Prepared enough to practise? Evaluating a study programme in social work

Abstract

Summary: Following the so-called Bologna reform in Luxembourg, 70 supervisors assessed the knowledge and skills of employees having qualified with a Bachelor's degree under the recently introduced curriculum in social work and pedagogy. The supervisors were solicited as part of quality assurance regarding the study programme and their assessments were gathered by means of a questionnaire. The University of Luxembourg funded the study.Findings: The newly qualified practitioners were evaluated as adequately trained, while the need was highlighted for a better understanding of the process through which beginner practitioners are socialised into the profession. The results furthermore suggest that practice proficiency extensively draws on generic skills of particular relevance to the social professions.Applications: The findings prompt a more specific focus on generic skills and their role in developing proficiency during practice placements as well as during the first year of employment. Overall, the study serves as one example of how to evaluate the readiness to practise of newly qualified practitioners in the social professions. The output of such skills assessments could inform on any need for curriculum revision at a local level. With a cross-national and comparative approach, evaluations of this kind could potentially guide any adaptations needed in response to the increasing internationalisation of social problems.

The role of empathy in case management: a pilot study

“…In order to ensure their anonymity, they were instructed to hand in the questionnaire without recording either name or student registration number on it. They were accurately informed that their effort would provide helpful input to the overall evaluation of the study programme (see Engelberg & Limbach-Reich, 2012, 2015. All students opted to participate and completed the questionnaire in full.…”

Supervision of students in social care education: practice teachers’ views of their role

“…Due to the complexity of the role of the practice teacher and the centrality of them to the education of social care students the aim of the research reported here was to explore similarities and differences in how practice teachers in social care education view their role and behaviours they prioritised. Due to some similarities between social work and social care work (Engelberg & Limbach-Reich, 2015), as well as the lack of research specific to social care practice, the literature reviewed includes that in relation to social work. …”