The inside story: A survey of social work students’ supervision and learning opportunities on placement

Helen Cleak, Audrey Roulston, Anthea Vreugdenhil

Research output: Contribution to journalArticle

9 Citations (Scopus)
307 Downloads (Pure)

Abstract

Practice learning accounts for half of the content of the Bachelor of Social Work degree course requirements in Northern Ireland in their field education programs and share a professional and ethical responsibility with practice teachers to provide appropriate learning environments to prepare students as competent and professional practitioners. The accreditation standards for practice learning require the placement to provide students with regular supervision and exposure to a range of learning strategies, but there is little research that actually identifies the types of placements offering this learning and the key activities provided. This paper builds on an Australian study and surveys social work students in two programs in Northern Ireland about their exposure a range of learning activities, how frequently they were provided and how it compares to what is required by the Northern Ireland practice standards. The results indicated that, although most students were satisfied with the supervision and support they received during their placement, the frequency of supervision and type of learning activities varied according to different settings, year levels and who provided the learning opportunities.
Original languageEnglish
JournalBritish Journal of Social Work
Early online date10 Jan 2016
DOIs
Publication statusEarly online date - 10 Jan 2016

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    Helen Cleak

    Audrey Roulston (Host)

    15 Aug 201515 Dec 2015

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