Introducing students to an agency setting: university and field staff jointly evaluate students readiness for practice.
<ul><li>Maura Daly. Projects Manager, Circle. Supporting families in Scotland. </li></ul><ul><li>Ruth Forbes. Social Work ...
Session plan <ul><li>Context </li></ul><ul><li>Aspiration </li></ul><ul><li>Structure </li></ul><ul><li>Features </li></ul...
Context <ul><li>2004 - A new honours degree in social work as core, required qualification. </li></ul><ul><li>‘ Developmen...
Aspirations <ul><li>Early engagement with practice </li></ul><ul><li>Developing students’ contribution to each other’s lea...
Structure <ul><li>Embedded within the Learning for Practice course – year 3 UG, year 1 PG. </li></ul><ul><li>In groups: sm...
Features <ul><li>Create agency and  community profile. </li></ul><ul><li>Not intended to involve direct practice.  </li></...
Developments to date <ul><li>We’ve learnt to mix the groups, broaden learning. </li></ul><ul><li>Managing the student tend...
Benefits for students learning <ul><li>Manages the transition between university and practice. </li></ul><ul><li>Creates a...
Benefits to assessment of students’ readiness <ul><li>Unearths  vulnerabilities before a commitment to practicum. </li></u...
Practicum Practice Teachers’ views of the 15 Days Introduction to  a Practice Setting. <ul><li>‘ Issues requiring attentio...
Students’ views of the 15 days Introduction to a Practice Setting <ul><li>‘ I now definitively know that I want to be a so...
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  1. 1. Introducing students to an agency setting: university and field staff jointly evaluate students readiness for practice.
  2. 2. <ul><li>Maura Daly. Projects Manager, Circle. Supporting families in Scotland. </li></ul><ul><li>Ruth Forbes. Social Work Tutor. University of Edinburgh </li></ul>
  3. 3. Session plan <ul><li>Context </li></ul><ul><li>Aspiration </li></ul><ul><li>Structure </li></ul><ul><li>Features </li></ul><ul><li>Development </li></ul><ul><li>Benefits </li></ul><ul><li>Practice teachers’ voice. </li></ul><ul><li>The student voice. </li></ul>
  4. 4. Context <ul><li>2004 - A new honours degree in social work as core, required qualification. </li></ul><ul><li>‘ Development of the students' skills and abilities in practice is based on the fact that practice is a setting for learning, a way of learning and an essential part of the learning that students must complete’. (Standards in Social Work Education 2003) </li></ul><ul><li>‘ Students must prepare for social work contact and involvement’ (Standard 1). Providers of social work education must: ‘Make sure that all students undergo assessed preparation for direct practice to make sure that they are safe to carry out practice learning in a service delivery setting. This preparation must include the opportunity to develop a greater understanding of the experience of service users and the role of social workers’. (SiSWE 2003) </li></ul>
  5. 5. Aspirations <ul><li>Early engagement with practice </li></ul><ul><li>Developing students’ contribution to each other’s learning. </li></ul><ul><li>To facilitate the transition into practice. </li></ul><ul><li>To prepare students and to inform university of students’ readiness. </li></ul><ul><li>Dual process promoting students’ development. </li></ul><ul><li>Partnership between university and practice. </li></ul><ul><li>Effective use of limited practice learning resources. </li></ul>
  6. 6. Structure <ul><li>Embedded within the Learning for Practice course – year 3 UG, year 1 PG. </li></ul><ul><li>In groups: small communities of learning. </li></ul><ul><li>15 days, at end of semester 1 </li></ul><ul><li>Linked to 6 different agencies, statutory and voluntary. </li></ul>
  7. 7. Features <ul><li>Create agency and community profile. </li></ul><ul><li>Not intended to involve direct practice. </li></ul><ul><li>Return to university last day of each week </li></ul><ul><li>Students follow programme which can include observations, group discussions, professional inputs, service user input, shadowing. </li></ul><ul><li>Practice teacher evaluation </li></ul><ul><li>Produce film depicting learning. </li></ul>
  8. 8. Developments to date <ul><li>We’ve learnt to mix the groups, broaden learning. </li></ul><ul><li>Managing the student tendency to compare. </li></ul><ul><li>Highlighting of key personal issues. </li></ul><ul><li>Strengthening of bridge between university and practice. </li></ul><ul><li>Notable improvement in assessed academic assignment. </li></ul>
  9. 9. Benefits for students learning <ul><li>Manages the transition between university and practice. </li></ul><ul><li>Creates an immediate experience in relation to the complexities of practice dilemmas. </li></ul><ul><li>Challenges values in reality of practice context. </li></ul><ul><li>Opportunities for inter-professional learning. </li></ul><ul><li>Assists integration and application of learning. </li></ul>
  10. 10. Benefits to assessment of students’ readiness <ul><li>Unearths vulnerabilities before a commitment to practicum. </li></ul><ul><li>Indicates issues requiring attention prior to practicum. </li></ul><ul><li>Highlights very practical aspects of professional engagement. </li></ul><ul><li>Informs readiness for practice assessment which includes attendance, academic performance, adherence to SSSC Code of Practice. </li></ul>
  11. 11. Practicum Practice Teachers’ views of the 15 Days Introduction to a Practice Setting. <ul><li>‘ Issues requiring attention were identified which allowed my work with the student to be more focused right from the start’. </li></ul><ul><li>‘ It is particularly useful for less confident students to get a ‘dummy run’ at managing the potential overwhelming nature of the beginning stages of the practicum’. </li></ul><ul><li>‘ Develops students’ confidence.’ ‘You can see students grow and change during the 15 days’. </li></ul><ul><li>‘ Gives students a better sense of the shape of a practicum; what supervision might entail’. </li></ul><ul><li>‘ Anxiety about the practicum is reduced as a result of the 15 days experience’. </li></ul>
  12. 12. Students’ views of the 15 days Introduction to a Practice Setting <ul><li>‘ I now definitively know that I want to be a social worker. Before the 15 days, I had doubts whether I had made the right career choice.’ </li></ul><ul><li>‘ Watching social workers do their job made all the theory come to life’. </li></ul><ul><li>‘ I found this experience helped me to reconcile the theories which we learned within the university, with day to day practice’. </li></ul><ul><li>‘ I need to work on my time-keeping and reflective writing’. </li></ul><ul><li>‘ I hadn’t realised it would be so exhausting. I will need to manage my energy levels better when I move into the practicum’. </li></ul>

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