Practice Learning

Penny Forshaw and Theresa Cowe, Practice Learning Coordinators, RCC Route, Glasgow School of Social Work, present a learners’ introduction to the concept of practice learning…

Definition: Practice Learning is the way in which student social workers gain practical experience and are assessed in working with service users and carers within a range of settings and related professions.

Why have things changed?
It was felt that Social Work students were not adequately prepared to undertake the role and task of practice in the changed world of 21st Century Social Work. Workers needed to be better prepared to practice in the new world with an increased emphasis on working inter-professionally, and in teams with other disciplines.

The Framework for Social Work Education in Scotland (2003) required the development of the new honours level qualifying programmes. The emphasis was on preparing students to undertake ‘ethical and effective practice’ and to be part of a ‘competent and confident workforce’. There has been an important shift to stronger, partnership working between agencies and universities (as indicated in the earlier paper on the Modernisation of Social Work), and a greater involvement from service users and carers at all stages of training.

The Scottish Executive paper ‘Confidence in Practice Learning’ (2004) emphasises the need for students to have quality practice learning opportunities that offer both variety and choice. Whilst, at best, the past and present practice placements have offered this in both the statutory and voluntary sectors to students throughout Scotland, this has not consistently been the case.

Additionally all students are required to:
– Carry out statutory social work tasks, involving legal interventions
– Work in at least two contrasting service delivery settings (for those entering through work-based routes, at least one of these should be outwith their employing agency other than in exceptional circumstances)
– Provide services to at least two user groups
– Provide services in a way that takes account of diversity {mospagebreak}

The nine universities (HEIs) undertaking Social Work training in Scotland, in conjunction with the Scottish Executive, established the Scottish Institute for Excellence in Social Work Education (SIESWE). This body oversaw a range of projects to develop innovative approaches to practice learning.

Additionally the Scottish Executive funded the Scottish Practice Learning Project to carry forward those developments identified by SIESWE.

However there is currently a review of 21st Century Social Work (triggered by the Caleb Ness and Borders Enquiries) which will inform the task and the teaching of social work. The interim report has been published and can be accessed at the website www.21csocialwork.org.uk/

When will Practice Learning take place?
All the universities (HEIs) across Scotland have planned their qualifying programmes differently in relation to Practice Learning and, as a result, Practice Learning is offered at different points in the curriculum, e.g. Glasgow School of Social Work 4-year undergraduate honours programme offers, in year 1, modules which contain components of Practice Learning, 2 blocks of assessed Practice Learning in years 2 and 3, followed by final year opportunities related to research in practice.

All social work students need to be registered with the Scottish Social Services Council and to have demonstrated that they are ready to practice, prior to qualification. {mospagebreak}

Where will the student go?
All Social Work programmes in the new degree offer a generic qualification, however, Glasgow School of Social Work and Robert Gordon University receive funding to provide a Residential Child Care (RCC) focus. Students undertaking this route are required to have one period of assessed practice in a group care setting working with children and young people.

A number of new Practice Learning Opportunities have been developed for the new degree, in addition to the wide range of learning opportunities that are currently available. Many of these opportunities have a greater involvement of users and carers and a balance between statutory and non-statutory settings.

Throughout Scotland there is an even greater pressure with an increase in the required Practice Learning days and the numbers of Practice Learning opportunities available. This means that negotiating and matching Practice Learning opportunities is a complex and demanding process.
The factors that are important in the placing of students in Practice Learning are students’ past experiences, interests and learning needs. Both geography and access are also crucial elements in matching Practice Learning opportunities. There also needs to be a balance of learning opportunities between different sectors and work with at least 2 different service user groups.

Funding for all practice learning is administered by the universities who pay a fee for each assessed practice learning day.

Practice Learning Coordinators in universities have a responsibility to ensure that all students have as wide a variety as possible in relation to Practice Learning Opportunities. The University, however, has constraints which mean that student choice is not always available. New and different settings may appear unorthodox for Social Work Practice Learning. However, all concerned need to ensure that the student can maximise the opportunities that exist for learning and meet the required learning outcomes.{mospagebreak}

The outcomes are dictated by the stated key roles within the Standards in Social Work Education:
– Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances
– Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups, communities and other professionals
– Assess and manage risk to individuals, families, carers, groups, communities, self and colleagues
– Demonstrate professional competence in social work practice
– Manage and be accountable, with supervision and support, for their own social work practice within their organisation
– Support individuals to represent and manage their needs, views and circumstances

Who will support the student? Assess the student?
The training team might consist of a named practice teacher, tutor, link worker, service users and others based in agencies that are providing the Practice Learning experiences for the student. It is likely that the named practice teacher will take the lead role and will be trained, experienced and accredited with the current Practice Teaching Award. (This Award is in the process of being reviewed and matched to different levels of Practice Learning).

The named practice teacher will take the lead in coordinating the ongoing assessment. Each period of assessed Practice Learning will begin with a negotiated learning contract. This will contain clear information as to who is involved in the assessment process and how this will be undertaken. For example the Glasgow School of Social Work will have a portfolio of assessed evidence which will be reviewed throughout the student’s training. Some students may require additional support from Disability Advisors or learning support departments based within universities.

A student’s own networks are crucial and it is helpful if students discuss the demands of the course with those in their own circle of support.

How will the student get the most out of Practice Learning?
Students need to have given thought to how they best learn.
As Parker (2004) states:
“Paying attention to the ways in which you best learn will help you to structure your Practice Learning experiences in ways that maximise your learning. As adults we develop preferred ways of learning that derive from our own experiences, who we are and what our goals might be.
“It is important to have an understanding of some of the ways in which adults learn and to match ourselves with styles that suit us best.”{mospagebreak}

During Practice Learning students need to address their own values and how they work with others. They require to re-visit the skills they possess and those they need to develop. They need to review the knowledge which informs their practice and consider how to incorporate new learning from their academic studies and the particular practice knowledge needed in the setting.

Students are encouraged to critically analyse and reflect on their practice in a variety of ways, some of which may be peer group discussions, presentations and written work such as Critical Incident Analysis (B Crisp and P Green 2005).

During Practice Learning students are encouraged to keep a Practice Learning Log for sharing in supervision to enable them to reflect further on issues for themselves.

Practice Learning can help the development of a real learning culture in a wide range of organisations and can, by virtue of the wide range of staff included in the student’s learning process, make a significant contribution to continuing professional development (CPD) in a credible and integrated fashion.

Further Reading
– Parker, J (2004) Practice Learning, Exeter, Learning Matters
– Parker J & Bradley G (2003) Social Work Practice: Assessment Planning Intervention and Review Exeter, Learning Matters
– Journal of Practice Learning, Whiting & Birch
– www.sieswe.org
– www.scopt.co.uk
– www.splp.uk.com
– www.sieswe.org/projects/practicelearning.htm