A review of research about the transition from student social worker to practitioner: Exploring diversity

Abstract

Summary With increasing student mobility to and from western host-universities, newly qualified social workers are more likely to enter the field in an unfamiliar context. To examine whether current knowledge appropriately informs education and support for a diversifying cohort of newly qualified social workers in the Australian context, a scoping review was conducted on 53 articles investigating the transition to social work practice. Research conducted over a 45-year period from a broad range of international contexts was included in the review. Findings Findings suggest that current understandings do not reflect the needs or experiences of the present cohort of newly qualified social workers as they transition to social work practice. Rather, study samples, mostly derived from western contexts, are notably homogenous, with most participants described by researchers, as ‘white’. Additionally, there is an assumption that students transition to practice within the same context as their education. Current knowledge therefore does not capture the various ways internationally mobile, newly graduated social workers may transition to practice, or how it is experienced. Applications Findings suggest that further examination is urgently needed on the pathways navigated to practice by diverse and mobile early career social workers. Further consideration of the influences of diversity and mobility on experience is needed, using more inclusive research methods, to capture the variability and complexity of the transition to practice as the profession diversifies and mobilises.

Characteristics, attributes, and outcomes of allied health transition to practice programs: A mixed method systematic review

“…Transition research with allied health professions has focused on supports and processes (Lao et al, 2021;Martin et al, 2021;Moores & Fitzgerald, 2017), perceptions and expectations (Naylor et al, 2015;Noble et al, 2015;Steenbergen & Mackenzie, 2004;Subramaniam et al, 2014), challenges of transition (Battaglia & Flynn, 2020;Harvey-Lloyd et al, 2019;Magola et al, 2018;Moir et al, 2021;Mourh & Newby, 2019;Murray et al, 2015) and preparedness for practice (Adam et al, 2014;Agllias, 2010;Black et al, 2010;Lee & Mackenzie, 2003;Merga, 2016;Seah et al, 2011;Stoikov et al, 2020;Toal-Sullivan, 2006;Tryssenaar & Perkins, 2001). In occupational therapy, novice professionals struggle with self-doubt, clinical skills, reasoning and managing a caseload within the context of the organisation (Harvey-Lloyd et al, 2019;Subramaniam et al, 2014).…”

Constructing a conceptual framework for professional identity development in international social work students: A meta-ethnographic review

“…Australian social work literature to date has examined issues relating to international students' language skills, cultural capital or competence, special needs and field education experiences (Harrison and Ip, 2013;Ross et al, 2019). However, a wider focus on student's transitions to practice or on their development as professionals has yet to be considered (Battaglia and Flynn, 2019). To better equip international students for practice, it is useful to explore factors contributing to their professional identity development (PID), a process which transforms novice students into competent practitioners (Fook et al, 2000).…”