Practice learning and social work: what difference has a degree made? Glasgow School of Social Work Sharpe Research Social Care Workforce Research Unit 1

2 Context for evaluation  Government plans for modernisation of public services  Changes in social care  New degree level qualification in social work introduced in 2003  Changes to post qualifying education  Increased regulation of social work

Changes introduced by the degree  Increased focus on practice learning  Mandatory involvement of people using services  Minimum qualifications in literacy and numeracy  No minimum qualification age  Requirements for IT literacy (ECDL) 3

Evaluation approach  Five rounds of survey data = 2933 responses  Case studies 6 sites – data collected first and final year Focus groups with students Interviews with staff Vignettes with students Practice Assessors survey  Re analysis of GSCC data 4

Where are students placed?  Approximately 15,090 placements and 8,702 students  Overall fairly even spread: Statutory – Independent sector split (53-47 percent) Children – Adults (34-30)  Part time students and men were less likely to have at least one placement in ‘children & families’ than full time and women students 5 Source: GSCC placement data

6 Pressures to find placements  Increased numbers of students  Increase in numbers of students with limited or no previous experience  Younger students may be more likely to be placed in non-statutory settings to help them adjust  Pressure to fulfil statutory requirements has placed pressure on placements, assessors, and practice learning co-ordinators Source: Case study site data

7 Practice Assessors’ views of students  Performance of DipSW/degree students on first and final placements broadly similar  The key area of perceived improvement is in theoretical knowledge  Slight improvement in communication skills Source: Case study site data

Students’ overall satisfaction with placements 8 Source: Student survey

Quality of placement  Three themes Range of experiences The quality of practice assessment How students were treated. 9 Source: Case study site and student survey data

Range of experiences 10 I think that has been quite useful because I don't think I would have got that kind of experience anywhere else[voluntary sector placement), but when it comes to the assessment skills like, you will be required... the standard that will be required for statutory services is completely different... way, way different... (Student) Source: Case study site data

Quality of practice assessment... they're (Practice assessors) back to backing students non-stop al year... they will burn out. They won't be able to do it. So my fear is we'll lose our really good people... and be left with, as I see it like kind of, you know, more mediocre people and then I'm faced with the prospect of, you know, OK I've got 80 or so students I need placements for. Some people are going to end up in placements I wouldn't want our students to be ending up 11 Source: Case study site data

Student perceptions of how they are treated 12 I really felt valued as a student there at placement and those sorts... like those sorts of things... a really positive experience (Student) And it created a lot of fear... It was like a role of the dice really. If you come up... you have a clash of personality with somebody at your placement or Practice Assessor, basically it’s over. (Student) Source: Case study site data

Increased focus on Practice learning  I think the degree as a whole, the three year degree, is only as good as the quality of your three placements are. If you’ve had three rubbish placements… (Student)  “When we lose students, it’s normally on placement. That’s where they normally fail.” [quoting tutor] And I thought... started panicking sort of thing. (Student) 13 Source: Case study site data

Meaning what?  Importance of practice placements for students  The need for careful management of voluntary sector placements  Increased pressure on accessing good quality placements 14

Wider relevance  Development of professional identity  Blurring interprofessional boundaries  Different approaches to practice placements 15