Search results for ‘Subject term:"social work education"’ Sort:
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The art of becoming a social work practice educator
- Author:
- AHMED Shabnam
- Journal article citation:
- Journal of Practice Teaching and Learning, 18(1-2), 2021,
- Publisher:
- Whiting and Birch
Through this practice note, I share some of my reflections and learning of becoming a practice educator. The experience has enhanced my skills as a social worker and team manager and now as a social work doctoral student. Based on my observations of supervision as a practice assessor and my experience of having many different managers throughout my career, I have noticed when social workers move into management without a practice educator qualification, the supervisory relationship experience is a different one than that of a practice educator – turned manager. I question why this is. Is reflective supervision only reserved for students? I am suggesting that it should not be. Each supervisor should be supported and enabled to connect with their Art, as supervision is a form of Art.
Technical assistance, neo-colonialism or mutual trade? The experience of an Anglo/Ukrainian/Russian social work practice learning project
- Authors:
- DOEL M., PENN J.
- Journal article citation:
- European Journal of Social Work, 10(3), 2007, pp.367-381.
- Publisher:
- Taylor and Francis
Since the collapse of the Soviet Union there has been a steady stream of Western consultants ready to work in Eastern Europe and Russia and share professional and academic expertise and experience. Social work, unknown as a discrete discipline or profession in the Soviet Union, has been a growth area with funding from a variety of sources to help promote East-West partnerships. Social work theory and practice emphasises critical appraisal of policy and embraces issues of power, discrimination and oppression. Social work educators should therefore be especially alert to the complex ethical questions which these kinds of collaborations raise, and adept at finding practical solutions or workable compromises. This article explores these ethical and political issues with reference to a project to develop social work practice learning in a Russian oblast' (region). The project was an ambitious partnership of British, Ukrainian and Russian educators, involving numerous Russian social work and related agencies, and four Russian universities and colleges in one oblast'. The authors use a series of vignettes to help the reader achieve insights into these East-West transactions. The article concludes with a discussion of different interpretations of these dealings, using three prisms: technical assistance, neo-colonialism and mutual trade.
In Europe: 3. bridging the channel; practice teaching in France and the United Kingdom; report of a study visit to Angers
- Author:
- DAINES Renee
- Publisher:
- Central Council for Education and Training in Social Work
- Publication year:
- 1992
- Pagination:
- 55p.
- Place of publication:
- London
Virtual reality: an immersive tool for social work students to interact with community environments
- Authors:
- LANZIERI Nicholas, et al
- Journal article citation:
- Clinical Social Work Journal, 49(2), 2021, pp.207 -219.
- Publisher:
- Springer
- Place of publication:
- New York
Research supports various benefits of using virtual reality (VR) within social work education. As a pilot study, this paper describes the impact of a 360 VR simulation designed to immerse students at a New York school of social work in a typical New York City neighborhood, with the goal of helping them learn about how its history, resources, demographics, and physical space impacts its inhabitants. This, in turn, is intended to support novice students in gaining familiarity with new social contexts and communities, and in connecting macro and micro nuances with practice. An overview of the role of VR in social work education is provided, followed by a description of the pilot 360 VR simulation developed by the authors of this paper, including the rationale for that development and the theoretical framework for its design. Using a mobile device and Google Daydream headset, students are guided through a panoramic urban environment by a pre-recorded voiceover that promotes reflective and analytical thinking as they observe the community through the lens of a social worker. Independent sample t-tests showed statistically significant changes in average scores between pre-and-post tests. Results of the pilot as indicated by pre- and post-survey of student perceptions and test of their knowledge are provided. Pedagogical and clinical practice implications for the 360 VR simulation are identified and discussed. (Edited publisher abstract)
Navigating relationships in practice learning: voices from practice educators
- Authors:
- YEUNG Echo Yuet-Wah, NEWMAN Andrea, BURKE Beverley
- Journal article citation:
- Social Work Education (The International Journal), 40(3), 2021, pp.412-424.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper explores the nature and quality of relationships between social work students and their practice educators and discusses how practice educators navigate their multifaceted and complex role in the context of practice learning in England. The data was drawn from individual interviews with 13 practice educators and two focus groups with first year MA social work students. The findings indicate that challenges associated with social differences, in engaging students in learning, and in initiating critical dialogue affect the nature and quality of practice learning relationships. Practice educators need to develop skills, knowledge and confidence to manage the complexities and different demands of their role. It is also important for practice educators to invest time to develop and sustain meaningful relationships with students, and to create a safe space for critical dialogue to take place. A trusting relationship is fundamental if students and practice educators are to raise and explore difficult issues. (Edited publisher abstract)
Learning to work collaboratively to improve the quality of care for individuals, families and communities: the practice educator’s role
- Authors:
- HOWKINS Elizabeth, LOW Helena
- Journal article citation:
- Journal of Practice Teaching and Learning, 13(2-3), 2015, pp.133-145.
- Publisher:
- Whiting and Birch
This article explores some of the issues that face the practice educator in providing and facilitating inter professional learning opportunities for their student during a practice placement experience. A brief overview of IPE is provided to show how it provides a platform for learning for effective collaborative practice Issues highlighted and discussed include: the unique factors which have to be taken into account when facilitating learning of mixed professional groups; the enhanced and additional skills needed by teachers and facilitators; the challenges of finding appropriate interprofessional learning opportunities in limited and diverse practice settings; the preparation, strategies and changes which are needed to support practice educators in their interprofessional teaching role. For the purpose of this article the role of the practice educator refers to a formal role in which the qualified health professional has formal responsibilities for facilitating the learning of pre-registration trainees. (Edited publisher abstract)
Preparing students for social work practice in contemporary societies: insights from a transnational research network
- Authors:
- LAIDLAW Kirsteen, et al
- Journal article citation:
- European Journal of Social Work, 23(6), 2020, pp.980-991.
- Publisher:
- Taylor and Francis
This paper arises from a transnational research network investigating social work education. University based social work programmes from four European countries (Ireland, Italy, Norway, and the U.K.) shared a similar concern: how educators can support students to prepare for social work practice. The relationship between social work education and practice is not straightforward; the partnership between educators and practitioners in helping social work students to flourish in practice remains a complex and, at times, controversial issue. Furthermore, it is not enough to help students learn the mechanics of day to day tasks, it is also important to motivate them in becoming social workers stimulated by principles of human rights and social justice. With this in mind, each educator conducted a local study using qualitative and/or quantitative methods to explore what influences the development of such practitioners. Analysis from the studies indicate three key issues for social work education in Europe: developing strategies to help students in preventing and overcoming ‘practice shock’; the promotion of coherence as a way to bring into focus the complexity of the interrelationships between theory and practice; the active engagement of students and practice teachers in the evaluation and development of contemporary social work education models. (Edited publisher abstract)
What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?
- Author:
- BATES Claire
- Journal article citation:
- Journal of Practice Teaching and Learning, 15(1), 2018, pp.39-62.
- Publisher:
- Whiting and Birch
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 practising 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. (Edited publisher abstract)
Field education for clinical social work practice: best practices and contemporary challenges
- Author:
- BOGO Marion
- Journal article citation:
- Clinical Social Work Journal, 43(3), 2015, pp.317-324.
- Publisher:
- Springer
- Place of publication:
- New York
Field education is arguably the most significant component of the social work curriculum in preparing competent, effective, and ethical clinical social workers. This paper will discuss the developing evidence-base highlighting best practices for field education, the changing context of field education, and analyse current challenges and potential responses. (Edited publisher abstract)
Innovation in practice learning: messages from the review of a student-centred unit
- Authors:
- CORNISH Sally, WHITE Jacqueline
- Journal article citation:
- Practice: Social Work in Action, 26(3), 2014, pp.181-193.
- Publisher:
- Taylor and Francis
Since 2006 the Centre for the Development of Social Care Practice at the University of Bedfordshire has offered a range of practice learning opportunities to social work students in partnership with the local authority and with the participation of service users and carers. This article places this initiative in the context of other broadly similar non-traditional practice learning provision and reviews recent feedback to identify its particular characteristics. Strengths in the provision of student-centred and empowering practice learning are explored and the need for further evaluation acknowledged. (Edited publisher abstract)