Swapping roles or swapping desks? When experienced practitioners become students on placement

Crisp, Beth and Maidment, Jane 2009, Swapping roles or swapping desks? When experienced practitioners become students on placement, Learning in health and social care, vol. 8, no. 3, pp. 165-174, doi: 10.1111/j.1473-6861.2008.00208.x.

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Title Swapping roles or swapping desks? When experienced practitioners become students on placement
Author(s) Crisp, BethORCID iD for Crisp, Beth orcid.org/0000-0001-7863-4482
Maidment, Jane
Journal name Learning in health and social care
Volume number 8
Issue number 3
Start page 165
End page 174
Total pages 10
Publisher Wiley-Blackwell
Place of publication Oxford, England
Publication date 2009-09
ISSN 1473-6853
Keyword(s) Australia
practice learning
prior experience
social work education
unqualified social workers
work-based learning
Summary The social work education literature on the preparation of students for their first practice learning placement, and the support needs of such students once in placement, tend to include implicit assumptions that the students being placed are novice practitioners, with little experience of working in social welfare agencies. Although there are some students for whom these assumptions are undoubtedly correct, another common phenomenon is that practice experience often leads to practitioners enrolling in professional degrees to qualify as a social worker. As credit for prior work experience in social welfare settings has only recently become possible for Australian social work students, we routinely work with aggrieved students who believe they should be exempted from placements, some of whom subsequently find the transition from experienced practitioner to student on placement somewhat difficult. This paper reports on a study which sought to explore the specific needs of experienced practitioners who become social work students on practice learning placements, with the aim of developing procedural recommendations for the placement and support of such students in the future. One of our findings was that several of the students continued to identify as practitioners, albeit in a different agency or programme from their normal place of employment, rather than take on the student identity. The implications of this for the development of practice learning opportunities for students who are experienced practitioners will be discussed.
Notes Published Online: 14 Jan 2009
Language eng
DOI 10.1111/j.1473-6861.2008.00208.x
Field of Research 160799 Social Work not elsewhere classified
130213 Vocational Education and Training Curriculum and Pedagogy
Socio Economic Objective 920299 Health and Support Services not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2009
Copyright notice ©2009, Blackwell Publishing Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30019847

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