Skills support for post-qualifying education: Tailoring programmes to meet student needs

This source preferred by Lynne Rutter

Authors: Rutter, L.

http://www.informaworld.com/smpp/content~content=a743792929~db=all~order=page

Journal: Social Work Education

Volume: 25

Pages: 279-287

ISSN: 0261-5479

Even though social work is now placed within an arena of evidence-based and reflective practice, it appears that post-qualifying practitioners are rarely enabled or empowered to achieve this. This paper will investigate pragmatic issues surrounding the problem rather than the long-running debates about the appropriateness of evidence-based practice or the academic robustness of such evidence. It will focus on two main areas - firstly knowledge of, and access to, sources of information; and secondly skills to find and use the sources effectively.

Some of these issues have been recognised nationally and are being addressed in several initiatives providing improved dissemination of evidence and research skills training. However, it is imperative that the scale of the problem is not underestimated. In order to meet the information needs of post-qualification candidates, the provision of skills support should encompass a range of user-focused and embedded services, fostering ideals of continuing professional development and lifelong-learning.

The Post Qualifying Social Work (PQSW) programme at Bournemouth University has identified the wider forums of information required for practice and the depth of information illiteracy prevalent within the profession. It has responded with an holistic and tailored package of information skills training and support, providing basic knowledge, access routes, and skills.

This data was imported from Scopus:

Authors: Rutter, L.

Journal: International Journal of Phytoremediation

Volume: 25

Issue: 3

Pages: 279-287

eISSN: 1549-7879

ISSN: 1522-6514

DOI: 10.1080/02615470600565228

Even though social work is now placed within an arena of evidence-based and reflective practice, it appears that post-qualifying practitioners are rarely enabled or empowered to achieve this. This paper will investigate pragmatic issues surrounding the problem rather than the long-running debates about the appropriateness of evidence-based practice or the academic robustness of such evidence. It will focus on two main areas—firstly knowledge of, and access to, sources of information; and secondly skills to find and use the sources effectively. Some of these issues have been recognised nationally and are being addressed in several initiatives providing improved dissemination of evidence and research skills training. However, it is imperative that the scale of the problem is not underestimated. In order to meet the information needs of post-qualification candidates, the provision of skills support should encompass a range of user-focused and embedded services, fostering ideals of continuing professional development and lifelong-learning. The Post Qualifying Social Work (PQSW) programme at Bournemouth University has identified the wider forums of information required for practice and the depth of information illiteracy prevalent within the profession. It has responded with an holistic and tailored package of information skills training and support, providing basic knowledge, access routes, and skills. © 2006, The Board of Social Work Education.

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