a pedagogical tool for enriching knowledge and practice skills among BSW Students
- Author:
- ROBINSON Erin L.
- Journal article citation:
- Journal of Teaching in Social Work, 38(5), 2018, pp.536-550.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This ethnographic research describes an immersion learning course offered to BSW student social workers (N = 9) and the learning outcomes gained. This semester-long course focused on macro-level practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organisations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realise their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macro-level practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills. (Edited publisher abstract)
Discretion or prescription? Exploring confidence in qualifying social work education
- Author:
- TAYLOR Imogen
- Journal article citation:
- British Journal of Social Work, 45(2), 2015, pp.493-510.
- Publisher:
- Oxford University Press
In England and the USA, social work education is undergoing major change with the aim of improving the transparency, accountability and quality of social work practice. To achieve change in England, the Social Work Task Force and subsequent Social Work Reform Board, established to review the profession, addressed curricula inputs to the qualifying social work degree. This author used thematic template analysis to review two sets of evidence: government policy documents designed to support the reform process; and findings from synthesised Knowledge Reviews commissioned by the Social Care Institute for Excellence into how government curricula requirements were applied following introduction of the new social work degree in England. Synthesis of these policy and practice knowledges allows insights from the Knowledge Reviews to hold up a critical lens to policy reform. The argument is made that curricula prescription does not result in consistency, and increased prescription risks unintended consequences, in particular the erosion of professional judgement and undermining of professional confidence. Ways forward are proposed which include: social work taking the lead in social work education; programme partnerships containing the competing views of stakeholders; and stakeholders refocusing from a preoccupation with inputs to prioritising outcomes of social work education. (Publisher abstract)
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.
Outcome-based education: is it right for social work?
- Author:
- SIMPSON Barbara
- Journal article citation:
- Social Work Maatskaplike Werk, 46(3), 2010, pp.274-282.
This article examines outcome-based education and its usefulness as an approach to social work education, and specifically as the organising framework of the Bachelor of Social Work (BSW) degree in South Africa. It begins by describing the context in which the BSW was developed, and specifically the underlying assumptions that led to the establishment of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF). It goes on to describe outcomes-based education and demonstrate numerous ways in which it is problematic for social work education. It argues that the prescriptive nature of the learning outcomes and associated assessment criteria severely limit learning opportunities. The article concludes that outcome-based education does not serve the interests of social work as a discipline in the academy or as a profession.
Outcomes-based assessment: necessary evil or transformative potential
- Author:
- BOZALEK Vivienne
- Journal article citation:
- Social Work Maatskaplike Werk, 45(1), March 2009, pp.91-110.
The author reflects on the development of a module with a dual purpose: that of incorporating the exit-level outcomes and their associated assessment criteria of the BSW degree and of engaging in an assessment of one learner, in order to become a registered assessor with SAQA. The integration of the specific outcomes and associated assessment criteria into the curriculum are outlined, as are how the assessment is planned, prepared, conducted, evaluated, and reviewed. Finally, the strengths and weaknesses of outcomes-based assessment both from the perspective of the implications for the curriculum and for assessment of students are considered.
Problem-based learning in social work: a study of student learning outcomes
- Authors:
- LAM Debbie Oi Bing, WONG Donna Kam Pun
- Journal article citation:
- Research on Social Work Practice, 17(1), January 2007, pp.55-65.
- Publisher:
- Sage
This study evaluated the effects of problem-based learning (PBL) in social work education. The participants were 132 second-year social work students in Hong Kong who took the core courses of Social Work Theory and Practice and Skills Laboratory in the PBL mode. A 40-item scale was used to measure the students’ perceptions of their social work knowledge, skills, and values, Biggs’s Study Process Questionnaire and Revised Study Process Questionnaire were employed to examine their learning approaches. The results indicated positive learning outcomes, with the most significant gains occurring in knowledge and lesser gains being made in skills and values. The findings suggest that students with deep learning motives and approaches reap the most benefit from PBL.
Outcome measures in social work education in the United States: a national survey
- Authors:
- MIAH Mizanur Rahman, NEWCOMB Paul R.
- Journal article citation:
- International Social Work, 38(1), January 1995, pp.79-86.
- Publisher:
- Sage
This study provides baseline data describing the efforts of accredited programs in the United States to measure outcomes in social work education in conformity with recent Council on Social Work Education standards.
Keele practice teacher training programme: evaluation report
- Authors:
- HOPKINS Di, URBEN Liz, WATERSON Jan
- Publisher:
- Keele University. Evaluation Research Unit
- Publication year:
- 1993
- Pagination:
- 71p.,tables.
- Place of publication:
- Stoke-on-Trent
Gives the background to the introduction of an innovative competence based approach to practice teaching. Describes the candidates and their expectations of the programme content, and its impact on immediate learning outcome. Participants perspectives 6 months after completing the programme are included and further developments of the programme since the pilot are described.
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.
Evaluating learning outcomes and assessing social work skill development: comparing online vs. in-person education
- Authors:
- CANADA Kelli E, et al
- Journal article citation:
- Journal of Technology in Human Services, 40(1), 2022, pp.47-57.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article presents results from an evaluation of learning outcomes in a social work skills class between online and in-person students. Students were compared on background and academic factors, including grade point average prior to graduate school, time since completion of undergraduate education, undergraduate degree, and previous work and training in social services. Students also completed a skills self-assessment at the beginning of the class and upon completion. Data used to measure learning outcomes included total points earned and grades. Data were also collected from instructors' field notes and observations. Data were analyzed using descriptive statistics and bivariate analyses, including one way and repeated measure ANOVA. Online students perceived they entered the class with more skills but no differences existed at the post-assessment. Minimal differences existed in students' scores on major assignments except the bio-psycho-social assessment; in-person students scored higher. Instructors identified rapport building online as challenging. Results suggest parity of online and in-person learning. It is important to continue researching which students do best in--online and in-person coursework--in order to assist students in making the best choices for their learning preferences. (Edited publisher abstract)