Creating a Standardised Teaching and Learning Framework for Social Work Field Placements

Cleak, Helen; Hawkins, Linette; Laughton, Jody; Williams, Judy

doi:10.1080/0312407x.2014.932401

Cited by 24 publications

(14 citation statements)

References 24 publications

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“…Field placement is considered to play a key role in developing students' professional competence and understanding of the interaction between theory and practice (Wayne, Bogo, and Raskin 2010;Cornell-Swanson 2012;Boitel and Fromm 2014;Smith, Cleak, and Vreugdenhil 2015). It is also reported that students describe their placement as their most important learning experience (Cleak et al 2015). Moreover, it is stated that no other component of the social work curriculum has been subject to as much research (Bogo 2015).…”

Section: Introductionmentioning

confidence: 99%

Placement training and learning outcomes in social work education

Caspersen

Smeby

2020

Studies in Higher Education

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Field placement has traditionally been an important component of professional and vocational education programmes, and there is a growing interest in workplace experience in higher education programmes in general. In this article, we examine the direct and the indirect links between classroom preparation for placement, placement quality and programme coherence, and the development of student learning outcomes (general competence, knowledge and skills). Using a longitudinal survey of social work students, combined with data from national registers, we find that programme coherence has a direct positive impact on all three types of learning outcomes, classroom preparation for placement has a positive direct impact on knowledge and general competence, while placement quality only indirectly relates to student learning outcomes and is mediated by programme coherence. Placement quality is therefore important, but its positive impact on learning outcomes depends on whether it has a spillover effect on students' experience of programme coherence.

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Section: Introductionmentioning

confidence: 99%

Placement training and learning outcomes in social work education

Caspersen

Smeby

2020

Studies in Higher Education

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“…Responding to shortages of placements and the health workforce in regional Australia, Hosken et al (2016) describe a rotational placement model provided through a collaborative partnership between a Victorian university and public health social workers. In Victoria, long-term collaboration of social work field education programs through the Combined School of Social Work has led to the development of the Common Assessment Tool for assessing students' learning in field education (Cleak, Hawkins, Laughton, & Williams, 2014) .…”

Section: Introductionmentioning

confidence: 99%

A National Survey of Australian Social Work Field Education Programs: Innovation with Limited Capacity

Zuchowski

Cleak

Nickson

et al. 2018

Australian Social Work

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Social work field education programs globally are struggling to meet the demands of providing placements and need to consider innovative placement models to meet professional accreditation requirements, and delivering quality field education opportunities for social work students. This paper reports on the qualitative responses of a national survey of Australian social work field education programs, exploring current challenges, innovative responses, recommendations for the Australian Social Work Education and Accreditation Standards [ASWEAS] review, hopes for the future, as well as capacity to undertake research.The findings suggest that field education programs use incremental innovation in field education, including collaboration, partnerships and new ways of responding to the changing student body. It is suggested that structural change and resources are needed for innovation to be more than incremental. Implication Statement• Social work field education as a distinct pedagogy needs to be supported through evidence based research in order to respond to current pressures • Collaboration in field education practice and research is valuable, but may be challenged by program competition • Structural innovation and accepting diversity in models could offer opportunities for social work education

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“…There is a difficult balance to strike between: sufficient assessment; standardisation of assessment; individual interests; opportunities to develop critical thinking; and students' concern about assessment outcomes (Cleak, Hawkins, Laughton, & Williams, 2015).…”

Section: Resultsmentioning

confidence: 99%

Comparing Social Work Students’ Perceptions of Risk Using Online Discussion Fora: Lessons Learned from a European Pilot Project

Hayes

Anand

Davidson

et al. 2016

Social Work Education

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Comparisons of international child welfare systems have identified two basic orientations to practice; a 'child protection' orientation and a 'child welfare' orientation, which are founded upon fundamentally different values and assumptions regarding the family, the origins of child care problems, and the proper role of the state in relation to the family. This paper describes a project which sought to compare how undergraduate social work students from three European Universities perceive risk in referrals about the welfare of children and to explore the impact of different cultural, ideological and educational contexts on the way in which risk is constructed by students. Students from Northern Ireland, Germany and Poland examined three vignettes via ten online discussion fora each of which provided a narrative summary of their discussion. The paper presents some findings from the analysis of the qualitative data emerging from the student discussions and draws out the lessons learned in terms of how the project was designed and implemented using online discussion fora.

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Creating a Standardised Teaching and Learning Framework for Social Work Field Placements

Cited by 24 publications

References 24 publications

Placement training and learning outcomes in social work education

Placement training and learning outcomes in social work education

A National Survey of Australian Social Work Field Education Programs: Innovation with Limited Capacity

Comparing Social Work Students’ Perceptions of Risk Using Online Discussion Fora: Lessons Learned from a European Pilot Project

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