Citations (33)
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Read on this site (15)
Jo Finch & Sarah Corrie. (2023) Student fitness to practice procedures on accredited and regulatory programmes: a narrative review of the literature. PRACTICE 0:0, pages 1-14.
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Menny Malka, Limor Gadot, Maayan Fine, Yael Mazor & Sara Gavri. (2023) Real-Time Lived-Experiences of Social Work Educators Following the Outbreak of the Coronavirus Crisis: Photovoice-Based Research. Journal of Social Work Education 59:4, pages 1213-1231.
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David McKendrick & Jo Finch. (2023) Using [un]popular culture in social work education: the only way is Essex and Katie Price: what Harvey did next?. Social Work Education 0:0, pages 1-13.
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Jo Finch & Prospera Tedam. (2023) Failure to fail or fast tracking to failure: a critical exploration of social work placements. Social Work Education 0:0, pages 1-16.
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Audrey Roulston, Helen Cleak, David Hayes, Paula McFadden, Erna OConnor & Caroline Shore. (2023) To fail or not to fail: enhancing our understanding of reasons why social work students failed practice placements (2015–2019). Social Work Education 42:4, pages 459-475.
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Marion Bogo, Karen M. Sewell, Faisa Mohamud & Toula Kourgiantakis. (2022) Social work field instruction: a scoping review. Social Work Education 41:4, pages 391-424.
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Barry Fearnley. (2022) Becoming a reflexive and reflective practice educator: considering theoretical constructs of Bronfenbrenner and Bourdieu for social work student field placements. Social Work Education 41:1, pages 50-62.
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Echo Yuet Wah Yeung, Andrea Newman & Beverley Burke. (2021) Navigating relationships in practice learning: voices from practice educators. Social Work Education 40:3, pages 412-424.
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Jenni Elizabeth Burton. (2020) Reframing social work practice education: practice educators’ perceptions of the Professional Capabilities Framework (PCF) and the support provided during implementation. Journal of Social Work Practice 34:1, pages 39-52.
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Sarah Todd, Kenta Asakura, Brenda Morris, Brooke Eagle & Gareth Park. (2019) Responding to student mental health concerns in social work education: reflective questions for social work educators. Social Work Education 38:6, pages 779-796.
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Jo Finch. (2017) “…It’s Just Very Hard To Fail A Student…”: Decision-Making And Defences Against Anxiety – An Ethnographic And Practice-Near Study Of Practice Assessment Panels. Journal of Social Work Practice 31:1, pages 51-65.
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Ann Anka & Imogen Taylor. (2016) Assessment as the Site of Power: A Bourdieusian Interrogation of Service User and Carer Involvement in the Assessments of Social Work Students. Social Work Education 35:2, pages 172-185.
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Tom Woods. (2015) Practice educators’ experiences of facilitating and assessing student values and ethics learning: constructing dialogue. Social Work Education 34:8, pages 936-951.
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Lynda R. Sowbel & Shari E. Miller. (2015) Gatekeeping in Graduate Social Work Education: Should Personality Traits be Considered?. Social Work Education 34:1, pages 110-124.
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Cath Holmström. (2014) Suitability for Professional Practice: Assessing and Developing Moral Character in Social Work Education. Social Work Education 33:4, pages 451-468.
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Articles from other publishers (18)
Carly Dixon & Reza Vahid Roudsari. (2022) Failing to fail phenomena. European Journal of Dental Education 26:4, pages 849-856.
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Stephen Farrier, Thomas M. Connolly, Nikolina Tsvetkova, Mario Soflano & Petros Papadopoulos. (2022) Development and Evaluation of Two 3D-Simulated Practice Learning Environments. International Journal of Virtual and Personal Learning Environments 12:1, pages 1-26.
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Audrey Roulston, Helen Cleak, Robby Nelson & David Hayes. (2022) How Power Dynamics and Relationships Interact with Assessment of Competence: Exploring the Experiences of Student Social Workers Who Failed a Practice Placement. The British Journal of Social Work 52:3, pages 1662-1682.
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Andrea Gingerich, Stefanie S. Sebok‐Syer, Lorelei Lingard & Christopher J. Watling. (2021) The shift from disbelieving underperformance to recognising failure: A tipping point model. Medical Education 56:4, pages 395-406.
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Marion Bogo. 2022. Social Work in the Frame of a Professional Competencies Approach. Social Work in the Frame of a Professional Competencies Approach
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Louise O’Connor. (2019) How social workers understand and use their emotions in practice: A thematic synthesis literature review. Qualitative Social Work 19:4, pages 645-662.
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Simon Cassidy, Michael Coffey & Fiona Murphy. (2020) Transparency of assessment decision-making when students are not meeting required levels of proficiency in clinical practice. Nurse Education in Practice 43, pages 102711.
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Karene-Anne Nathaniel. 2020. The Palgrave Handbook of Global Social Work Education. The Palgrave Handbook of Global Social Work Education
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Louise A Hunt. (2019) Developing a ‘core of steel’: the key attributes of effective practice assessors. British Journal of Nursing 28:22, pages 1478-1484.
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Sally Paul. (2019) Is Death Taboo for Children? Developing Death Ambivalence as a Theoretical Framework to Understand Children’s Relationship with Death, Dying and Bereavement. Children & Society 33:6, pages 556-571.
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Salman Y. Guraya, Walther N.K.A. van Mook & Khalid I. Khoshhal. (2019) Failure of faculty to fail failing medical students: Fiction or an actual erosion of professional standards?. Journal of Taibah University Medical Sciences 14:2, pages 103-109.
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Toula Kourgiantakis, Karen M. Sewell & Marion Bogo. (2018) The Importance of Feedback in Preparing Social Work Students for Field Education. Clinical Social Work Journal 47:1, pages 124-133.
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David Wilkins, Munira Khan, Lorna Stabler, Fiona Newlands & John Mcdonnell. (2018) Evaluating the Quality of Social Work Supervision in UK Children’s Services: Comparing Self-Report and Independent Observations. Clinical Social Work Journal 46:4, pages 350-360.
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Gillian Peiser, John Ambrose, Beverley Burke & Jackie Davenport. (2018) The role of the mentor in professional knowledge development across four professions. International Journal of Mentoring and Coaching in Education 7:1, pages 2-18.
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Christine Lebel & Louise M. Belair. (2019) La recherche collaborative et son apport au développement de l’agir professionnel d’enseignants associés. Phronesis 7:4, pages 49-64.
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Claudia Alejandra Hernández Herrera. (2016) Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México. Revista Complutense de Educación 27:3, pages 1369-1388.
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Christine Lebel, Louise M. Bélair & Olivia Monfette. 2015. Évaluation et autoévaluation. Évaluation et autoévaluation
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Jo Finch & Jonathan Parker. (2013) Editorial. The Journal of Practice Teaching and Learning 11:3, pages 3-7.
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