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Journal of Practice Teaching and Learning 
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ISSN (Print) 1759-5150
Published by Whiting and Birch
[4 journals]
[4 followers] Follow Subscription journalISSN (Print) 1759-5150
Published by Whiting and Birch
[4 journals]- The ‘not yet competent’ student
- Abstract: The Social Work Reform Board emphasises the need for robust assessment processes and qualified practice educators. Following our analysis of ‘failing – or ‘not yet competent’ students’ - we argue that most students ‘failed’ for reasons other than incompetent practice, which we outline.We conclude by arguing for a robust construction of practice education/assessment, which emphasises doing ‘practice’ in the agency; a return to the notion of a portfolio as a vehicle for assessment, as opposed to the portfolio becoming the assessment; and a greater emphasis upon the practice educator to assess ‘practice, as opposed to shifting the assessment decision to portfolio reading or practice assessment panels Our discussion will contribute to preparations for assessing capability within the new social work degree, and poses challenges to Higher Education Institutes (HEIs) and all involved in social work education.
Content Type Journal Article
Category Research Article
Pages 118-134
DOI 10.1921/2502110308
Authors
Graeme Simpson, University of Wolverhampton
Ani Murr, University of Wolverhampton
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 3 / 2013
PubDate: Tue, 28 May 2013 15:33:53 GMT
- Abstract: The Social Work Reform Board emphasises the need for robust assessment processes and qualified practice educators. Following our analysis of ‘failing – or ‘not yet competent’ students’ - we argue that most students ‘failed’ for reasons other than incompetent practice, which we outline.We conclude by arguing for a robust construction of practice education/assessment, which emphasises doing ‘practice’ in the agency; a return to the notion of a portfolio as a vehicle for assessment, as opposed to the portfolio becoming the assessment; and a greater emphasis upon the practice educator to assess ‘practice, as opposed to shifting the assessment decision to portfolio reading or practice assessment panels Our discussion will contribute to preparations for assessing capability within the new social work degree, and poses challenges to Higher Education Institutes (HEIs) and all involved in social work education.
- ‘That was awful! I’m not ready yet, am I?’ Is there such a thing as a Good Fail?
- Abstract: Failing students in practice placement is frequently viewed as a negative and emotionally challenging experience for students and practice teachers and, as such, a situation to be avoided. In this article the notion that failing is the ‘right thing to do’ is explored from the perspective of Senior Agency based Practice Educator and a University Course Director for Practice Learning and from their experience of supporting both students and practice educators in the process.Reasons for failure are considered and the concept of ‘reluctance to fail ‘is explored in the context of the expectations of assessment of practice. We argue that there is such a thing as a ‘good fail’ and that Social Work educators need to support the positive challenges of rigorous assessment rather than focus on the uncomfortable ‘feelings’ surrounding the notion of failure.Practice educators have an important gate keeping function which needs recognition in the process of assessing readiness to practise. We suggest that not only do practice educators and tutors need to embrace a fail recommendation as justifiable but also that students themselves are able to recognise a lack of readiness to practise and can acknowledge a sense of’ relief’ in a fail outcome.
Content Type Journal Article
Category Research Article
Pages 135-148
DOI 10.1921/2602110309
Authors
Stuart Eno, Perth and Kinross Council
Judy Kerr, University of Stirling
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 3 / 2013
PubDate: Tue, 28 May 2013 15:33:53 GMT
- Abstract: Failing students in practice placement is frequently viewed as a negative and emotionally challenging experience for students and practice teachers and, as such, a situation to be avoided. In this article the notion that failing is the ‘right thing to do’ is explored from the perspective of Senior Agency based Practice Educator and a University Course Director for Practice Learning and from their experience of supporting both students and practice educators in the process.Reasons for failure are considered and the concept of ‘reluctance to fail ‘is explored in the context of the expectations of assessment of practice. We argue that there is such a thing as a ‘good fail’ and that Social Work educators need to support the positive challenges of rigorous assessment rather than focus on the uncomfortable ‘feelings’ surrounding the notion of failure.Practice educators have an important gate keeping function which needs recognition in the process of assessing readiness to practise. We suggest that not only do practice educators and tutors need to embrace a fail recommendation as justifiable but also that students themselves are able to recognise a lack of readiness to practise and can acknowledge a sense of’ relief’ in a fail outcome.
- Whose students are they anyway?
- Abstract: This paper draws on case study research which explored the support needs of those involved in social work practice learning in an English local authority. Data was collected through questionnaires, and semi-structured interviews with 27 practice educators, students and team managers. Although issues relating to failing students were not intended as the primary focus of the research, this theme dominates the findings from practice educators and team managers. Practice educators cited problematic placements as a key factor in their decision not to continue in the role.A significant contributory factor in the negative impact of the failing experience is the participants’ dissatisfaction with the attitude and approach of the students’ universities. Particularly striking is the perception that universities present an obstruction to a fail decision resulting in students being passed who possibly should not do so. This paper considers whether the different institutional perceptions of the social work student and the organisations’ role in relation to them could be at the root of these difficulties in collaboration and fuel the ‘failure to fail’ debate.
Content Type Journal Article
Category Research Article
Pages 59-78
DOI 10.1921/2202110305
Authors
Joanna Rawles, London South Bank University
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 3 / 2013
PubDate: Tue, 28 May 2013 15:33:51 GMT
- Abstract: This paper draws on case study research which explored the support needs of those involved in social work practice learning in an English local authority. Data was collected through questionnaires, and semi-structured interviews with 27 practice educators, students and team managers. Although issues relating to failing students were not intended as the primary focus of the research, this theme dominates the findings from practice educators and team managers. Practice educators cited problematic placements as a key factor in their decision not to continue in the role.A significant contributory factor in the negative impact of the failing experience is the participants’ dissatisfaction with the attitude and approach of the students’ universities. Particularly striking is the perception that universities present an obstruction to a fail decision resulting in students being passed who possibly should not do so. This paper considers whether the different institutional perceptions of the social work student and the organisations’ role in relation to them could be at the root of these difficulties in collaboration and fuel the ‘failure to fail’ debate.
- Editorial
- Abstract: Editorial
Content Type Journal Article
Category Editorial
Pages 3-7
DOI 10.1921/1802110301
Authors
Jo Finch
Jonathan Parker
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 3 / 2013
PubDate: Tue, 28 May 2013 15:33:51 GMT
- Abstract: Editorial
- Deciding to fail
- Abstract: Within pre-registration nursing education programmes, clinical competence is verified via continuous assessment in practice. Registered nurses who have undertaken mentor preparation assess competence in practice and have a responsibility to confirm that nursing students are capable of safe and effective practice prior to registration. This requires mentors to identify underperforming students and manage the situation appropriately. Drawing on interview data from 10 mentors who had failed a student in practice this paper will highlight the processes, alongside, the difficulties and dilemmas associated with managing a failed assessment successfully. Three key concepts emerging from the data will provide the framework for this paper, namely: identifying the weak student; creating possibilities for success; deciding to fail.Within the concept of ‘Identifying the weak student’ participants discuss how they recognised the early indicators of possible failure. While, ‘Creating possibilities for success’ reveals the strategies mentors used to attempt to facilitate students’ progress. The final concept ‘Deciding to fail’ exposes the emotional consequences for both the mentor and the student of a failed assessment and the importance of debriefing following the event. The paper concludes by discussing the support needs of mentors as this emerged as crucial in the process of managing a failed assessment.
Content Type Journal Article
Category Research Article
Pages 36-58
DOI 10.1921/2102110304
Authors
Kathleen Duffy, NMAHP Practice Development Centre, 14 Beckford Street, Hamilton ML3 0TA
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 3 / 2013
PubDate: Tue, 28 May 2013 15:33:51 GMT
- Abstract: Within pre-registration nursing education programmes, clinical competence is verified via continuous assessment in practice. Registered nurses who have undertaken mentor preparation assess competence in practice and have a responsibility to confirm that nursing students are capable of safe and effective practice prior to registration. This requires mentors to identify underperforming students and manage the situation appropriately. Drawing on interview data from 10 mentors who had failed a student in practice this paper will highlight the processes, alongside, the difficulties and dilemmas associated with managing a failed assessment successfully. Three key concepts emerging from the data will provide the framework for this paper, namely: identifying the weak student; creating possibilities for success; deciding to fail.Within the concept of ‘Identifying the weak student’ participants discuss how they recognised the early indicators of possible failure. While, ‘Creating possibilities for success’ reveals the strategies mentors used to attempt to facilitate students’ progress. The final concept ‘Deciding to fail’ exposes the emotional consequences for both the mentor and the student of a failed assessment and the importance of debriefing following the event. The paper concludes by discussing the support needs of mentors as this emerged as crucial in the process of managing a failed assessment.
- Surveillance and silence
- Abstract: Studies to date have highlighted a number of key factors in the assessment of difficult social work placements including the need for adequate professional formation; communication; the changing social work education framework; and the influence of the wider social work context. Factors less widely examined are the perceptions of some practice educators that the assessment of placement students operates in a wider context of surveillance and scrutiny by a range of stakeholders. We argue that such perceptions of surveillance can cause a discursive anxiety for practice educators and can inhibit key developmental conversations between assessor and student. Drawing on interviews with ten practice educators, we examine the tendency of practice educators reflecting on a failed placement to rehearse or even enact those key developmental conversations post hoc, broaching previously unstated or tacit aspects of the placement experience. We argue for the need to create a safe discursive space for these conversations to take place in situ during the challenging placement and suggest that a diminution in perceptions of surveillance and enhanced outcomes for students and practice educators will result.
Content Type Journal Article
Category Research Article
Pages 79-97
DOI 10.1921/2302110306
Authors
Jason Schaub, Buckinghamshire New University
Roger Dalrymple, Oxford Brookes University
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 3 / 2013
PubDate: Tue, 28 May 2013 15:33:51 GMT
- Abstract: Studies to date have highlighted a number of key factors in the assessment of difficult social work placements including the need for adequate professional formation; communication; the changing social work education framework; and the influence of the wider social work context. Factors less widely examined are the perceptions of some practice educators that the assessment of placement students operates in a wider context of surveillance and scrutiny by a range of stakeholders. We argue that such perceptions of surveillance can cause a discursive anxiety for practice educators and can inhibit key developmental conversations between assessor and student. Drawing on interviews with ten practice educators, we examine the tendency of practice educators reflecting on a failed placement to rehearse or even enact those key developmental conversations post hoc, broaching previously unstated or tacit aspects of the placement experience. We argue for the need to create a safe discursive space for these conversations to take place in situ during the challenging placement and suggest that a diminution in perceptions of surveillance and enhanced outcomes for students and practice educators will result.
- ‘They thought I wasn’t good enough for social work practice’
- Abstract: The few studies of why social work students fail their practice learning opportunity (PLOs) have been undertaken through the lens of practice educators, lecturers and Higher Education Institutions (HEIs) with no input from students. Using qualitative interviews; this research explores the reasons for failure from the perspective of the students. The findings identified a number of interrelated issues such as previous work experiences, family history and personal circumstances as the rationale for what led those interviewed into social work. Issues such as ill health, personal problems and lack of clarity around assessment criteria as well as perceived lack of support from HEIs were identified as some of the factors that led students to fail their practice learning experiences. Recommendations from those interviewed included the suggestion that HEIs should, at the recruitment stage, provide clear information about the implications of failing practice learning opportunities and clarify what type of support for is available for those who fail. The students interviewed also echo the desire expressed by the HEIs and practice educators for clearer assessment criteria/frameworks and a more supportive process for all parties.
Content Type Journal Article
Category Research Article
Pages 17-35
DOI 10.1921/2002110303
Authors
Alberto Poletti, University of Bedforshire
Ann Anka, University of East Anglia
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 3 / 2013
PubDate: Tue, 28 May 2013 15:33:51 GMT
- Abstract: The few studies of why social work students fail their practice learning opportunity (PLOs) have been undertaken through the lens of practice educators, lecturers and Higher Education Institutions (HEIs) with no input from students. Using qualitative interviews; this research explores the reasons for failure from the perspective of the students. The findings identified a number of interrelated issues such as previous work experiences, family history and personal circumstances as the rationale for what led those interviewed into social work. Issues such as ill health, personal problems and lack of clarity around assessment criteria as well as perceived lack of support from HEIs were identified as some of the factors that led students to fail their practice learning experiences. Recommendations from those interviewed included the suggestion that HEIs should, at the recruitment stage, provide clear information about the implications of failing practice learning opportunities and clarify what type of support for is available for those who fail. The students interviewed also echo the desire expressed by the HEIs and practice educators for clearer assessment criteria/frameworks and a more supportive process for all parties.
- Addressing professional suitability in social work education
- Abstract: Limited research exists pertaining to field education coordinators’ leadership and educational practice in general, or with respect to the specific topic of gatekeeping in social work education. This article presents the results of a Canadian study that investigates the experience and approach of field education coordinators in addressing student professional suitability concerns. This exploratory study consists of a focus group conducted with field education coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada. In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Findings of the study provide insight into the location of field education within academia; and highlights the important leadership role undertaken by field education coordinators in supporting students, faculty liaisons, field educators, and university administration in addressing concerns related to student professional suitability. Implications for social work education are discussed.
Content Type Journal Article
Category Research Article
Pages 98-117
DOI 10.1921/2402110307
Authors
Jeanette S. Robertson, Social and Educational Development, School of Social Work and Human Service, Thompson Rivers University, 900 McGill Road, Kamloops, British Columbia, Canada
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 3 / 2013
PubDate: Tue, 28 May 2013 15:33:51 GMT
- Abstract: Limited research exists pertaining to field education coordinators’ leadership and educational practice in general, or with respect to the specific topic of gatekeeping in social work education. This article presents the results of a Canadian study that investigates the experience and approach of field education coordinators in addressing student professional suitability concerns. This exploratory study consists of a focus group conducted with field education coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada. In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Findings of the study provide insight into the location of field education within academia; and highlights the important leadership role undertaken by field education coordinators in supporting students, faculty liaisons, field educators, and university administration in addressing concerns related to student professional suitability. Implications for social work education are discussed.
- We aren’t all winners
- Abstract: The paper will discuss from a service user/carer perspective the possible implications and ramifications that ‘failing to fail’ students has on service users and carers. We will start by briefly contextualising the issue drawing on the work of Rutkowski (2007), Dudek et al. (2005), Duffy (2003) and Cleland et al. (2008) and other authors who have contributed to the topic. We expand the debate from the service user and carer perspective examining likely causes and determinants and then move on to discussing the possible impact of this practice on those who are cared for.This paper will provide debate and discussion from a unique perspective being written by those who have lived experience of care delivered by students and qualified practitioners from the nursing and social work professions.
Content Type Journal Article
Category Research Article
Pages 8-16
DOI 10.1921/1902110302
Authors
Lisa Malihi-Shoja, University of Central Lancashire
David Catherall
Jane Titherington
Ernie Mallen
Graham Hough
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 3 / 2013
PubDate: Tue, 28 May 2013 15:33:51 GMT
- Abstract: The paper will discuss from a service user/carer perspective the possible implications and ramifications that ‘failing to fail’ students has on service users and carers. We will start by briefly contextualising the issue drawing on the work of Rutkowski (2007), Dudek et al. (2005), Duffy (2003) and Cleland et al. (2008) and other authors who have contributed to the topic. We expand the debate from the service user and carer perspective examining likely causes and determinants and then move on to discussing the possible impact of this practice on those who are cared for.This paper will provide debate and discussion from a unique perspective being written by those who have lived experience of care delivered by students and qualified practitioners from the nursing and social work professions.
- The MANDELA model of practice learning
- Abstract: This article introduces the MANDELA model as a new and innovative tool for effectively engaging social work students of black African heritage studying on social work qualifying programmes across England and Wales. The article explores in depth this proposed model drawing upon initial feedback from two critical friends- a white male practice educator and a black African female third year social work student. The potential challenges and strengths of this model are examined, as well as guidance on its use and application within the practice learning environment. The MANDELA model draws upon existing strategies and adds a distinct and unique African flavour, whilst not losing its pedagogic relevance for lecturers, practice educators and students.
Content Type Journal Article
Category Research Article
Pages 60-76
DOI 10.1921/175951511X661219
Authors
Prospera Tedam, Division of Social Work, University of Northampton, Boughton Green Road, Northampton NN2 7AL
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 2 / 2010
PubDate: Mon, 04 Mar 2013 19:23:31 GMT
- Abstract: This article introduces the MANDELA model as a new and innovative tool for effectively engaging social work students of black African heritage studying on social work qualifying programmes across England and Wales. The article explores in depth this proposed model drawing upon initial feedback from two critical friends- a white male practice educator and a black African female third year social work student. The potential challenges and strengths of this model are examined, as well as guidance on its use and application within the practice learning environment. The MANDELA model draws upon existing strategies and adds a distinct and unique African flavour, whilst not losing its pedagogic relevance for lecturers, practice educators and students.
- Developing institutional strategies to support failing/failed part-time students in higher education
- Abstract: This study considers the significance of institutional strategy in supporting failing/failed part-time students in higher education, particularly at a time of such significant changes to funding ideologies in western cultures, and offers recommendations to improve student retention. Building on previous studies by Simpson (2003), Callender et al (2006) the tracking of three cohorts of part-time students on a counselling programme highlights ‘vulnerable’ candidates and explores specific strategies to respond to the failing/failed student. Employing a mixed-methodological approach consisting of an initial online questionnaire, semi-structured interviews for selected participants and the tracking the academic results of failing/failed students, ethical consideration is given to the nature of the programme (counselling), gender-ratios and the timing of the enquiry (post-completion or termination of studies). The enquiry highlights the challenges for practice educators and field instructors in supporting such students. In order to increase the retention of part-time students, the study also examines possible factors likely to minimise part-time student attrition. For the purposes of this study the term ‘vulnerable’ is defined as a student who is likely to leave the course before completion i.e. a failing/failed student.
Content Type Journal Article
Category Research Article
Pages 27-46
DOI 10.1921/175951511X661228
Authors
Graham Whitehead, Division of Social Work and Professional Practice, School of Social Sciences, Nottingham Trent University, Burton Street, Nottingham NG1 4BU
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 2 / 2010
PubDate: Mon, 04 Mar 2013 19:23:31 GMT
- Abstract: This study considers the significance of institutional strategy in supporting failing/failed part-time students in higher education, particularly at a time of such significant changes to funding ideologies in western cultures, and offers recommendations to improve student retention. Building on previous studies by Simpson (2003), Callender et al (2006) the tracking of three cohorts of part-time students on a counselling programme highlights ‘vulnerable’ candidates and explores specific strategies to respond to the failing/failed student. Employing a mixed-methodological approach consisting of an initial online questionnaire, semi-structured interviews for selected participants and the tracking the academic results of failing/failed students, ethical consideration is given to the nature of the programme (counselling), gender-ratios and the timing of the enquiry (post-completion or termination of studies). The enquiry highlights the challenges for practice educators and field instructors in supporting such students. In order to increase the retention of part-time students, the study also examines possible factors likely to minimise part-time student attrition. For the purposes of this study the term ‘vulnerable’ is defined as a student who is likely to leave the course before completion i.e. a failing/failed student.
- Developing the skills to support nursing and midwifery students with specific learning differences in practice
- Abstract: The literature highlights the difficulties that those supporting students with a specific learning difference (SpLD) in practice may have and calls for more education of practice mentors. As a result of concerns locally, nursing and midwifery students who have a SpLD were interviewed to recount their practice experiences. Short films were made from these stories which formed the basis for developing a learning resource to educate novice mentors and develop their skills to support and assess students with SpLDs appropriately. The learning resource was piloted and evaluated, to investigate the effect the learning resource had on novice mentors’ knowledge about SpLDs and their attitudes, feelings and skills. The learning resource was delivered to 72 novice mentors on a mentorship preparation course. Sixty-one completed pre and post session questionnaires and participated in a world café exercise to evaluate the resource. The evaluation results indicated that the resource had a positive effect on novice mentors’ knowledge, skills and attitudes towards students with a SpLD.
Content Type Journal Article
Category Research Article
Pages 9-26
DOI 10.1921/175951511X661237
Authors
Sharon Black, University of Bedfordshire, Buckinghamshire Campus, Oxford House, Oxford Rd, Aylesbury HP21 8SZ
Lesley Baillie, London South Bank University, University College London Hospitals
Claire Kane, University of Bedfordshire, Buckinghamshire Campus, Oxford House, Oxford Rd, Aylesbury HP21 8SZ
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 2 / 2010
PubDate: Mon, 04 Mar 2013 19:23:31 GMT
- Abstract: The literature highlights the difficulties that those supporting students with a specific learning difference (SpLD) in practice may have and calls for more education of practice mentors. As a result of concerns locally, nursing and midwifery students who have a SpLD were interviewed to recount their practice experiences. Short films were made from these stories which formed the basis for developing a learning resource to educate novice mentors and develop their skills to support and assess students with SpLDs appropriately. The learning resource was piloted and evaluated, to investigate the effect the learning resource had on novice mentors’ knowledge about SpLDs and their attitudes, feelings and skills. The learning resource was delivered to 72 novice mentors on a mentorship preparation course. Sixty-one completed pre and post session questionnaires and participated in a world café exercise to evaluate the resource. The evaluation results indicated that the resource had a positive effect on novice mentors’ knowledge, skills and attitudes towards students with a SpLD.
- Editorial
- Abstract: Editorial
Content Type Journal Article
Category Editorial
Pages 3-8
DOI 10.1921/0201110201
Authors
Jonathan Parker
Mark Doel
Jane McLaughlin
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 2 / 2010
PubDate: Mon, 04 Mar 2013 19:23:31 GMT
- Abstract: Editorial
- You talkin’ to me'
- Abstract: This article reflects a piece of research conducted with final year social work students and practice teachers within one health and social care trust in Northern Ireland. The work focused on the assessment of students via direct observations and aimed to capture the views, perceptions and experiences of students and practice teachers within this process.The findings highlighted the complexity of the direct observation process and the need for effective communication as a central theme. One finding examined the issue of intervention and participation by a practice teacher within an observation. The outcome challenges current thinking as there was a high level of support for the use of professional discretion to intervene by practice teachers during an observation. The key components of preparation, agreeing goals, frameworks used and practice teacher intervention were dominated by the need for effective communication.
Content Type Journal Article
Category Research Article
Pages 92-108
DOI 10.1921/175951511X661264
Authors
Mark Irwin, Workforce Development and Training Team, Southern Health and Social Care Trust
Anne McGlade, Business Services Organisation, Belfast and University of Ulster, Jordanstown Northern Ireland
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 2 / 2010
PubDate: Mon, 04 Mar 2013 19:23:31 GMT
- Abstract: This article reflects a piece of research conducted with final year social work students and practice teachers within one health and social care trust in Northern Ireland. The work focused on the assessment of students via direct observations and aimed to capture the views, perceptions and experiences of students and practice teachers within this process.The findings highlighted the complexity of the direct observation process and the need for effective communication as a central theme. One finding examined the issue of intervention and participation by a practice teacher within an observation. The outcome challenges current thinking as there was a high level of support for the use of professional discretion to intervene by practice teachers during an observation. The key components of preparation, agreeing goals, frameworks used and practice teacher intervention were dominated by the need for effective communication.
- Involving child protection service users in social work education
- Abstract: This paper describes an attempt to incorporate the experiences of service user parents who had been involved in child protection services into the programme at a higher education provider in the London area. The aim was to explore their experiences and their perceptions of what social work contact had been positive or helpful. This is a difficult area of practice due to the sensitive and complex nature of social work intervention and engagement. The service users to participate were identified by a practitioner from the local authority. This paper presents an evaluation of this teaching session, and links this teaching tool with a range of current research in the area. Results showed that students reported benefits from being presented with the lived experience of these users. The links between theory and practice were also enhanced.
Content Type Journal Article
Category Research Article
Pages 77-91
DOI 10.1921/175951511X661255
Authors
Mary Smith, University of Kent, Gillingham Building, Chatham, Kent ME4 4AG
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 2 / 2010
PubDate: Mon, 04 Mar 2013 19:23:31 GMT
- Abstract: This paper describes an attempt to incorporate the experiences of service user parents who had been involved in child protection services into the programme at a higher education provider in the London area. The aim was to explore their experiences and their perceptions of what social work contact had been positive or helpful. This is a difficult area of practice due to the sensitive and complex nature of social work intervention and engagement. The service users to participate were identified by a practitioner from the local authority. This paper presents an evaluation of this teaching session, and links this teaching tool with a range of current research in the area. Results showed that students reported benefits from being presented with the lived experience of these users. The links between theory and practice were also enhanced.
- The MAGPIE model
- Abstract: Inter Professional Education (IPE) is not commonplace within Ireland. This paper presents the development and practical application of an IPE placement experience initiated by the University of Limerick. Several factors contributed to its development, including the establishment of posts based within several universities and the health service specifically to facilitate placement education. The MAGPIE model (Meet, Assess, Goal-Set, Plan, Implement and Evaluate) was used as a platform for the case-based IPE sessions involving Occupational Therapy and Physiotherapy students. Each student experienced 10.5 hours of discussion-based inter-professional activity within a placement and presented an inter-professional case study. The IPE experience was evaluated via focus groups involving students, practice educators and placement facilitators. Strengths of the experience included increased motivation, improved team working skills and development of a greater understanding of professional roles. Recommendations to enhance future case-based IPE sessions are identified.
Content Type Journal Article
Category Research Article
Pages 47-59
DOI 10.1921/175951511X661246
Authors
Alison Warren, Dept of Clinical Therapies, University of Limerick, Health, Sciences Building, Ireland
Ann Taylor, Physiotherapy
Mairead Cahill, Occupational Therapy
Marie O’Donnell, Physiotherapy
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 11
Journal Issue Volume 11, Number 2 / 2010
PubDate: Mon, 04 Mar 2013 19:23:31 GMT
- Abstract: Inter Professional Education (IPE) is not commonplace within Ireland. This paper presents the development and practical application of an IPE placement experience initiated by the University of Limerick. Several factors contributed to its development, including the establishment of posts based within several universities and the health service specifically to facilitate placement education. The MAGPIE model (Meet, Assess, Goal-Set, Plan, Implement and Evaluate) was used as a platform for the case-based IPE sessions involving Occupational Therapy and Physiotherapy students. Each student experienced 10.5 hours of discussion-based inter-professional activity within a placement and presented an inter-professional case study. The IPE experience was evaluated via focus groups involving students, practice educators and placement facilitators. Strengths of the experience included increased motivation, improved team working skills and development of a greater understanding of professional roles. Recommendations to enhance future case-based IPE sessions are identified.
- How academic knowledge can support practice learning
- Abstract: This paper focuses on the Department of Health (2002) statement that academic knowledge should be used to support practice learning. Debates around linking theory and practice and knowledge as product and process are discussed. The particular emphasis is on critically analysing whether academic knowledge about learning styles - a form of ‘process knowledge’ – can be effectively utilised and therefore relevant to supporting the process of practice teaching. A small-scale qualitative research study with practice teachers and students is presented as a way of exploring this.The findings of this research suggest that information about learning styles can be of practical relevance to practice teachers in promoting effective student learning. The key finding here is that its relevance is determined primarily by how such knowledge is utilised in practice. It is crucial whether practice teachers perceive information about their student’s learning styles as product knowledge (something they possess but do not necessarily employ) or process knowledge (something which usefully describes part of the process they are engaged in).
Content Type Journal Article
Category Research Article
Pages 51-72
DOI 10.1921/17466105.5.2.51
Authors
Patricia Cartney, School of Health and Social Sciences, Middlesex University, Queensway, Enfield, EN3 4SF
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 5
Journal Issue Volume 5, Number 2 / 2003
PubDate: Wed, 26 Dec 2012 14:15:42 GMT
- Abstract: This paper focuses on the Department of Health (2002) statement that academic knowledge should be used to support practice learning. Debates around linking theory and practice and knowledge as product and process are discussed. The particular emphasis is on critically analysing whether academic knowledge about learning styles - a form of ‘process knowledge’ – can be effectively utilised and therefore relevant to supporting the process of practice teaching. A small-scale qualitative research study with practice teachers and students is presented as a way of exploring this.The findings of this research suggest that information about learning styles can be of practical relevance to practice teachers in promoting effective student learning. The key finding here is that its relevance is determined primarily by how such knowledge is utilised in practice. It is crucial whether practice teachers perceive information about their student’s learning styles as product knowledge (something they possess but do not necessarily employ) or process knowledge (something which usefully describes part of the process they are engaged in).
- Reviews
- Abstract: Reviews
Content Type Journal Article
Category Reviews
Pages 73-78
DOI 10.1921/17466105.5.2.73
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 5
Journal Issue Volume 5, Number 2 / 2003
PubDate: Wed, 26 Dec 2012 14:15:42 GMT
- Abstract: Reviews
- Renewing the practice-knowledge interface
- Abstract: Practice is key to professional education. Student reflection and skill rehearsal are by-words of a new Practice Educator role. These are propositions emerging from an initiative to strengthen NHS and Social Care Partnerships with higher education by developing a more integrated model of teaching and learning. This paper describes a method of ‘deliberate interpersonal teaching’ to amalgamate the relationship between knowledge and practice. It forms the basis of one department’s transition to a clinical and workplace focus for teaching that underpins modernisation within one Faculty of Health and its stakeholder partners.
Content Type Journal Article
Category Research Article
Pages 7-21
DOI 10.1921/17466105.5.2.7
Authors
Bill Lemmer, Department Mental Health and Learning Disabilities, Canterbury Christ Church University College, Canterbury Kent CT1 1QU
Martin Arnold, Department of Mental Health and Learning Disabilities
Pam Pringle, Department of Mental Health and Learning Disabilities
Claire Barber, Department of Mental Health and Learning Disabilities
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 5
Journal Issue Volume 5, Number 2 / 2003
PubDate: Wed, 26 Dec 2012 14:15:41 GMT
- Abstract: Practice is key to professional education. Student reflection and skill rehearsal are by-words of a new Practice Educator role. These are propositions emerging from an initiative to strengthen NHS and Social Care Partnerships with higher education by developing a more integrated model of teaching and learning. This paper describes a method of ‘deliberate interpersonal teaching’ to amalgamate the relationship between knowledge and practice. It forms the basis of one department’s transition to a clinical and workplace focus for teaching that underpins modernisation within one Faculty of Health and its stakeholder partners.
- Teaching students web page development
- Abstract: An innovative web-based approach to teaching computer-based technological skills to MSW students is described. Students enrolled in an advanced generalist community practice course were taught how to create useful, informative, and empowering web sites for at-risk communities. Student feedback suggested that web development skills were viewed as relevant and useful to community-based practice, and students felt empowered through the acquisition of technological skills. The basic pedagogical features of the assignment are described and recommendations for mounting a web design course are offered.
Content Type Journal Article
Category Research Article
Pages 39-50
DOI 10.1921/17466105.5.2.39
Authors
Brien Bolin, Wichita State University, 1845 Fairmount, Wichita, KS 67260-0154, USA
Linnea GlenMaye
Journal The Journal of Practice Teaching and Learning
Print ISSN 1759-5150
Journal Volume Volume 5
Journal Issue Volume 5, Number 2 / 2003
PubDate: Wed, 26 Dec 2012 14:15:41 GMT
- Abstract: An innovative web-based approach to teaching computer-based technological skills to MSW students is described. Students enrolled in an advanced generalist community practice course were taught how to create useful, informative, and empowering web sites for at-risk communities. Student feedback suggested that web development skills were viewed as relevant and useful to community-based practice, and students felt empowered through the acquisition of technological skills. The basic pedagogical features of the assignment are described and recommendations for mounting a web design course are offered.
