Service users and carers: preparing to be involved in work‐based practice assessment

Abstract

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Assessment as the Site of Power: A Bourdieusian Interrogation of Service User and Carer Involvement in the Assessments of Social Work Students

“…Consistent with previous studies, the narratives revealed that although service users had been given a voice in students' assessments (Dearnley et al, 2011;Debyser et al, 2011;Duffy et al, 2013;Muir and Laxton, 2012;Skilton, 2011;Skoura-Kirk et al, 2013;Stacey et al, 2012;Stickley et al, 2010;, summative assessment decisions that affect progression remained with social work academics (Skilton 2011;Skoura-Kirk et al, 2013). The study findings, albeit with a small sample, concur with prior research in relation to both academic and practice assessments of students.…”

“…Although it was beyond the scope of this study to explore patient involvement in health education more broadly, the studies in Nurse Education Today reported that, despite the growing body of literature on service user involvement in the medical and social care professions, there were only limited studies exploring their involvement in students' assessments (Dearnley et al, 2011;Debyser et al, 2011;Muir and Laxton, 2012;Stacey et al, 2012;Stickley et al, 2010). Muir and Laxton (2012) indicated that although service users have long been involved in the training of medical students, they play a passive role in assessments.…”

Service user involvement in nurse education: perceptions of mental health nursing students

“…The presented evidence in the present study suggests a high degree of positivity towards involving users in the planning delivering and reviewing of all areas of mental health service provision, including undergraduate preparatory programmes provided through university faculties (Simpson et al . 2008, Collier & Stickley 2010, Dearnsley et al . 2011, Happell et al .…”

The student experience of piloting multi-modal performance feedback tools in health and social care practice (work)-based settings

“…However, both Felton and Stickley (2004) and Wood and Wilson-Barnett (1999) suggest that issues around power and control still need addressing in order to achieve good collaborative working relationships between the professionals and service users. Dearnley et al (2011) discuss some of the benefits and challenges that are inherent in the involvement of service users in practice assessment and suggest that to engage service users who have not been adequately prepared for the role is both unethical and unreliable. There was also considerable evidence that practice educators were acting as gatekeepers and in several instances not allowing the student to seek this feedback.…”