Integrating relational knowing and structured learning in social work placements – a framework for learning in practice

ABSTRACT

Professional placements are integral to social work education and provide formative but variable learning opportunities for students. As social work programs expand and requirements for placements increase, settings where a social worker may not be employed are increasingly utilized, risking further variability of student experience. This paper reports on qualitative responses to two open-ended questions in a cross-sectional survey conducted with social work students from four universities on the island of Ireland. Questions included (1) what students found most helpful in assisting their learning, and (2) what would have improved their learning during placement. A six-step approach to thematic analysis was used to analyse qualitative data from 427 responses to question one, and 355 responses to question two. Four key pillars of practice learning were identified: enabling relationship(s); ‘real world’ practice opportunities; structured teaching and learning; and academic-practice alignment. Drawing on these findings, the paper presents a framework for integrated learning which promotes students’ capacity for active inquiry in practice. Linked processes of relational knowing and structured teaching and learning emerged as integral to knowledge acquisition and professional development on placement. Findings re-established the significance of the supervisory relationship and relationship-based learning.

Keywords:

• student supervision
• placement
• field education
• supervisry relationship

Acknowledgements

The authors would like to acknowledge the contributions of Associate Professor Anthea Vreugdenhil, University of Tasmania, Ms Marguerita McGovern, National University of Ireland, Galway and Professor Mary McColgan OBE, Ulster University.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Helen Cleak

Dr Helen Cleak, PhD is Adjunct Associate Professor at La Trobe University Victoria, and the University of Southern Queensland. She has a strong practice and research background and collaborates with academics and practitioners in Australia, the UK and the Republic of Ireland to research domestic violence, health care and student supervision. She is also a program accreditor for the Australian Association of Social Workers.

Erna O’Connor

Dr Erna O’Connor is Assistant Professor of Social Work and Practice Education Co-ordinator at the School of Social Work and Social Policy, Trinity College, Dublin, Ireland. Her teaching and research interests include practice education, health-related social work, bereavement and reflective and relationship-based practice.

Audrey Roulston

Audrey Roulston, PhD; MSc; PGCHET; PG Dip SW; BA (Honours) is a Senior Lecturer at Queen's University Belfast and has a special interest in palliative and end-of-life care, bereavement needs assessment, student supervision and well-being. She co-chairs a number of palliative care social work committees, is Programme Director for a forthcoming Postgraduate Diploma in Palliative Care Social Work and is the coordinator for the Social Work Pathway Opportunity Programme.