Working collaboratively towards practice placements

Murray, Cyril; Borneuf, Anne Marie; Vaughan, Jim

doi:10.1016/j.nepr.2005.03.003

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…The expanding literature on practice learning in other professions, such as occupational therapy (Wood, 2005), physiotherapy (Morris, 2007) and nursing (Anderson and Kiger, 2008;Pearcey and Draper, 2008), has also highlighted the position of students' learning in multidisciplinary settings and receiving supervision from a person with a different professional background. These professions also face difficulties in securing practice placements (Craik and Turner, 2005;Murray et al, 2005). The existence of similar issues across other professions combined with an increasing tendency for practice learning to take place in multidisciplinary settings highlights the potential opportunities for research exploring the experiences of practice assessors from differing professional backgrounds.…”

Section: Discussionmentioning

confidence: 99%

'My Expectations Remain the Same. The Student Has to Be Competent to Practise': Practice Assessor Perspectives on the New Social Work Degree Qualification in England

Moriarty

MacIntyre

Manthorpe

et al. 2009

British Journal of Social Work

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This version is available at https://strathprints.strath.ac.uk/9812/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (https://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to the SummaryResearch has emphasized the importance of practice learning to social work qualifying education but has tended to feature social work educator and student perspectives more strongly than the views of those responsible for assessing students' practice in the field. This article draws on 195 responses to a postal questionnaire sent at two points in time to practice assessors working with students from nine social work qualifying programmes run in six higher education institutions collected as part of the evaluation of the new social work degree qualification in England. While practice assessors described changes in their role and in the opportunities available to students, they also emphasized continuities, particularly in the skills that they expected students to possess. The key difficulty they identified was the heavy workload resulting from combining their role as practice assessors with their other responsibilities at work. Increases in the number of social work students and changes to the organization of services are likely to create further pressures on practice assessors. Given that these issues are faced by a number of different professions, the article concludes that there is potential for future studies to look at the experiences of practice educators across different professional qualifying programmes.

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Section: Discussionmentioning

confidence: 99%

'My Expectations Remain the Same. The Student Has to Be Competent to Practise': Practice Assessor Perspectives on the New Social Work Degree Qualification in England

Moriarty

MacIntyre

Manthorpe

et al. 2009

British Journal of Social Work

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“…An important condition to ensure the quality and success of clinical placements stems from a close collaboration between higher education institutions and healthcare organisations. Previous research underlines an interdependency between educational and professional practices in healthcare (Murray, Borneuf and Vaughan, 2005;Pepin et al, 2017). This includes, for example, providing a foundation for linking theoretical and practical aspects of healthcare programmes, ensuring that course content corresponds with professional practices, workforce planning and recruitment, and facilitating the transition between academic education and professional working life.…”

Section: Introductionmentioning

confidence: 99%

Conditions for collaboration between higher education and healthcare providers organising clinical placements

Bivall

Gustavsson

Falk

2020

HESWBL

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PurposeClinical placement is an important formalised student activity for linking healthcare education and healthcare practices. The purpose of this study is to investigate the organising of clinical placements by examining conditions for collaboration between higher education and healthcare organisations.Design/methodology/approachThe study is based on interviews with central actors at a university and two healthcare organisations with official duties of organising clinical placements.FindingsThe findings indicate that collaboration in the organising of clinical placements is a complex matter of interconnected actors in different organisational positions, at both strategic and operative levels. The university and the healthcare organisations approached the clinical placement with a shared commitment.Practical implicationsThe findings provide important guidance for improving collaboration in the organising of clinical placements. This may have an impact on how contextual conditions of the educational framing and daily healthcare practices are viewed and how the interdependency between the long-term strategic issues and the short-term needs of healthcare organisations is approached.Originality/valueThis research emphasises the need for careful consideration of the collaborative practices on an organisational level between higher education and healthcare organisations as different needs, motives and logics have to be considered.

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New roles to support practice learning – Can they facilitate expansion of placement capacity?

Magnusson

O’Driscoll

Smith

2007

Nurse Education Today

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Working collaboratively towards practice placements

Cited by 5 publications

References 2 publications

'My Expectations Remain the Same. The Student Has to Be Competent to Practise': Practice Assessor Perspectives on the New Social Work Degree Qualification in England

'My Expectations Remain the Same. The Student Has to Be Competent to Practise': Practice Assessor Perspectives on the New Social Work Degree Qualification in England

Conditions for collaboration between higher education and healthcare providers organising clinical placements

New roles to support practice learning – Can they facilitate expansion of placement capacity?

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