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Professionalization and Managing Quality in Social Care Education
A study of a social care education in the mid-west of
Ireland
Siobhán O Leary Masters in Social Care Management – 2017 (Taught, part-time)
Context
HSCP Act (2005)
Health & Social Care Professionals Council (CORU) (2010)
Allied implications for the quality of social care education
programmes
2
Rationale
Experience & anecdotal evidence 3
Research Question
To what extent is practice placement a useful
learning approach in preparing a social care
student for frontline practice?
4
Research Objectives
1. To investigate the purpose of practice placement
across the spectrum of health and social care
professions, identifying significant characteristics of the
learning approach
2. To highlight the key competencies and skills required by
students during the practice placement experience
5
Research Objectives
3. To examine the role of the key stakeholders in relation
to supporting the student throughout the experience of
practice placement, discussing common themes
4. To explore students perspectives of the experience of
practice placement in relation to adequate supervision,
engagement in evaluation of practice placement and
preparedness for frontline practice
6
Emerging Themes – Literature
Review
• Purpose of Practice Placement(Kennedy & Gallagher 1997; Ryan 2009; Lalor & Share 2013; Camino et al 1982; Edgecombe et al2013; Fortune et al 2001; Furness & Gilligan 2004; Bogo 2015; Reed 2009; Bogo 2015; Wayne et al 2010;DIT 2017; Rubery and Urwin 2012)
• Skills & Competencies Required by
StudentsAl Hamdan et al (2014); Bogo (2015); Furness & Gilligan (2014); Howard & Lyons (2014)
7
Emerging Themes – Literature
Review
• Role of Supervisor CORU (2017a); CORU (2017b); Morris (2007); Shardlow (1996); Wayne et al (2010)
• Challenges Stakeholders Experienced Jervis & Tilki (2011); Pollard (2008); Wayne et al (2010)
8
Methodology
Mixed methods complementarity approach (Hammersley 1996; Deacon et al 1998; Bryman 2012).
Quantitative – Questionnaires (Gehringer 2010;
Agarwel 2009; Kazi and Khalid 2012; Bork & Francis 1985; Croasmun and
Ostrom 2011)
Qualitative methods – Interviews (Patton, 2002; Creswell,
2009; Mikėnė & Valavičienė 2013)
9
Sample
2 Sample Sets
1st set – 6 social care professionals - 50% female –
50% male
2nd set – Social Care 4th years – 119 - 80% female –
20% male – 73% (61) response rate
10
Data Analysis
Thematic Analysis (Fugard & Potts 2015; Bryman 2006; Braun &
Clarke 2006; Guest et al 2012)
Data Triangulation (Bryman 2006; Thurmond 2001)
Used the objectives and research question as a
framework
11
Findings & Discussion12
Research Objective 1
To investigate the purpose of practice placement across
the spectrum of health and social care professions,
identifying significant characteristics of the learning
approach
13
Purpose of Practice Placement
Research suggested that the key purpose of practiceplacement is to ensure students are fit for practice, this isachieved by embedding an understanding of social care workwhilst engaging in the task of connecting theory to practice
(Kennedy & Gallagher 1997; Ryan 2009; Lalor & Share 2013; Camino et al 1982; Edgecombe et al2013; Fortune et al 2001; Furness & Gilligan 2004; Bogo 2015; Reed 2009; Bogo 2015; Wayne et al 2010;DIT 2017; Rubery and Urwin 2012)
14
Understanding of social care
work
Findings from sample set 1 – social care professionals
“generally good”
“some students were prepared for the ideal world scenario
in social care which is rarely evident on their placement
nor is it evident in the workplace”
15
Connecting Theory to Practice
Sample set 1 – 50% of respondents did not place
significance in the task of connecting theory to practice
Sample set 2 - Approx. 40% of students did not recognise
situations where they could link theory to practice
“challenge inherent in it is to draw the theory out and draw
the practice closer”
16
Research Objective 2
To highlight the key competencies and skills
required by students during the practice
placement experience
17
Developing Skills & Competencies
62% of students reported that they were supported in
developing key social care skills and competencies
Supervisors reported that their emphasis was to
develop interpersonal social care skills such as
communication, boundaries, initiative and empathy
18
Research Objective 3
To examine the role of the key stakeholders in relation to
supporting the student throughout the experience of
practice placement, discussing common themes
19
Role of Supervisor
• Development of core skills & competencies
• Connecting theory to practice
• Assess & Evaluate performance of student
20
Assessment of Student
50% of supervisors stated they felt pressure and/or
a moral obligation to pass a student that had
struggled throughout the practice placement
- Student was young and had time to learn
- Felt it “was the right thing to do”
- Student met the “minimum standards”
21
Assessment of Student
Jervis & Tilki (2011) found that supervisors were reluctant
to fail students when performance was borderline and it
was early in their training believing the student had time to
improve.
“Because they’re very young and you hope for some of
them as it’s their first experience you will have helped and
guided them along the way”
22
Research Objective 4
To explore students perspectives of the experience of
practice placement in relation to adequate supervision,
engagement in evaluation of practice placement and
preparedness for frontline practice
23
Student Experiences – Adequate
Supervision
Students were asked how would they rate the supervision
they received
Scaled from Very Good > Good > Mediocre > Very Bad
2nd years positive response from 82% of the students
3rd years positive response from 85% of the students
24
Student Experiences – Engagement in
Evaluation of practice Placement
Students were asked how useful they found the tripartite professional meeting
2nd years
33% very useful,
49% of some use
18% of no use
3rd years
48% very useful
34% of some use
18% of no use.
25
Student Experiences – Engagement in
Evaluation of practice Placement
Debriefing Day
Finding were very similar for both 2nd and 3rd year
experiences – approx. 50% of students expressed
that the day was useful
26
Student Experiences –
Preparedness for Frontline
Practice
After completing both placement blocks how ready for you feel to begin frontline social care practice? Scaled type answer;
Ready & confident > Ready but tentative > Not ready > I do not see myself working in social care
32% - Ready & Confident
52% - Ready but tentative
10% - Not ready
6%- do not want to work in social care
27
Conclusion
To what extent is practice placement
a useful learning approach in
preparing a social care student for
frontline practice?
28
Recommendations
• Further research
• Robust assessment framework and policy
development would be recommended in
relation to the assessment and evaluation of
the student performance on placement
29
Recommendations
• Revisiting learning goals of placement between
all stakeholders – collaborative, inclusive,
supportive of current legislation and guidelines
• Audit current assessment and evaluation
methods
30
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