What difference does it make? Findings of an impact study of service user and carer involvement on social work students’ subsequent practice

Authors: Hughes, M.

Journal: Social Work Education

Volume: 36

Issue: 2

Pages: 203-216

eISSN: 1470-1227

ISSN: 0261-5479

DOI: 10.1080/02615479.2016.1274725

Abstract:

This paper reports on a study which followed up a group of social work students to explore whether service user involvement in their education made any difference to their practice and whether there were different models or types of involvement which had a more significant impact than others. The findings showed that the impact was individual to each student. It was often specific encounters or ‘light bulb moments’ which led to increased awareness or insight into their own practice particularly when encountering similar situations or when pressures of practice led to them losing sight of service user perspectives. The paper shares these findings and considers the learning for educators in developing models of involvement which enhance impact on subsequent practice.

http://eprints.bournemouth.ac.uk/26152/

Source: Scopus

What difference does it make? Findings of an impact study of service user and carer involvement on social work students' subsequent practice

Authors: Hughes, M.

Journal: SOCIAL WORK EDUCATION

Volume: 36

Issue: 2

Pages: 203-216

eISSN: 1470-1227

ISSN: 0261-5479

DOI: 10.1080/02615479.2016.1274725

http://eprints.bournemouth.ac.uk/26152/

Source: Web of Science (Lite)

What difference does it make? Findings of an impact study of service user and carer involvement on social work students’ subsequent practice

Authors: Hughes, M.

Journal: Social Work Education

Publisher: Taylor & Francis

ISSN: 1470-1227

DOI: 10.1080/02615479.2016.1274725

Abstract:

This paper reports on a study which followed up a group of social work students to explore whether service user involvement in their education made any difference to their practice and whether there were different models or types of involvement which had a more significant impact than others. The findings showed that the impact was individual to each student. It was often specific encounters or ‘light bulb moments’ which led to increased awareness or insight into their own practice particularly when encountering similar situations or when pressures of practice led to them losing sight of service user perspectives. The paper shares these findings and considers the learning for educators in developing models of involvement which enhance impact on subsequent practice.

http://eprints.bournemouth.ac.uk/26152/

Source: Manual