The Use of Photo Elicitation to Explore the Impact of Social Work Student’s Perceptions of Placements on Social Work Tutors and Consider Their Role in Practice Learning

Abstract

The importance of learning in practice is acknowledged across health and social care professions. Social work students’ experiences in practice settings has attracted some attention in academic literature, and the role and impact of the Practice Educator (PE) on student learning is increasingly recognised. However, there is a paucity of research examining the role of the social work tutor generally and particularly within practice learning settings. This paper presents a small-scale qualitative study exploring the impact of visual images produced by social work students reflecting their practice experiences on six social work tutors. Photo elicitation prompted discussion in a focus group setting which was subsequently thematically analysed, with four themes emerging. These were dichotomous relationships, difference and diversity, tutor brokerage skills, and student support. The images encouraged tutors to reflect upon the complexity of their relationship with social work students and question whether they were professionally equipped to support students in complex placement situations. In addition, the effectiveness of the curriculum in preparing social work students for practice was considered, particularly space afforded to students to reflect on practice learning in a safe environment. Opportunities to support SW tutors in their role and SW students in practice are deliberated.

Keywords:

• social work
• tutors
• practice learning

Acknowledgements

The authors wish to thank the HEI tutors who contributed their time and thoughts so generously to this paper.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Bridget Caffrey

Bridget Caffrey is Programme Leader for MA Social Work, registered social worker and Practice Educator (PE). Bridget previously worked in adult social work, and as an independent Practice Educator and Visiting Lecturer. Bridget teaches on BA and MA social work programmes as well as CPD modules. She is keen to encourage creativity in social work education to enhance student learning. Correspondence to: Bridget Caffrey WMA203 Martin Building, University of Chester, Crab Lane, Fearnhead, Warrington, WA20DB, UK. Email: [email protected]

Helen Fruin

Helen Fruin is Programme Leader for the BA social work at the University of Chester and registered social worker. Helen worked in adult services prior to working as an independent practice educator and placement development consultant. In her University role, Helen has been a placement coordinator, senior lecturer, and tutor, and supports both students as well as new and established practice educators, and is interested in exploring the motivation and support required for this role.

Julie Bailey McHale

Julie Bailey-McHale is Associate Professor and Associate Dean (Teaching and Learning). She is a registered mental health nurse and has worked in higher education for over 16 years. She is particularly interested in practice learning and the ways in which learners understand their practice experiences and use them to create transformative learning opportunities.

Victoria Ridgway

Dr Victoria Ridgway is an Associate Professor of Nursing, Education and Gerontology and is the Director of Pre-Registration Nursing at the University of Chester, she is a registered adult nurse. She joined the University of Chester in 2003. She has expertise in the use of visual research methods and has published research using this methodology.

Rebecca Bailey Mchale

Rebecca Bailey-McHale is a Senior Lecturer. She is a registered adult nurse, health visitor and non-medical prescriber. She has worked in higher education for five years. Rebecca is interested in mentorship and practice learning and has worked on several projects using visual methodology to explore this topic.