Review of Practice Learning Dr Lorna Montgomery Director

Review of Practice Learning Dr Lorna Montgomery Director of Practice Learning

Presentation Overview • The Big Picture: Student numbers and degree classification • PAP: feedback from panel and external examiner • Student Feedback • Organisational Change

The Big Picture. 2016 -2017 August 2016 - Jan 2017 Number on Placement UGR 2 PTR 1 PTR Final Year Total 67: 3 failed PLO 3 7 77 Jan- June 2017 RGR 2 RGR 3 UGR 3 Number on Placement 42: 1 failed PLO 39 66: 3 failed PLO: 1 failed RPA Total 147 Degree Classification: 1 st: 11 2. 1: 87 2. 2: 9

PAP: feedback • RPA marking: High standard of feedback and consistency among markers. Detailed student feedback • PT reports: Generally comprehensive, detailed and developmental. Developmental Points: • Student contribution to PT reports variable. Encourage a more standardised student input • Needs to be continuity between the first and second placement and an awareness of learning needs. Continuity is primarily the tutor’s responsibility. • Practice teacher responsibility in signing off evidence

Comments: External Examiner Dr Jo Warner • RPA: excellent pieces of work evidencing a good grasp of relevant theoretical issues and capacity to apply these in an appropriate way. • Good pointers given to students about how they might incorporate feedback in specific ways as they progress to Level 3 • Crucial stage in the student’s professional development with the potential to create radical shifts in their outlook. • A nice balance between positive comments, to support confidence, and constructive comments about weaker areas. • Standardisation seems to be working

or ag e er Av Po ) 1) (2 or ( Po Av Level 2 Ab (3 ) er ag ov e e (4 Av ) er ag e Ve (5 ry ) G oo d Ex (6 ) ce lle nt (7 ) lo w y el m tre Be Ex Student Feedback: How would you rate the pre-PLO preparation? Level 3

Student Comments – Everything was well organised – I was given sufficient time to contact and visit PLO site prior to start date. This time also allowed me to research service and service user group. – I felt completely overwhelmed at the sheer difference of university to placement. – I think that we should have been provided with a brief job description to allow insight into the role before making contact with the PT

How would you rate the quality of this PLO?

Quality of the PLO • PLO either excellent or very good. • Absolutely loved it, very welcoming and supportive team, PT very approachable and keen to help improve learning opportunities, wide range of service user groups and situations encountered • A fantastic team who are patient and understanding. A very welcoming environment. • PLO either average or below average • If I did not ask to have a 2 days out in the community I would not have been able to meet the SW standards just within the day centre. It was only out in the community that I was able to see the whole SW process.

Access to Learning Opportunities: Level 2

QUALITY OF SUPERVISION

OPPORTUNITIES FOR REFLECTION

To what extent has your understanding of the social work role developed?

What advice would you give to a Student going on this PLO • ‘Do reading around service user group ask lots of questions’ • ‘Even if your first choice is not a Day Centre, go with an open mind. This proved to be such a positive experience for me and I enjoyed every minute of it’. • ‘To engage in all experiences provided. Some of it may seem a little pointless at the time but it will help in the long run. Try not to become overwhelmed!’ • ‘Go into the placement with a willingness and enthusiasm to engage with a range of opportunities, try and be as confident as you can with SU whilst being honest with your practice teacher and reflect’.

Student feedback summary • Strong consensus across groups: feedback from UGR and RGR, and at levels 2 and 3 very similar • Largely positive experiences: relationships and work opportunities appeared to be the key defining features. • Positive supportive Practice teacher relationships central to the learning process. • Day centres critiqued as difficult to find the Social Work role

Practice Learning and Organisational Change Developments within BSW: Integrated teaching: Interdisciplinary education: Focus on Lifecourse Structural changes Organisational change: agencies PLO positive learning environment.