is a senior lecturer in social work. She is a registered social worker qualifying in 1995 and worked in various adult services prior to working independently as a practice educator and visiting lecturer. Bridget joined the UoC social work department two years ago. She retains a strong interest in developing practice learning and still undertakes practice educating. Bridget also is interested in promoting learning from service users and carers and the continuing professional development of social workers. Siobhan Maclean has been a registered social worker since 1990 and worked in multiple social work positions. She is honorary secretary for the International Federation of Social Workers (Europe). Siobhan works as an independent practice educator whilst also being the managing director of Kirwin Maclean Associates. Dr Victoria Ridgway is a Senior University Teaching Fellow and a registered adult nurse. She joined the University of Chester in 2003. She is responsible for leading and implementing institutional enhancement initiatives at local level as well as having a key role in promoting and sharing good practice in the Faculty, across the University and HE sector. She has expertise in the use of visual methodology.
The authors of this practice note acknowledge the centrality of practice learning in social work training in England. They recognise it is a defining feature of social work training. However they critically discuss the current model used to assess social work students on placement in England; a process prompted by research one of the authors presented at the 12th International Conference on Practice Teaching and Field Education in Health and Social Work, September 2018.The PN reviews persitant issues in the assessment of students on placement and argues these have been exacerbated by changes to practice within the English higher education system and social work practice. They argue the current system is fundamentally flawed and encourage the SW profession to reflect using imagination and creativity to envisage alternative ways to assess students practice and to identify new ideas to pilot.
Abstract;This PN explores issues affecting assessment of social work students on practice placements in England. The authors have many years of experience in this area of social work and aim to highlight concerns about the complexity of assessment in practice settings. The PN reports on research presented by (author) at the 12th International Conference on Practice Teaching and Field Education in Health and Social Work, September 2018 to consider student perspectives. These highlight a sense of feeling powerless and judged. The PN also explores the wider issues potentially impacting on the assessment of students practice. Acknowledging the challenges of all assessments the PN considers how assessment of student practice may be further complicated by factors including the role and demands of universities, the impact of training and support for practice educators and pressures within current social work practice. The PN highlights longstanding inequalities within social work assessment on placements for some student groups, including BAME students. The authors draw on Brookfields (1998) reflective lenses and encourage the social work profession to reflect and consider how current practice might be improved. The authors invite ideas and feedback to stimulate a professional debate and new ideas.
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