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Promoting readiness to practice: which learning activities promote competence and professional identity for student social workers during practice learning?

Roulston, A, Cleak, H and Vreugdenhil, A 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: 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: 10.1080/10437797.2017.1336140
Copyright Information:

Copyright 2018 Council on Social Work Education

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