Professionalization and Managing Quality in Social Care Education

A study of a social care education in the mid-west of

Ireland

Siobhán O Leary Masters in Social Care Management – 2017 (Taught, part-time)

siobhanol99@gmail.com1

Context

HSCP Act (2005)

Health & Social Care Professionals Council (CORU) (2010)

Allied implications for the quality of social care education

programmes

2

Rationale

Experience & anecdotal evidence 3

Research Question

To what extent is practice placement a useful

learning approach in preparing a social care

student for frontline practice?

4

Research Objectives

1. To investigate the purpose of practice placement

across the spectrum of health and social care

professions, identifying significant characteristics of the

learning approach

2. To highlight the key competencies and skills required by

students during the practice placement experience

5

Research Objectives

3. To examine the role of the key stakeholders in relation

to supporting the student throughout the experience of

practice placement, discussing common themes

4. To explore students perspectives of the experience of

practice placement in relation to adequate supervision,

engagement in evaluation of practice placement and

preparedness for frontline practice

6

Emerging Themes – Literature

Review

• Purpose of Practice Placement(Kennedy & Gallagher 1997; Ryan 2009; Lalor & Share 2013; Camino et al 1982; Edgecombe et al2013; Fortune et al 2001; Furness & Gilligan 2004; Bogo 2015; Reed 2009; Bogo 2015; Wayne et al 2010;DIT 2017; Rubery and Urwin 2012)

• Skills & Competencies Required by

StudentsAl Hamdan et al (2014); Bogo (2015); Furness & Gilligan (2014); Howard & Lyons (2014)

7

Emerging Themes – Literature

Review

• Role of Supervisor CORU (2017a); CORU (2017b); Morris (2007); Shardlow (1996); Wayne et al (2010)

• Challenges Stakeholders Experienced Jervis & Tilki (2011); Pollard (2008); Wayne et al (2010)

8

Methodology

Mixed methods complementarity approach (Hammersley 1996; Deacon et al 1998; Bryman 2012).

Quantitative – Questionnaires (Gehringer 2010;

Agarwel 2009; Kazi and Khalid 2012; Bork & Francis 1985; Croasmun and

Ostrom 2011)

Qualitative methods – Interviews (Patton, 2002; Creswell,

2009; Mikėnė & Valavičienė 2013)

9

Sample

2 Sample Sets

1st set – 6 social care professionals - 50% female –

50% male

2nd set – Social Care 4th years – 119 - 80% female –

20% male – 73% (61) response rate

10

Data Analysis

Thematic Analysis (Fugard & Potts 2015; Bryman 2006; Braun &

Clarke 2006; Guest et al 2012)

Data Triangulation (Bryman 2006; Thurmond 2001)

Used the objectives and research question as a

framework

11

Findings & Discussion12

Research Objective 1

To investigate the purpose of practice placement across

the spectrum of health and social care professions,

identifying significant characteristics of the learning

approach

13

Purpose of Practice Placement

Research suggested that the key purpose of practiceplacement is to ensure students are fit for practice, this isachieved by embedding an understanding of social care workwhilst engaging in the task of connecting theory to practice

(Kennedy & Gallagher 1997; Ryan 2009; Lalor & Share 2013; Camino et al 1982; Edgecombe et al2013; Fortune et al 2001; Furness & Gilligan 2004; Bogo 2015; Reed 2009; Bogo 2015; Wayne et al 2010;DIT 2017; Rubery and Urwin 2012)

14

Understanding of social care

work

Findings from sample set 1 – social care professionals

“generally good”

“some students were prepared for the ideal world scenario

in social care which is rarely evident on their placement

nor is it evident in the workplace”

15

Connecting Theory to Practice

Sample set 1 – 50% of respondents did not place

significance in the task of connecting theory to practice

Sample set 2 - Approx. 40% of students did not recognise

situations where they could link theory to practice

“challenge inherent in it is to draw the theory out and draw

the practice closer”

16

Research Objective 2

To highlight the key competencies and skills

required by students during the practice

placement experience

17

Developing Skills & Competencies

62% of students reported that they were supported in

developing key social care skills and competencies

Supervisors reported that their emphasis was to

develop interpersonal social care skills such as

communication, boundaries, initiative and empathy

18

Research Objective 3

To examine the role of the key stakeholders in relation to

supporting the student throughout the experience of

practice placement, discussing common themes

19

Role of Supervisor

• Development of core skills & competencies

• Connecting theory to practice

• Assess & Evaluate performance of student

20

Assessment of Student

50% of supervisors stated they felt pressure and/or

a moral obligation to pass a student that had

struggled throughout the practice placement

- Student was young and had time to learn

- Felt it “was the right thing to do”

- Student met the “minimum standards”

21

Assessment of Student

Jervis & Tilki (2011) found that supervisors were reluctant

to fail students when performance was borderline and it

was early in their training believing the student had time to

improve.

“Because they’re very young and you hope for some of

them as it’s their first experience you will have helped and

guided them along the way”

22

Research Objective 4

To explore students perspectives of the experience of

practice placement in relation to adequate supervision,

engagement in evaluation of practice placement and

preparedness for frontline practice

23

Student Experiences – Adequate

Supervision

Students were asked how would they rate the supervision

they received

Scaled from Very Good > Good > Mediocre > Very Bad

2nd years positive response from 82% of the students

3rd years positive response from 85% of the students

24

Student Experiences – Engagement in

Evaluation of practice Placement

Students were asked how useful they found the tripartite professional meeting

2nd years

33% very useful,

49% of some use

18% of no use

3rd years

48% very useful

34% of some use

18% of no use.

25

Student Experiences – Engagement in

Evaluation of practice Placement

Debriefing Day

Finding were very similar for both 2nd and 3rd year

experiences – approx. 50% of students expressed

that the day was useful

26

Student Experiences –

Preparedness for Frontline

Practice

After completing both placement blocks how ready for you feel to begin frontline social care practice? Scaled type answer;

Ready & confident > Ready but tentative > Not ready > I do not see myself working in social care

32% - Ready & Confident

52% - Ready but tentative

10% - Not ready

6%- do not want to work in social care

27

Conclusion

To what extent is practice placement

a useful learning approach in

preparing a social care student for

frontline practice?

28

Recommendations

• Further research

• Robust assessment framework and policy

development would be recommended in

relation to the assessment and evaluation of

the student performance on placement

29

Recommendations

• Revisiting learning goals of placement between

all stakeholders – collaborative, inclusive,

supportive of current legislation and guidelines

• Audit current assessment and evaluation

methods

30

Thank You

Questions?

siobhanol99@gmail.com

31

Agarwal, A. (2009). “Why forms in Google Docs are perfect for creating online surveys”, Digital Inspiration [Online] (Accessed 09-12-2017)

Al-Hamdan, Z., Fowler, J. and Bawadi, H., (2014). “Student Nurses’ Perceptions of a Good Mentor: A Questionnaire Survey of Student” International Journal of Humanities and Social Science, 4(3), pp.248-256. [Online] (Accessed 13-06-2017)

Berg-Weger, M., Rochman, E., Rosenthal, P., Sporleder, B. & Birkenmaier, J. (2007), "A Multi-Program Collaboration in Field Education", Social Work Education, vol. 26, no. 1, pp. 20-34

Bogo, M (2015), “Field Education for Clinical Social Work Practice: Best Practices and Contemporary Challenges”, Clinical Social Work Journal, 43, 3, pp. 317-324 [Online] (Accessed 27-09-2017)

Bork, C., E., & Francis, J., B., (1985), "Developing effective questionnaires", Physical Therapy, vol. 65, no. 6, pp. 907

Bryman, A. (2006), “Integrating Quantitative and Qualitative Research: How is it Done?” Qualitative Research, 6: 97-113

Bryman, A. (2008), “Social research methods”, 3rd ed. Oxford University Press, Oxford; New York

Cimino, D., Cimino, F., Nuehring, E., Raybin, L. and Wisler-Waldock, B., (1982), “Student satisfaction with fieldwork”, Contemporary Social Work Education, 5(1), pp.68-75.

Croasmun, J., T., & Ostrom, L., (2011), "Using Likert-Type Scales in the Social Sciences", Journal of Adult Education, vol. 40, no. 1, pp. 19-22.

Deacon, D, Bryman, A, & Fenton, N., (1998), “Collision or collusion? A discussion and case study of the unplanned triangulation of quantitative and qualitative research

methods”, International Journal of Social Research Methodology, 1, 1, pp. 47-63

Dublin Institute of Technology, School of Social Sciences and Law (2017), “BA (Hons) in Social Care – Placement Handbook”, Department of Social Sciences, Dublin [Online] (Accessed 22-11-2017)

Bibliography

32

Edgecombe, K., Jennings, M. and Bowden, M., (2013), “International nursing students and what impacts their clinical learning: literature review” Nurse Education today, 33(2), pp.138-142. [Online] (Accessed 13-06-2017)

Eraut, M., (2000), “Non‐formal learning and tacit knowledge in professional work”, British journal of educational psychology, 70(1), pp.113-136.

Fortune, A.E., McCarthy, M. and Abramson, J.S., (2001), “Student learning processes in field education: Relationship of learning activities to quality of field instruction, satisfaction, and performance among MSW students”, Journal of Social Work Education, 37(1), pp.111-124.

Fugard, A, & Potts, H (2015), “Supporting thinking on sample sizes for thematic analyses: a quantitative tool”, International Journal of Social Research Methodology, 18, 6, pp. 669-684

Furness, S. and Gilligan, P., (2004), “Fit for purpose: issues from practice placements, practice teaching and the assessment of students' practice”, Social Work Education, 23(4), pp.465-479.

Gehringer, E.F., (2010), “Daily course evaluation with Google forms”, American Society for Engineering Education Annual Conference & Exposition [Online] (Accessed 10-12-2017)

Guest, G., MacQueen, K. M., & Namey, E. E. (2012), “Applied thematic analysis”, Thousand Oaks, CA: Sage

Hammersley, M. (1996), “The relationship between qualitative and quantitative research: paradigm loyalty versus methodological eclecticism”, In J. T. E. Richardson (ed.) Handbook of Research Methods for Psychology and the Social Sciences, Leicester: BPS Book

Health & Social Care Professionals Council (CORU), 2017 a, “Social Care Workers Registration Board –Standards of Proficiency for Social Care Workers”, [Online] (Accessed 14-06-2017)

Health & Social Care Professionals Council (CORU), 2017 b, “Social Care Workers Registration Board – Criteria for Education and Training Programmes”, [Online] (Accessed 14-06-2017)

Health Information and Quality Authority (B) (2017) “Exploring the regulation of health and social care services– Disability Services”, Dublin [Online] (Accessed 11-11-2017)

Health Information and Quality Authority Website (A) (2017), “About Us”, [Online] (Accessed 11-11-2017)

Bibliography

33

Bibliography Howard, N. and Lyons, D. eds., (2014), “Social care: Learning from practice”, Gill & MacMillan, Dublin

Hvalič-Touzery, S., Hopia, H., Sihvonen, S., Diwan, S., Sen, S. and Skela-Savič, B., (2017), “Perspectives on enhancing international practical training of students in health and social care study programs—A qualitative descriptive case study”, Nurse Education Today, 48, pp.40-47.

Hyde, E., (2015), “A critical evaluation of student radiographers' experience of the transition from the classroom to their first clinical placement”, Radiography, 21(3), pp.242-247.

Irish Association of Social Care Workers (IASCE), (2009), “Practice Placement Manual – Bachelor of Art in Applied Social Studies (Social Care)”, 2nd Ed, National Digital Learning Repository, [Online] (Accessed 26-10-2017)

Health & Social Care Professionals Council (CORU), 2017 a, “Social Care Workers Registration Board – Standards of Proficiency for Social Care Workers”, [Online] (Accessed 14-06-2017)

Health & Social Care Professionals Council (CORU), 2017 b, “Social Care Workers Registration Board – Criteria for Education and Training Programmes”, [Online] (Accessed 14-06-2017)

Health Information and Quality Authority (B) (2017) “Exploring the regulation of health and social care services– Disability Services”, Dublin [Online] (Accessed 11-11-2017)

Health Information and Quality Authority Website (A) (2017), “About Us”, [Online] (Accessed 11-11-2017)

Howard, N. and Lyons, D. eds., (2014), “Social care: Learning from practice”, Gill & MacMillan, Dublin

Hvalič-Touzery, S., Hopia, H., Sihvonen, S., Diwan, S., Sen, S. and Skela-Savič, B., (2017), “Perspectives on enhancing international practical training of students in health and social care study programs—A qualitative descriptive case study”, Nurse Education Today, 48, pp.40-47.

Hyde, E., (2015), “A critical evaluation of student radiographers' experience of the transition from the classroom to their first clinical placement”, Radiography, 21(3), pp.242-247.

Irish Association of Social Care Workers (IASCE), (2009), “Practice Placement Manual – Bachelor of Art in Applied Social Studies(Social Care)”, 2nd Ed, National Digital Learning Repository, [Online] (Accessed 26-10-2017)

34

Jervis, A. and Tilki, M., (2011), “Why are nurse mentors failing to fail student nurses who do not meet clinical performance standards?” British journal of Nursing, 20(9).

Kazi, A., M., & Khalid, W., (2012), "Questionnaire designing and validation", JPMA. The Journal of the Pakistan Medical Association, vol. 62, no. 5, pp. 514-516.

Kennedy, K. and Gallagher, C., (1997), “Social Pedagogy in Europe”, Irish Social Worker 15 (1), pp. 6-8 [Online] (Accessed 23-09-2017)

Lalor, K. and Share, P. eds., (2013), “Applied Social Care: An introduction for Students in Ireland”, Gill & Macmillan.

Ledger, A. and Kilminster, S., (2015), “Developing Understandings of Clinical Placement Learning in Three Professions: Work that is critical to care”, Medical Teacher, 37(4), pp.360-365.

Lyter, S.C., (2012), “Potential of Field Education as A Signature Pedagogy: The Field Director Role”, Journal of Social Work Education, vol. 48, no. 1, pp. 179-188 [Online] (Accessed 27-09-2017)

Mikėnė, S, Gaižauskaitė, I, & Valavičienė, N., (2013), “Qualitative Interviewing: Field Work Realities”, Socialinis Darbas, 12, 1, pp. 49-61

Morris, J., (2007), “Factors influencing the quality of student learning on practice placements”, Learning in Health and Social Care, 6(4), pp.213-219.

Peleg-Oren, N, McGowan, M, & Even-Zahav, R., (2007), “Field Instructors' Commitment to Student Supervision: Testing the Investment Model”, Social Work Education, 26, 7, pp. 684-696

Bibliography

35

Bibliography

Pollard, K.C., (2008), “Non‐formal learning and interprofessional collaboration in health and social care: the influence of the quality of staff interaction on student learning about collaborative behaviour in practice placements”, Learning in Health and Social Care, 7(1), pp.12-26.

QQI (Quality and Qualifications Ireland), (2014), “Social Care Work - Awards Standards”, Dublin, [Online] (Accessed 13-06-2017)

Raskin, M. S., (1989), “Empirical Studies in Field Instruction”, Haworth, New York.

Raskin, M.S., (1994), “The Delphi study in field instruction revisited: Expert consensus on issues and research priorities” Journal of Social Work Education, 30(1), pp.75-89.

Rogers, G., & McDonald, L., (1995), “Expedience over education: Teaching methods used by field instructors”, Journal of Social Work Education, 13(2), 41-65

Rubery, J., & Urwin, P., (2011), “Bringing the employer back in: why social care needs a standard employment relationship”, Human Resource Management Journal, 21(2), 122-137, [Online] (Accessed on 07-06-2017)

Shardlow, S. & Doel, M., (1996), “Practice Learning and Teaching”, Macmillan, Houndmills, England

Ward, A., (2005), “Total immersion: using group care placements to maximise practice learning”, Social work education, 24(4), pp.423-438.

Wayne, J, Bogo, M, & Raskin, M., (2010), “Field Education as a Signature Pedagogy of Social Work Education”, Journal of Social Work Education, 46, 3, pp. 327-339

36