Professional Collaboration Networks as a Social Work Research Practice Innovation: Preparing DSW Students for Knowledge Dissemination Roles in a Digital Society

Abstract

In professional disciplines, gaps often exist between research and practice. This occurs because of a lack of information exchange between stakeholders about various knowledge of problems and solutions. Implementation science offers systematic strategies for addressing gaps. One potential way to close gaps is by using professional collaboration networks (PCNs), which are technology-mediated, user-centered relationship constellations designed to enhance connections and professional opportunities. These participatory networks are goal-specific, extending across disciplinary and international borders. PCN users can keep current on empirical developments, disseminate knowledge, connect to others for collaboration and mentoring, and expand in-person networks. They allow social workers to contribute their unique knowledge of social systems across interdisciplinary contexts and contribute to conversations about social. This article explores the development of PCNs as a tool for social work researchers, practitioners, and students. PCNs in social work education are explored, including relevance to lifelong professional learning and enhancing research impact.

Collaborative practice research in social work: piloting a model for research and professional learning during COVID-19

“…A networked approach to social work participatory research is a rather unusual one. Existing literature on similar approaches shows that they are either service specific (Kelly et al, 2015) or have a focus on knowledge dissemination and utilisation, rather than knowledge production (Sage et al, 2021). Kelly et al (2015) set up the Recovery-Oriented Care Collaborative, as one of the other 152 established practice-based research networks (PBRNs) in the US, for fostering collaboration between academic researchers, clinicians and mental health practitioners in learning and research.…”

“…Kelly et al (2015) set up the Recovery-Oriented Care Collaborative, as one of the other 152 established practice-based research networks (PBRNs) in the US, for fostering collaboration between academic researchers, clinicians and mental health practitioners in learning and research. Sage et al (2021) set up professional collaborative networks (PCNs) to enhance the social capital, relational capital and digital literacy of social work students, and hence the social work workforce, for utilising research knowledge. Unlike CPRSW, these approaches aim to make practice more evidence based/informed but do not address alienating academic practices that are not sensitive to the needs of practice or see practice as an afterthought.…”

“…Some collaboration required the formation of advisory groups, co-inquiry groups and action groups, whereas some were carried out with established community organisations or peer-led networks, for example, a Facebook group for young people to discuss mental health problems (Gillard et al, 2014) and community-based organisations dealing with loss and death (Kleijberg et al, 2020). Only two studies formed their own networks for promoting practice-based research: the Practice-Based Research Network in Los Angeles (Kelly et al, 2015) and the Professional Collaboration Network (Sage et al, 2021). We will return to issues these papers raise in the discussion to explore the potential of a networked approach to social work participatory practice research.…”

Using Dissemination Research Approaches to Understand the Awareness, Adoption, and Use of The Program Evaluation Standards

“…Special interest groups (SIGs), TIGs within an organization like AEA, or other formal networked groups, such as collections of evaluators who are contracted with a common grant funder, may exhibit unique professional characteristics pertaining to what tools or practices are used in their evaluation projects. As such, CoPs and other peer-to-peer networks, such as professional collaboration networks (e.g., Sage et al, 2020) or professional learning communities (PLCs) (e.g., Vescio et al, 2008), offer potential means through which occupation-centric information is shared, and these existing structures may be important collectives to leverage for field dissemination objectives.…”

Re-Imagining Digital and New Media Literacies in Social Work Education

“…Leveraging digital technologies and social media begins with social work education and continues through one's career with professional development opportunities and lifelong learning. For example, the use of professional collaboration networks, which allow social workers to engage in participatory spaces such as Twitter, can help one to continue learning through a distributed network, participate in informal mentoring, and acquire specific skills (Sage et al, 2020). In the classroom we need better integration of technology -specifically digital and new media literacies -to encourage, motivate, and help students learn and apply their new digital competencies in the field (Hitchcock et al, 2019;Mishna, Sanders et al, 2021;Young et al, 2018;Young & Ronquillo, 2021).…”