What do we know about partnership with service users and carers in social work education and how robust is the evidence base?

Abstract

Partnership work with service users and carers in social work education is a policy requirement, and it is also central to the anti-oppressive and rights-based values of social work. This paper reports research findings which are drawn from an educational context, but are also relevant to the wider field of health and social care. The research team undertook a systematic knowledge review using the Evidence for Policy and Practice Information and Coordinating Centre system, which had been used in health and education, but which had not previously been used in social care and social work. This involved an extensive search of electronic databases and rigorous screening to identify studies which had sufficient relevance to be subjected to detailed analysis. The research team also undertook a practice survey of the teaching, learning and assessment of partnership in prequalifying programmes in England, Wales and Northern Ireland. This involved three stages: a document search; telephone interviews; and focus groups held with students, academic staff, and service users and carers. Throughout the research process, the interdisciplinary team was advised and supported by a stakeholder group which consisted of service users and carers, students, and employer representatives. In the second part of the paper, subsequent discussion explores key findings from the research, including the disputed nature of the concept of partnership, models of partnership work within social work education and the dearth of research on partnership outcomes. Five related questions are identified as a means of interrogating the robustness of the research process and findings. The paper concludes by arguing for work to be done to theorise partnership, and to develop effective strategies for improving the quality of partnership working in education, and health and social care practice.

Mark My Words! Service User and Carer Involvement in Social Work Academic Assessment

“…This goes against the requirements for social work education set out by the Department of Health and can also lead to a loss of potentially great benefits for students. Even though the evidence base is still developing (Taylor and Le Riche, 2006), service user involvement is widely held as an educational experience valued by students (Waterson and Morris, 2005;Sadd, 2011). The benefits of such involvement can potentially have a transformative effect on students' preconceptions, value base and understanding of lived experience (Frisby, 2001;Rush, 2008).…”

Partnership as Educational Policy Imperative: An Unquestioned Good?

“…As noted by Taylor and Le Riche (2006), the search for some such conceptual clarity in relation to partnership has in practice proved to be somewhat elusive. One might begin such an exercise through the act of distinguishing different kinds of partnership such as those of a marriage or business.…”

“…This, coupled with a theoretical orientation that has tended to valorize a community of practice approach (e.g., Lave & Wenger, 2002), may have also contributed to this (Guile, 2010;Hughes, Jewson, & Unwin, 2007;Roberts, 2006). Such critical readings of partnership that have been undertaken, such as Hopwood's (2014) analysis of partnership in an Australian healthcare context, suggest that there is widespread confusion around the very concept of partnership itself and a need for greater theorization in the light of this (Taylor & Le Riche, 2006).…”

Role-played interviews with service users in preparation for social work practice: exploring students’ and service users’ experience of co-produced workshops

“…The workshop provides an example of how service user and carer involvement in social work education has evolved from a primary focus on sharing personal stories to active participation in student skill development (Taylor & Le Riche, 2006, Sadd, 2011, MacSporran, 2015. Whilst, there is, undoubtedly, value in the former, commitment to service user involvement can support the emergence of a culture in which service users can grow in confidence and develop their ability to engage in more challenging learning opportunities to the benefit of student learning and development.…”