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Promoting readiness to practice: which learning activities promote competence and professional identity for student social workers during practice learning?
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ORCID: 0000-0003-4977-8158 2018
, 'Promoting readiness to practice: which learning activities promote competence and professional identity for student social workers during practice learning?'
, Journal of Social Work Education, vol. 54, no. 2
, pp. 364-378
, doi: https://doi.org/10.1080/10437797.2017.1336140.
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Abstract
Practice learning is integral to the curriculum for qualifying social workstudents. Accreditation standards require regular student supervision andexposure to specific learning activities. Most agencies offer high-qualityplacements, but organizational cutbacks may affect supervision and restrictthe development of competence and professional identity. Undergraduatesocial work students in Northern Ireland universities (n=396) were surveyedabout the usefulness of the learning activities they received on placementfor developing practice competence and professional social work identity.Results suggest that students most valued regular supervision, constructivefeedback, observing social workers, and thinking critically about the socialwork role. Differences were reported across placements with students feelingdisadvantaged in agencies where there was no clear social work role.
| Item Type: | Article |
|---|---|
| Authors/Creators: | Roulston, A and Cleak, H and Vreugdenhil, A |
| Keywords: | social work education |
| Journal or Publication Title: | Journal of Social Work Education |
| Publisher: | Counc Soc Work Educ |
| ISSN: | 1043-7797 |
| DOI / ID Number: | https://doi.org/10.1080/10437797.2017.1336140 |
| Copyright Information: | Copyright 2018 Council on Social Work Education |
| Related URLs: | |
| Item Statistics: | View statistics for this item |
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