What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?

Claire Bates

doi:10.1921/jpts.v15i1.1123

Authors

Claire Bates Edge Hill University

DOI:

https://doi.org/10.1921/jpts.v15i1.1123

Abstract

Abstract: Within social work education in the UK practice education has been subject to regular and substantive change and continues to have the potential to be fragmented as a result of practice learning taking place in a variety of organisations and settings as well as students having on site and off site practice educators. In this pilot research study individual semi structured interviews were used to gather data from 6 experienced practice educators who supervised students across both the statutory and voluntary sector, including those practicing independently as ‘off site’, to establish what influences practice educators when determining appropriate learning opportunities for social work students on their final placement. Findings indicated that practice educators draw on a variety of influences to determine appropriate learning opportunities for final year social work students, not relying on a single tool or mechanism. The research was undertaken in order to hear the voice of Practice educators and develop a better understanding of the process of supervising students on placement and to work towards enhancing future practice.

Keywords: practice education; practice educator; social work education; placements; pcf; learning opportunities

Author Biography

Claire Bates, Edge Hill University

Dept of Social Work

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