What tools facilitate learning on placement? Findings of a social work student-to-student research study

Wilson, Elaine; Flanagan, Niamh

doi:10.1080/02615479.2019.1702636

Cited by 13 publications

(11 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings also show that flexible learning in e-placements has a flipside with a potential disconnection from others and struggles with time management and motivation, and that students can feel that they miss out on further developing their direct practice skills and understanding of organisational practice. This has also been highlighted by Sarbu and Unwin (2021) and others ( Roulston et al , 2018 ; Wilson and Flanagan, 2021 ) who suggest that when students are not exposed to having their practice observed, or observe the practice of their field educator and build relationships with service users, that their readiness for practice as new graduates can be compromised. This would be of particular concern for the students who completed two placements without an onsite supervisor and contrary to the Australian standards of the professional association (AASW, 2021).…”

Section: Discussionmentioning

confidence: 91%

“…This study is important in order to future proof social work field education through examining whether e-placements can offer a viable placement variant, considering their pedagogical value and reflecting the considerable research that confirm the various learning activities that students value in building their competence and social work identity ( Bogo, 2015 ; Smith et al , 2016; Roulston et al , 2018 ; Wilson and Flanagan, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

It’s up to you: The need for self-directed learning for social work students on placement during COVID-19

Zuchowski

Cleak

Croaker

et al. 2021

The British Journal of Social Work

View full text Add to dashboard Cite

Summary COVID-19 in 2020 took social work programmes by surprise and for many students an e-placement was offered as the only alternative learning opportunity to complete their placement that year. In this article, we report on a mixed method study with data collected via an online survey with quantitative and qualitative questions exploring students’ experiences in e-placements. Eighty-two students who had undertaken an e-placement responded to the survey that was sent to 1,500 social work students enrolled in twenty-one Australian universities. The results summarise demographic data about the students and a description of the e-placements used, as well as qualitative themes about the students’ experiences and recommendations about e-placements. Four themes were prominent in the qualitative data: ‘opportunities for flexible learning but can be challenging’, ‘learning new skills but missing out on others’, ‘drive your own learning’ and ‘the need for structure, support and connection’. Most students reported that they learnt a range of social work skills, but this required them to take initiative to ensure that learning occurred. The implication for social work education underscores the importance of future proofing social work field education through examining the learning and providing proactive support and clear structures for alternatives to traditional placements.

show abstract

Section: Discussionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

It’s up to you: The need for self-directed learning for social work students on placement during COVID-19

Zuchowski

Cleak

Croaker

et al. 2021

The British Journal of Social Work

View full text Add to dashboard Cite

show abstract

“…Otras actividades que están relacionadas con los estándares de ejercicio profesional necesitan ser priorizadas y son valoradas por los estudiantes (Roulston, Cleak, & Vreugdenhil, 2018). La observación directa, el trabajo basado en casos, la retroalimentación informal y la autocrítica de los trabajos realizados también son algunos de los elementos identificados desde la perspectiva de los participantes en las investigaciones (Wilson & Flanagan, 2019).…”

Section: Hallazgos 31 Percepciones Sobre El Alistamiento Y Preparación Para Las Prácticas Profesionalesunclassified

El staff de prácticas profesionales en Trabajo Social: espacio de fomento del aprendizaje autodirigido. Un estudio de caso en la Universidad Católica Luis Amigó, Colombia

Blanco-García

2021

Prospectiva

View full text Add to dashboard Cite

Las prácticas profesionales son un componente esencial de la formación profesional de los trabajadores sociales, en la consolidación del currículo y en el establecimiento de las relaciones entre el programa, la universidad y el contexto. Mientras que otros estudios se han centrado en los programas presenciales, este texto profundiza en el rol del staff de prácticas como espacio de refuerzo del aprendizaje autodirigido de los practicantes en los programas de educación a distancia. El argumento central de este artículo es que el aprendizaje autodirigido que requieren las prácticas profesionales exige no solo un aprender a aprender, sino también un aprender a hacer desde la recuperación selectiva de saberes previos. El análisis de los resultados muestra que tal recuperación no es sencilla para los estudiantes, por lo que se requieren estrategias adicionales en la supervisión de las prácticas para la obtención de mejores resultados. De otro lado, esta investigación expone que la modalidad distancia no supone un obstáculo para estos aprendizajes.

show abstract

“…Cleak and Zuchowski (2019) summarised the evidence of what factors contributed to quality learning in field education, using the five features outlined by Bogo (2015) and confirmed that supervision provided students with critical feedback, observing supervisors' practice, and linking theory with practice. Wilson and Flanagan (2019) asked MSW students in the Republic of Ireland about their perceptions of the tools that assisted their learning as well as their satisfaction with their placement. The findings found that supervision and feedback from practice educators had the biggest impact on their learning and satisfaction with placement.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Practice learning is distinguished by a framework of support, teaching and evaluation in the practice setting where students are challenged to develop their capacity for reflective and professional practice (Bogo, 2015;Cleak and Smith, 2012). There is strong evidence of the importance of supervision to provide this learning and support, but the exclusive nature of the relationship means that students from the same cohort can have different learning experiences on placement (Wilson and Flanagan, 2019), so it is important to find out what contributes to the success of placements and maximises learning.…”

Section: Introductionmentioning

confidence: 99%

On a Wing and a Prayer! An Exploration of Students’ Experiences of External Supervision

Cleak

Zuchowski

Cleaver

2020

The British Journal of Social Work

View full text Add to dashboard Cite

Field education is a core component of social work courses globally and has been recognised as providing significant learning opportunities to develop professional practice. Evidence highlights the strong correlation between student satisfaction with their supervisory relationship and their satisfaction with placement, but current practices have resulted in more reliance on placements with a variety of supervisory arrangements, which may be compromising a quality and supportive supervisory relationship. This article reports on an Australian online survey of 284 social work students about their experience of supervision, focusing on 119 students who received external supervision. Both quantitative ratings and qualitative comments showed that students generally described their external supervision as valuable and offered space to reflect critically on practice. Nevertheless, many felt disadvantaged without a social work presence onsite and not being observed or observing social work practice. Concerns were raised about task supervisors who offered supervision ‘on the run’ and had limited understanding of social work roles and values. Many students struggled on placement and felt that, once placement was confirmed, they received minimal support from University staff. Findings should alert field education programmes that students require consistent and ongoing involvement.

show abstract

What tools facilitate learning on placement? Findings of a social work student-to-student research study

Cited by 13 publications

References 28 publications

It’s up to you: The need for self-directed learning for social work students on placement during COVID-19

It’s up to you: The need for self-directed learning for social work students on placement during COVID-19

El staff de prácticas profesionales en Trabajo Social: espacio de fomento del aprendizaje autodirigido. Un estudio de caso en la Universidad Católica Luis Amigó, Colombia

On a Wing and a Prayer! An Exploration of Students’ Experiences of External Supervision

Contact Info

Product

Resources

About