Now showing 1 - 3 of 3
- PublicationWhat makes a good placement? Findings of a social work student-to-student research study(Taylor & Francis, 2018-03-20)
;SSocial work fieldwork placements are recognised as a key component of social work education. This article analyses the experiences of students who have completed one social work placement and examines what they felt was most effective in aiding their learning. The innovative methodology used for the research enabled first year students to design an on-line survey which they administered to their second year student colleagues. The first year students gained experience in designing and administering a piece of research, but also gained a greater understanding of what previous students have found assisted their learning on placement. This cross-sectional research surveyed accessed the 2014/15 cohort of year 1 and year 2 Masters in Social Work (MSW) students. Students reported how prepared they felt for placement and also who or what facilitated their learning on placement. Students’ perception of the volume of learning on placement was strongly correlated with satisfaction. It is argued that being able to clearly identify types of interaction that enhance students’ learning, leads to more positive outcomes for all involved in the placement experience. 253Scopus© Citations 22
- PublicationWhat tools facilitate learning on placement? Findings of a social work student-to-student research study(Taylor & Francis, 2019-12-17)
;Social work fieldwork placements are recognized as a core element of professional training. This article analyses the experiences of students who have completed a social work placement, examining tools that facilitated learning on placement. The research utilized an innovative methodology that enabled first-year students to design an online survey which they administered to second-year students. Using this approach students gained research experience, and also an insight into what assisted learning on placement. This two-phase cross-sectional research surveyed a 2014/15 cohort of postgraduate social work (MSW) students. This article focuses on students’ perceptions of the tools which assisted learning on placement. The article explores student-driven tools such as self-reflection, writing case notes and critiquing one’s own work. Interaction with the practice teacher, supervision and feedback were other tools discussed by the students as well as formal inputs such as induction, training and safety instructions. An interesting finding was that whilst students recognized the importance of self-directed learning, many did not engage in it routinely. Moreover, self-directed learning was, at best, weakly correlated with perceived learning and satisfaction with the placement. In fact, learning and satisfaction were primarily vested in the practice teachers and other external contributors even over and above casework. 168Scopus© Citations 10
- PublicationSocial work, cancer survivorship and liminality: meeting the needs of young women diagnosed with early stage breast cancer(Taylor & Francis, 2019-05-01)A diagnosis of cancer has a profound effect on an individual, as well as their family and friends. Whilst the period of time surrounding diagnosis and treatment is well recognised as a time of stress and upheaval, the impact of the transition into survivorship can often be underestimated. This article discusses the experiences of young women who had been diagnosed with early stage breast cancer, and were traversing the liminal space between cancer treatment and cancer survivorship. The women were interviewed as part of my doctoral research, and the themes that emerged from that research, such as the needs for identity reconstruction and fear of the unknown, are discussed. The implications for social work practice are discussed and the use of a narrative therapeutic approach is suggested as a method to assist social workers to meet the needs of those who are living with cancer.
371Scopus© Citations 4