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dc.contributor.authorBuck, Gillian
dc.contributor.authorWhiteside, Nicola
dc.contributor.authorNewman, Andrea
dc.contributor.authorJones, Helen
dc.contributor.authorStanley, Selwyn
dc.contributor.authorFeather, Julie
dc.contributor.authorMillard, Wayne
dc.date.accessioned2022-09-22T08:37:24Z
dc.date.available2022-09-22T08:37:24Z
dc.date.issued2022-09-29
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/627186/TP%20PR%20Author%20copy.pdf?sequence=4
dc.identifier.citationBuck, G., Whiteside, N., Newman, A., Jones, H., Stanley, S., Feather, J., & Millard, W. (2022). Promoting practitioner research through a social work teaching partnership. Practice., vol(issue), pp. https://doi.org/10.1080/09503153.2022.2128324en_US
dc.identifier.issn0950-3153
dc.identifier.doi10.1080/09503153.2022.2128324
dc.identifier.urihttp://hdl.handle.net/10034/627186
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Practice on 29/09/2022, available online: https://doi.org/10.1080/09503153.2022.2128324en_US
dc.description.abstractResearch is critical for effective and innovative social work practice, yet social workers do not always have time to engage with research and there are limited accounts of how practitioners can undertake research in practical and meaningful terms (Mitchell, Lunt, and Shaw 2010). Using a reflective, storytelling methodology (Beresford 2016), which centres experiential knowledge, we describe how one regional social work teaching partnership nurtured practitioner research over a three-year period. We introduce a regionally administrated ‘hub’, that connected social workers and academics and supported the development of seventeen research teams. The studies that resulted, focused on a range of important issues including child protection, young people in transition to adult services, adults in community and residential settings, lived experience-led provision, and social work education. In terms of limitations, our reflections are descriptive and illuminative, rather than critical, our findings are also not representative but rather reflect a snapshot of practice. Despite limitations, this commentary reveals the feasibility and value of proactively nurturing practitioner research and offers a blueprint for cultivating similar initiatives in other regions.en_US
dc.publisherTaylor and Francisen_US
dc.relation.urlhttps://www.tandfonline.com/journals/cpra20en_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/09503153.2022.2128324
dc.rightsAttribution-NoDerivatives 4.0 International*
dc.rights.urihttps://creativecommons.org/licenses/by-nd/4.0/en_US
dc.subjectPractitioner researchen_US
dc.subjectTeaching partnershipen_US
dc.subjectEvidence-based practiceen_US
dc.subjectReflective practiceen_US
dc.titlePromoting practitioner research through a social work teaching partnershipen_US
dc.typeArticleen_US
dc.identifier.eissn1742-4909en_US
dc.contributor.departmentUniversity of Chester; Cheshire and Merseyside Social Work Teaching Partnership; Liverpool John Moores University; Warrington Borough Council; Edge Hill Universityen_US
dc.identifier.journalPractice: Social Work in Actionen_US
or.grant.openaccessYesen_US
rioxxterms.funderCheshire and Merseyside Social Work Teaching Partnershipen_US
rioxxterms.identifier.projectHSC04022en_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.startdate2023-09-29
dcterms.dateAccepted2022-09-21
rioxxterms.publicationdate2022-09-29
dc.date.deposited2022-09-22en_US


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Except where otherwise noted, this item's license is described as Attribution-NoDerivatives 4.0 International