Citations (17)
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Ashley J.G. Gill. (2023) ‘Looking forward’: non-traditional students perceptions of their readiness and preparedness for the transition to work after graduation. Research in Post-Compulsory Education 28:1, pages 149-172.
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Leeanne N. Olivant & Eric W. Z. Greenwood. (2023) Lecturer Practitioners — Straddling the Divide between the Field and Classroom. Practice 35:1, pages 93-97.
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Enoch Boafo Amponsah, Mary Ayim & John Boulard Forkuor. (2022) From block placement to blended model: the way forward for social work practicum in Ghana. Social Work Education 0:0, pages 1-16.
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Kitty Yuen-Han Mo, Charles Tong-Lit Leung & Simon Tak-Mau Chan. (2022) Satisfaction with Organizational Career Management and the Turnover Intention of Social Workers in Guangdong Province, China. Journal of Social Service Research 48:3, pages 353-364.
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Kitty Yuen-han Mo & Hannah Wai Ming Ho. (2021) Predictors of Job Satisfaction of Chinese Social Workers in Mainland China. Journal of Social Service Research 47:6, pages 823-834.
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Elaine Wilson & Niamh Flanagan. (2021) What tools facilitate learning on placement? Findings of a social work student-to-student research study. Social Work Education 40:4, pages 535-551.
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Pia Tham & Deborah Lynch. (2021) ‘Perhaps I should be working with potted plants or standing at the fish counter instead?’: newly educated social workers’ reflections on their first years in practice. European Journal of Social Work 24:3, pages 541-553.
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Eunjung Lee, Kathryn Bowles & Toula Kourgiantakis. (2021) Coaching MSW Students on Interpersonal Psychotherapy (IPT) Using Simulation-Based Learning (SBL): Developing Competencies in Clinical Social Work Practice. Smith College Studies in Social Work 91:2, pages 142-163.
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Ashley Curry & Pamela Epley. (2021) Toward a Reflection-centered Model of Graduate Social Work Education: Implications for Enhanced Practice. Journal of Teaching in Social Work 41:1, pages 57-76.
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Bernadette Moorhead, Jill Manthorpe & Mary Baginsky. (2020) An Examination of Support and Development Mechanisms for Newly Qualified Social Workers Across the UK: Implications for Australian Social Work. Practice 32:2, pages 145-159.
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Bernadette Moorhead, Karen Bell, Therese Jones-Mutton, Heather Boetto & Ruth Bailey. (2019) Preparation for practice: embedding the development of professional identity within social work curriculum. Social Work Education 38:8, pages 983-995.
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Pia Tham & Deborah Lynch. (2019) ‘Lost in transition?’ – Newly educated social workers’ reflections on their first months in practice. European Journal of Social Work 22:3, pages 400-411.
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Fiona McSweeney & Dave Williams. (2019) Social care graduates’ judgements of their readiness and preparedness for practice. Social Work Education 38:3, pages 359-376.
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Fiona McSweeney & Dave Williams. (2018) Social care students’ learning in the practice placement in Ireland. Social Work Education 37:5, pages 581-596.
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Adrienne B. Dessel & Nancy Rodenborg. (2017) An Evaluation of Intergroup Dialogue Pedagogy: Addressing Segregation and Developing Cultural Competency. Journal of Social Work Education 53:2, pages 222-239.
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Pia Tham & Deborah Lynch. (2014) Prepared for Practice? Graduating Social Work Students' Reflections on Their Education, Competence and Skills. Social Work Education 33:6, pages 704-717.
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Carmel Halton & George Wilson. (2013) Changes in Social Work Education in Ireland. Social Work Education 32:8, pages 969-971.
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