Experiences of student social workers who failed a practice placement: a cross-border study

Practice placements have been identified as the most important element of social work education, as that is usually when professional suitability becomes most apparent. Protecting service users and the profession from those not deemed suitable requires rigorous gatekeeping but fair assessment. Despite the centrality of practice placements in social work training, there is a paucity of research that explores reasons for placements terminating, or the experiences of failing placement from a student perspective. This research aims to add to the existing body of academic literature and provide findings from a cross-border perspective.
This study consisted of two phases: (1) anonymous quantitative data on 63 students who failed placement during January 2015-2019 in Northern Ireland (Queen's University Belfast and Ulster University) and cross-border in the Republic of Ireland (Trinity College Dublin and University College Cork (UCC), and (2) 11 qualitative interviews with consenting students.
Quantitative findings from phase one, which were analysed using SPSS, indicated an over-representation of male students failing (19/63), poor understanding of the social work role (59%), poor time management (53%), poor written work (48%), inability to follow guidance (42%) and poor professional conduct (32%). Despite social work students learning about data protection, six students breached data protection legislation and their professional standards. Pre-disposing factors (44%) created blocks to learning (i.e. relationship breakups, disabilities or health issues and medical emergencies involving relatives), which practice teachers felt prevented students from fully embracing their placement.
Qualitative findings from phase two, which were analysed using Braun and Clarke, revealed six themes: The impact of personal problems; the importance of positive working relationships; the use and misuse of power; lack of clarity around assessment and decision-making processes; the importance of developing insight and receiving useful feedback.
Recommendations include the importance of academic/professional tutors knowing their students well and creating repeated opportunities to connect during placement. Practice Teachers accessing a wide range of evidence for ongoing assessment and offering regular feedback to students. Encourage students to disclose disabilities or health issues to allow reasonable adjustments to be made, and to create opportunities for reflection on how personal or health issues are affecting learning and progression. Given the widening participation agenda, it is important that academics and agency partners feel confident and competent in supporting students with health issues within the parameters of their job role and professional regulations. Greater clarity around the scope and purpose of formal decision-making meetings, such as mid-point review meetings, action plans, Practice Assessment Panels and Exam Boards. The importance of support plans for students who take a temporary leave of absence, which empower students to seek support for issues that influenced progression, and gain a greater insight into their own learning journey. Greater support networks for students who feel embarrassed or stigmatised by not successfully completing their practice placement or graduating with their peer group, and preparatory support or occupational health assessments for students prior to attempting a repeat placement.