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dc.contributor.authorCaffrey, Bridget
dc.contributor.authorFruin, Helen
dc.contributor.authorBailey-McHale, Julie
dc.contributor.authorRidgeway, Victoria
dc.contributor.authorBailey-McHale, Bex
dc.date.accessioned2021-01-14T12:38:44Z
dc.date.available2021-01-14T12:38:44Z
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/624174/Final%20Version%20After%20Feedback%20full%20author%20details%20and%20affiliations.pdf?sequence=3
dc.identifier.citationCaffrey, B., Fruin, H., Bailey-McHale, J., Ridgeway, V. and Bailey-McHale, B. (2020). The use of photo elicitation to explore the impact of social work student’s perceptions of placements on social work tutors and consider their role in practice learning. Practice. DOI: 10.1080/09503153.2020.1859105en_US
dc.identifier.urihttp://hdl.handle.net/10034/624174
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Practice: Social Work in Action on 22 December 2020, available online: https://doi.org/10.1080/09503153.2020.1859105en_US
dc.description.abstractThe importance of learning in practice is acknowledged across health and social care professions. Social work students’ experiences in practice settings has attracted some attention in academic literature, and the role and impact of the Practice Educator (PE) on student learning is increasingly recognised. However, there is a paucity of research examining the role of the social work tutor generally and particularly within practice learning settings. This paper presents a small-scale qualitative study exploring the impact of visual images produced by social work students reflecting their practice experiences on six social work tutors. Photo elicitation prompted discussion in a focus group setting which was subsequently thematically analysed, with four themes emerging. These were dichotomous relationships, difference and diversity, tutor brokerage skills, and student support. The images encouraged tutors to reflect upon the complexity of their relationship with social work students and question whether they were professionally equipped to support students in complex placement situations. In addition, the effectiveness of the curriculum in preparing social work students for practice was considered, particularly space afforded to students to reflect on practice learning in a safe environment. Opportunities to support SW tutors in their role and SW students in practice are deliberated.en_US
dc.publisherTaylor & Francisen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/09503153.2020.1859105en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectsocial worken_US
dc.subjecttutorsen_US
dc.subjectpractice learningen_US
dc.titleThe use of photo elicitation to explore the impact of social work student’s perceptions of placements on social work tutors and consider their role in practice learningen_US
dc.typeArticleen_US
dc.identifier.eissn1742-4909en_US
dc.contributor.departmentUniversity of Chesteren_US
dc.identifier.journalPractice: Social Work in Actionen_US
or.grant.openaccessYesen_US
rioxxterms.funderUniversity of Chesteren_US
rioxxterms.identifier.projectQR grant grant, Caffrey, 2019en_US
rioxxterms.versionAMen_US
rioxxterms.versionofrecord10.1080/09503153.2020.1859105en_US
rioxxterms.licenseref.startdate2021-12-22
dcterms.dateAccepted2020-11-30
rioxxterms.publicationdate2020-12-22
dc.date.deposited2021-01-14en_US
dc.indentifier.issn0950-3153en_US


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