Preparing for Practice: An Evaluation of an Undergraduate Social Work ‘Preparation for Practice’ Module. / O'Connor, Louise; Cecil, Bob; Boudioni, Markella.

In: Social Work Education, Vol. 26, No. 4, 09.05.2009, p. 436-454.

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Preparing for Practice: An Evaluation of an Undergraduate Social Work ‘Preparation for Practice’ Module. / O'Connor, Louise; Cecil, Bob; Boudioni, Markella.

In: Social Work Education, Vol. 26, No. 4, 09.05.2009, p. 436-454.

Research output: Contribution to journalArticle

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O'Connor, Louise ; Cecil, Bob ; Boudioni, Markella. / Preparing for Practice: An Evaluation of an Undergraduate Social Work ‘Preparation for Practice’ Module. In: Social Work Education. 2009 ; Vol. 26, No. 4. pp. 436-454.

BibTeX

@article{89693d32c7fb41328251fbcb9903a307,
title = "Preparing for Practice: An Evaluation of an Undergraduate Social Work {\textquoteleft}Preparation for Practice{\textquoteright} Module",
abstract = "The requirement for social work students to undergo assessed preparation prior to undertaking their first practice placement raises key questions about the type of knowledge and experience that is needed for those at the start of their training. This paper shows the need for social work educators to become re-engaged in debates about the practice–theory relationship and to explore what is meant by an incremental approach to learning. A Preparation for Practice Learning module which was delivered to a cohort of Level 1 undergraduate social work students at a London university is described and evaluated. The paper highlights the key themes which emerged from the evaluation; these include the importance of work shadowing, observational learning and the centrality of critical reflection in aiding students{\textquoteright} personal and professional learning. A discussion of its effectiveness in preparing students for their first practice learning experience follows. It concludes by recommending how students{\textquoteright} learning in relation to the nature of social work and the skills required to undertake the role effectively might be addressed within the curriculum. Finally, a Preparation for Practice Learning model based on these findings is proposed.",
author = "Louise O'Connor and Bob Cecil and Markella Boudioni",
year = "2009",
month = may,
day = "9",
doi = "https://doi.org/10.1080/02615470701634311",
language = "English",
volume = "26",
pages = "436--454",
journal = "Social Work Education",
issn = "0261-5479",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Preparing for Practice: An Evaluation of an Undergraduate Social Work ‘Preparation for Practice’ Module

AU - O'Connor, Louise

AU - Cecil, Bob

AU - Boudioni, Markella

PY - 2009/5/9

Y1 - 2009/5/9

N2 - The requirement for social work students to undergo assessed preparation prior to undertaking their first practice placement raises key questions about the type of knowledge and experience that is needed for those at the start of their training. This paper shows the need for social work educators to become re-engaged in debates about the practice–theory relationship and to explore what is meant by an incremental approach to learning. A Preparation for Practice Learning module which was delivered to a cohort of Level 1 undergraduate social work students at a London university is described and evaluated. The paper highlights the key themes which emerged from the evaluation; these include the importance of work shadowing, observational learning and the centrality of critical reflection in aiding students’ personal and professional learning. A discussion of its effectiveness in preparing students for their first practice learning experience follows. It concludes by recommending how students’ learning in relation to the nature of social work and the skills required to undertake the role effectively might be addressed within the curriculum. Finally, a Preparation for Practice Learning model based on these findings is proposed.

AB - The requirement for social work students to undergo assessed preparation prior to undertaking their first practice placement raises key questions about the type of knowledge and experience that is needed for those at the start of their training. This paper shows the need for social work educators to become re-engaged in debates about the practice–theory relationship and to explore what is meant by an incremental approach to learning. A Preparation for Practice Learning module which was delivered to a cohort of Level 1 undergraduate social work students at a London university is described and evaluated. The paper highlights the key themes which emerged from the evaluation; these include the importance of work shadowing, observational learning and the centrality of critical reflection in aiding students’ personal and professional learning. A discussion of its effectiveness in preparing students for their first practice learning experience follows. It concludes by recommending how students’ learning in relation to the nature of social work and the skills required to undertake the role effectively might be addressed within the curriculum. Finally, a Preparation for Practice Learning model based on these findings is proposed.

U2 - https://doi.org/10.1080/02615470701634311

DO - https://doi.org/10.1080/02615470701634311

M3 - Article

VL - 26

SP - 436

EP - 454

JO - Social Work Education

JF - Social Work Education

SN - 0261-5479

IS - 4

ER -