Review of the
Degree in Social Work
Report 14
June 2019
Contents
Forward
Involving People Who Use Social Work Services in the Degree
Section 1 - Executive Summary
Partnership Arrangements
Curriculum
Degree Outcomes
Section 2 - Introduction
Section 3 - Background to the Degree
Context of the delivery of the Degree
Structure of Degree Delivery in Northern Ireland
Section 4 - Aims and Objectives of the
Periodic Review
Aim of the Review
Objectives of the Review
Section 5 Review Methodology
Section 6 Review Findings
The purpose of the Review of the Degree in Social Work
Partnership Arrangements
Curriculum
Outcome of the Degree
Section 7 Summary of Actions and Outcomes
1
2
3
4
8
9
10
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Page
opportunity for me to hear from all stakeholders about their
experiences, opinions, suggestions and future expectations of
social work education. I now have a better understanding as to
why and how the Degree is currently delivered.
Discussions in focus groups, and with the project team, highlighted
and inspired thoughts and concerns as to how the existing
structures could be further utilised to develop and deliver a holistic
practice centred approach to all aspects of the degree curriculum.
From my perspective, it is vital that graduating social workers know
that they are not coming into service users or carers’ lives to solve
every concern. However, to support and encourage people to
make their own informed choices, supported by the knowledge, to
signpost or advocate appropriately as per the situation, guided by
the Social Work Practice Continuum, highlighted in this report.
Graduating students and practitioners should also consider the
Degree as the foundation of a professional knowledge base, as
professionals they should actively commit to encouraging,
supporting and practising lifelong learning opportunities.
The use of technology presents both the benefits and challenges
to social work. Advancing technologies and the global realities of
today's' online' 'offline' society together with changing societal and
cultural structures need to be considered within social work
education. I think the strategic actions identified at the end of this
report reflect both focus group discussions and the shared
commitments regarding partnership working, to maintain the
quality of social work education and practice while ensuring it
remains future ready.
Involving People Who Use Social
Work Services in the Degree
Perspective on the Degree Review by Joanne Sansome -
Member of the Review Team and the Social Care Council
Participation Partnership Forum
I have been involved in social work education for 12 years. I first
had the opportunity to contribute to teaching through my
involvement with Disability Action and the REAL (Rights,
Empowerment. Action & Lobbying) Disability Network. Over the
years, I have contributed to the modules, Introduction to Social
Work, Law and Preparation for Practice at Queens University
Belfast and Belfast Metropolitan College. I am also a member of
the Social Care Councils Participation Partnership. Through my
work on the Participation Partnership and involvement in social
work education, I was interested in the review of the Degree.
It has been great to be part of, and observe, the development of
service user and carer involvement over the years. I have seen
participation develop from one-off presentations within group
seminars to the service user and carer teaching group influencing
the questions asked at the admissions stage, the content and
structure of modules via modules reviews, briefings and meetings.
We also have a statement of expectations embedded in the
Framework Specification for the Degree in Social Work. My
involvement in this review of the Degree seemed like a logical next
step.
I have been involved in reviews of the Degree before as a
consultee, so being part of the project group was a new
experience. As part of the review team, I participated in the initial
planning and development stage, through to the data collection,
analysis and writing of this report. This involvement was an
1
Section 1 - Executive Summary
1.1 Partnership Arrangements
The Review has demonstrated that there is effective
engagement and collaboration across a range of stakeholders
with strong and consistent examples of partnership working
at operational and strategic levels. Into the future there is an
This report is the outcome of the Northern Ireland Social Care
Council (Social Care Council) 5 yearly Review of the Degree in
Social Work, (the Degree). Based on annual monitoring and
findings from this Review the Social Care Council are satisfied that
the provision of the Degree continues to meet the Social Care
Council Rules, Standards and Requirements.
This report highlights a number of areas for development as
strategic actions that should be taken forward to further develop
and improve Degree course provision into the future. The following
paragraphs outline the key findings and development areas arising
from this report.
Building on this strong foundation the Strategic Advisory Group
should take lead responsibility to ensure that the curriculum is agile
and innovative to meet the needs of employers, service users and
communities into the future. In recognition of a rapidly developing
digital world Course providers should ensure that social work
students develop the knowledge and skills required to safely use
digital technology to safeguard and improve the wellbeing of
service users, carers and communities
1.3 Degree Outcomes
The Review has confirmed that course provision is designed
and delivered in a way that supports the development of
autonomous, evidence based, critically reflective social
workers with a strong professional social work identity. Social
work is an emotionally demanding profession and there are new
understandings of the importance of self-care. It seems timely that
self-care should be legitimised, both as an individual and team
responsibility that is modelled in academia and practice and
incorporated into social work education in a structured way.
opportunity to review the purpose and function of all Partnerships
and Committees at strategic, regional and operational levels to
articulate how they support the development, delivery and
improvement of the Degree and for course providers to develop
mechanisms to facilitate symbiotic relationships between social
work educators that support improvement of the Degree.
1.2 Curriculum
Based on the findings from this review, the Social Care
Council is satisfied that the curriculum is forward looking and
takes account of developments in social work research,
inquiry, policy and practice.
2
Section 2 - Introduction
2.1 The Northern Ireland Social Care Council (Social Care Council)
is a non-departmental public body sponsored by the Department of
Health (DoH). The Social Care Council was established on 1
October 2001 by the Health and Personal Social Services Act
(Northern Ireland) 2001. The Act requires the Social Care Council
to promote high standards for social workers in their conduct,
practice and training.
2.2 As the regulator of social work education and training in
Northern Ireland (NI), the Social Care Council is responsible for
setting standards of social work education, ensuring these standards
are being met by course providers, and that social workers are
equipped with the knowledge and skills to deliver quality services
that meet the needs of users of services and their carers. These
standards are set out in the Northern Ireland Framework
Specification for the Degree in Social Work (2015).
2.3 The Social Care Council is responsible for the approval, annual
monitoring, review and inspection of the Degree. The Social Care
Council Quality Assurance Framework sets out the arrangements for
the approval, monitoring, review and inspection of the Degree.
Reviews are conducted at least every five years after approval and
enable an in-depth consideration of the strengths of the courses,
areas for development, and whether requirements continue to be
met. This is the third Review of the Degree in Social Work since its
introduction in 2004.
2.4 In undertaking its function of regulating social work education
and training, the Social Care Council works to the following
principles:
• Continuous improvement
The Social Care Council seeks to ensure that continuous
improvement underpins both its regulation of provision and the
processes by which regulation is undertaken. It will focus on the
continuous improvement of social work education and training and
the consequent outcomes for services. The Social Care Council
will ensure that the delivery of education and training meets its
standards.
• Efficiency and effectiveness
The Social Care Council will work in partnership with providers and
other key stakeholders as appropriate, to implement these
arrangements and to avoid duplication of effort where possible.
Constructive dialogue between the Social Care Council staff and
providers is encouraged so that any on-going or developmental
issues can be dealt with as they arise. The Social Care Council will
ensure that its standards for education and training are appropriate,
comprehensive and reflect up to date professional practice and that
its regulatory activity and requirements are proportionate,
reasonable and fit for purpose.
• Consistency
The Social Care Council will be consistent in its approach to all
providers and in the interpretation of the Rules, Standards and
Requirements.
• Transparency
The Social Care Council will have in place a transparent and
proportionate system of quality assurance for education and
training providers and processes that are responsive to both
internal and external scrutiny. A summary of quality assurance
reports will be made available to key stakeholders and the public.
3
Section 3 Background to the Degree
3.1 The social work profession has a lead role in improving and
safeguarding the social wellbeing of individuals, families and
communities. Social work practice therefore takes place in a
societal context influenced by a wide range of socio-economic and
political factors. The duality of the social work role as both enabler
and protector means that social workers often occupy a contested
space where they are required to balance, what are sometimes,
competing rights and needs while empowering those they work
with.
3.2The policy context for both social work and social work education
and the way in which services are delivered has changed since the
Degree was first introduced and will continue to change. While
Northern Ireland’s hiatus in devolved government may have
temporarily impacted on legislative and policy change, policy
development from a range of government departments including
Department of Health (DoH) as sponsor, Education (DE), Justice
(DOJ) and Communities (DOC) will have relevance, influence and
impact. Health and Wellbeing 2026: Delivering Together (DoH,
October 2016) focuses on the transformation of how health and
social care services are conceptualised, structured and delivered
into the medium and long term. This agenda provides the
opportunity for social workers to work innovatively with related
professions in community contexts where the emphasis is on
prevention, early intervention and better targeting for specialised
and statutory services. It is important for providers of the Degree to
take account of plans for the implementation of "Health and
Wellbeing 2026: Delivering Together" that impact on social work.
The transformation of services across the public, community and
voluntary sectors requires leadership and effective co-production
with service users and carers, communities and other
professionals. Social work training must therefore prepare students
to be leaders at all levels and work effectively with service users,
carers, communities, and other professions in integrated teams and
services. Social work training must also be dynamic in its design in
order to maintain core social work foundations as well as being
responsive to major policy and evidence based developments that
set the context for practice.
3.3 In Northern Ireland while the DoH holds lead policy
responsibility for social work education strong policy connections
are required across government Departments to ensure that social
work in all sectors is supported and thrives. As the first strategy
for social work, Improving and Safeguarding Social Wellbeing – A
Strategy for Social Work in Northern Ireland, 2012-2022 (DHSSPS,
April 2012) reflects the DoH’s commitment to social work as a
valued and valuable profession. The strategy sets out a vision for
strengthening social work in the context of the current political,
economic and social challenges and their implications for social
work. A number of strategic priorities and recommendations were
made to help the profession of social work and social workers meet
the challenges ahead. A Framework for Social Work Practice and
a Social Work Practice Continuum to support the delivery of the
vision for social work are set out in the strategy. The DoH
subsequently published, The Purpose of Social Work; Improving
and Safeguarding Social Wellbeing which articulates the purpose
of social work, the key characteristics of effective social work
practice and the role of social work in improving people’s social
wellbeing. These publications are applicable for all social work
sectors and settings and are therefore of value in the planning and
4
Section 3 Background to the Degree
delivery of education and training at both qualifying and post
qualifying levels. Outputs and outcomes from the implementation of
the strategy will continue to be important considerations for future
planning in the Degree.
3.4 The impact of austerity measures will continue to be felt across
Northern Ireland with greatest impact in areas of high deprivation.
This resulting increase in demands on public services will require
focused and innovative responses which the social work workforce
of the future must be prepared for. In such an environment the
financial support provided by DoH to student social workers
remains crucial to ensuring diversity of the profession in the
workforce by widening access to social work training.
of social work’s identity and outcomes and investment in the
integrated and career-long learning methods required to deliver on
that. The recommendations from Sir Martin Narey’s review in
2014[7] set in motion a number of changes to the delivery of social
work education in England. These include the introduction of fast
track, specialist training. In Scotland, the Scottish Social Services
Council conducted a detailed Review of Social Work Education in
Scotland which completed in 2017. Broadly, this Review
concluded that social work education in Scotland remains ‘fit for
purpose’ but is facing significant challenges, similar to those facing
the profession as a whole. A key headline was that social work
education and professional learning needs to be better understood
as a shared endeavour, requiring strategic, sustained and joined up
contributions from academic, practice and other key stakeholders.
[4] The Purpose of Social Work; Improving and Safeguarding Social Wellbeing (DoH, June 2017)
[5] Degree in Social Work in NI, Student Incentive Scheme, DHSSPS(NI), September 2012
[6] Re-visioning Social Work Education – An Independent Review, David Croisdale Appleby,
February 2014
[7] Making the Education of Social Workers Consistently Effective, Martin Narey, (2014)
3.5 The Review of the Degree also takes place against a backdrop
of significant review and scrutiny of social work education across
the UK countries. Professor Croisdale-Appleby’s (2014)[6] review
concluded with detailed recommendations spanning student
selection, university-based learning, practice placements and
continuing professional development. The report identified a key
challenge facing social work education as a lack of clarity around
what social work education is for and recommended a re-visioning
Figure 1 – Social Work Practice Continuum (DHSSPS, April 2012)
5
Section 3 Background to the Degree
3.6 The Degree in Social Work is a generic qualification which
qualifies social workers to practise across a range of sectors and
settings including the statutory health and social care sector, justice
sector, education sector and the voluntary sector. The Degree is
designed to help students acquire the core knowledge and skills that
are transferable across a range of settings and service user groups.
Completion of the Degree represents the first stage in a journey of
continuous professional development that spans a social worker’s
career. Successful completion of the Degree is followed by an
Assessed Year in Employment (AYE)[8]. The AYE is designed to
ensure that Newly Qualified Social Workers (NQSWs) have the
necessary support to make the transition from student to employee
and have demonstrated sustained, continuous and effective
competence in the workplace. Employers must confirm to the Social
Care Council that a Newly Qualified Social Worker
(NQSW) is fit to practise as a fully accountable social worker before
the AYE condition is removed. Within three years of completing the
AYE, social workers are required to achieve two Requirements from
the Professional in Practice Framework to maintain their registration
as a social worker.
‘Clearly an initial qualification as a social worker is just that,
an initial qualification in a journey in which continuing
professional education is expected to take place throughout a
professional’s career in practice ‘ Croisdale Appleby 2014
3.7 Social work undergraduate education in NI is supported by a
strong weave of partnership arrangements that ensure the Degree
meets the needs of service users and carers, employers, and
communities. The NI Framework Specification for the Degree in
3.8 In Northern Ireland, a policy decision was taken in 2001 to
establish the Degree in Social Work as the threshold level for
qualification for social work practice. The first Degree courses in NI
were validated and commenced in 2004. The NI Framework
Specification for the Degree in Social Work (2015) and associated
Social Care Council requirements (FN) and standards specify what
should be taught and assessed as part of the Degree to promote
consistency across courses and relevance to the needs of service
users, carers and employers.
3.9 The Degree is provided as a three year undergraduate course
(UGR) and a two relevant graduate course (RGR). A part time
route was available from 2010 but was discontinued in 2016/17. A
collaborative approach by course providers and employers is
essential to the delivery of social work education in NI.
Social Work incorporates a statement of expectations from service
users and carers and they are involved in elements of the design,
delivery and evaluation of Degree programmes.
3.10 Two course providers are currently approved to deliver the
Degree in NI;
Collaborative Partnership at Queens (CPAQ)
Ulster University/Further Education Collaborative
Management Board (UU/FECMB)
[8] Assessed Year in Employment, DHSSPS(NI), Circular HSC (OSS) AYE2/2015
[9] Professional in Practice (PiP) is the CPD framework for Social Work in NI. PiP recognises all
learning, formal and informal. It provides an opportunity to accumulate credit by recognising a range
of learning and providing Professional Awards certificated by the Social Care Council.
The Structure of Degree Delivery in Northern Ireland
6
Section 3 Background to the Degree
3.11. 50% of the Degree is delivered through practice learning,
therefore a partnership approach between academic and
workplace staff is essential to support the integration of theory with
practice, to promote the implementation of evidence-based practice
and to ensure that there is coherence and progression between the
academic and practice components of the course.
The Northern Ireland Degree in Social Work Partnership (NIDSWP)
was established to co-ordinate a consistent regional approach to
delivery of the Degree including admissions and practice learning.
7
Section 4 Aims and Objectives of Periodic Review
Aim of the Review
‘To test the extent to which the Degree in Social Work is forward looking and agile’
Objectives of the Review
To ascertain that;
The Degree in Social Work programmes meet the requirements of the Northern Ireland Social Care
Council Rules for the Approval of the Degree in Social Work, January 2012
Partnership arrangements are efficient, effective and imbedded in the development, delivery and
improvement of the Degree in Social Work
The curriculum is innovative and forward looking and takes account of developments in social work
research, inquiry, policy and practice.
The Degree in Social Work programmes support the development of autonomous, evidence based,
critically reflective and resilient practitioners with a strong professional social work identity
1.
2.
3.
4.
8
Section 5 Review Methodology
5.1 This is the third Review of the Degree, previous reviews were
completed in 2009 and 2014. The action plan arising out of the last
review was extensive and took five years to complete. The
outworking of that action plan together with the outcomes of annual
quality assurance monitoring processes has created the conditions
for a more strategic and forward looking approach to the current
review of the Degree.
5.2 The scope of the Review was determined by the Social Care
Council in collaboration with the Strategic Advisory Group (SAG)
for the Degree in Social Work along with DoH, the sponsoring
body, and was conducted in accordance with the requirements of
the Rules for the Approval of the Degree in Social Work, January
2012.[10] Rules for the Approval of the Degree in Social Work,
NISCC, January 2012 A Review Team was established by the
Social Care Council ensuring the work was conducted within the
Terms of Reference/Objectives for the Review and in accordance
with the Social Care Council Quality Assurance Framework. For
the first time the Review Team included a member of the Social
Care Council Participation Partnership for Service Users and
Carers and a social work academic from outside NI.
5.3 The key questions guiding the Review are set out in Section 4.
In answering these questions, the Review employed a mixed
methods approach, involving focus groups, digital surveys and
Review planning meetings. A total of 22 focus groups were
facilitated with key stakeholders, including:
Academic staff
Health and Social Care Trusts
NQSWs (those currently on the Assessed Year in
Employment - AYEs)
Practice Teachers
Service users, carers and survivors
Social work managers
Social work students
5.4 Four digital surveys were also completed, targeting:
Social Work students
Social work managers
NQSWs
Practice Teachers
(further detail is available in Appendix 2.)
5.5 The Review also analysed available quality assurance data
routinely collected by social work education providers. Recent
work completed under the direction of NIDSWP relating to the
improvement of service user and carer involvement, Professional
Development Day (PDD) Guidance and a review of the Northern
Ireland Framework Specification for the Degree was also
considered.
(Further detail in Appendix 2)
In addition to the focus groups noted above the Review Team also
consulted with representatives from the Department of Health,
Health and Social Care Board and the Executive Directors of Social
Work group (representing the Health and Social Care Trusts in
Northern Ireland).
[10] Rules for the Approval of the Degree in Social Work, NISCC, January 2012
9
Section 6 Review Findings
6.1 The purpose of the Review of the Degree in Social Work
To examine the quality of provision measured against the
Framework Specification for the Degree in Social Work and
the Rules for the Approval of the Degree in Social Work.
6.1.1. The Health and Personal Social Services Act (NI) 2001
Section 10(3) gives the Social Care Council the authority to make
Rules on the provision of social work education and training that
can include the content of courses. In accordance with Section
18(3) no Rules shall be made without the consent of the
Department of Health. The Council will approve a course only when
it is satisfied that the course meets the Standards for Approval
which cover the following areas:
6.1.1 Regional consistency
6.1.2 Collaborative arrangements
6.1.3 Management and organisation
6.1.4 Policy and planning
6.1.5 Resources and staffing
6.1.6 Student participation
6.1.7 Public participation
6.1.8 Selection and registration
6.1.9 Teaching, practice learning and assessment
6.1.10 Governance and continuous improvement
10
Section 6 Review Findings
6.1.2 Course providers were asked to provide documentation in
relation to each of the areas above. The outcome of this Review
demonstrates that the Degree continues to meet the requirements
of the Social Care Council Rules for Approval.
6.1.3 During the last 5 year period, the annual monitoring reports
and associated documentation submitted to the Social Care Council
by course providers, Designated Practice Learning Providers and
the NIDSWP have consistently evidenced that the provision of the
Degree is meeting Social Care Council Standards. Feedback from
students to Further/Higher Education Institutions has evidenced
that there is a high level of satisfaction with the course and Practice
Learning Opportunity (PLO) provision.
6.1.4 The Degree curriculum has been developed around the six
key roles as set out in the NI Framework for the Degree in Social
Work and the Social Care Council Practice Learning Requirements.
The curriculum covers all key areas of social work theory and
practice and is designed to support a generic training course. As
part of this review the module outlines taught on the UGR and RGR
routes at both QUB and UU/FE were examined. The Social Care
Council is satisfied that the modules address the six key roles of the
National Occupational Standards for social work, as outlined in the
Framework Specification.
6.1.5 The Social Care Council delivers a periodic programme to
review its standards and arrangements for regulation and quality
assurance of education and training to ensure that the model used
is fit for purpose and reflects best practice. The outcome of this
work will be reflected in future quality assurance arrangements for
the Degree.
[11] Practice Learning Requirements for the Degree in Social Work, NISCC, August 2010
11
Section 6 Review Findings
6.2.1 The Learning and Improvement Strategy (DoH, 2018) states
that, ‘Effective partnerships in the provision of learning and
improvement offer the best opportunity for achieving higher
standards and securing regional consistency’. The Degree is
delivered in partnership between employers and education
providers through a range of collaborative arrangements
Strategic Advisory Group (SAG)
the Social Care Council, employers from all sectors, education
providers, HSCB, NIDSWP, and DoH, working collaboratively to
identify the key policies and strategies which will impact on and
inform social work education and training
NIDSWP
a partnership of education institutions and employing agencies
(Statutory and voluntary) working collaboratively through NIDSWP
to ensure consistency in the delivery of the Degree through the
Board and three sub committees (Admissions, Practice Learning
and Degree Delivery (PLADD) and Governance)
Degree provider partnership arrangements
the Social Care Council, employers and NIDSWP jointly oversee
the delivery of courses.
‘I believe the user ethos and voice is critical to the
learning and development of social workers’
Carer
While the formal arrangements are set out above partnership
permeates every aspect of the delivery of social work education,
with service users, carers and survivors involved in the delivery of
the Degree, between tutors, practice teachers and on site
facilitators and the course provider/employer partnerships in the
preparation for practice module.
Partnership arrangements are efficient, effective and
imbedded in the development, delivery and improvement of
the Degree in Social Work
6.2 Partnership
[12] A Learning and Improvement Strategy for Social Workers and
Social Care Workers (2019-2027),
DoH, 2019
12
Section 6 Review Findings
6.2.2 While the formal arrangements are set out above, the Review
found that partnership permeates every aspect of the delivery of
social work education; with service users, carers and survivors
involved in the delivery of the Degree, between tutors, practice
teachers and on site facilitators and the course provider/employer
partnerships in the Preparation for Practice module.
‘Do not change the excellent support from staff
involved in the Degree course, without that support
there would be very little input from those of us
involved’
Carer and citizen educator
‘The Voluntary sector couldn’t make the contribution
to practice learning it does without the partnership
arrangements’
Practice Learning Centre Manager
‘Partnership arrangements help with consistency of
standards, one handbook for all students is very
helpful’ Practice Teacher
6.2.3 The NIDSWP coordinates regional delivery of the Degree.
There is evidence that these partnership arrangements are
effective, particularly in relation to the Regional Admissions System,
the PLO allocation system and the regional approaches to
curriculum delivery, including the regional Preparation for Practice
Learning module. The Review found that stakeholders strongly
valued the role of NIDSWP in regional coordination, but that the
work of the partnerships was not visible beyond those directly
involved. Students and first line managers had little understanding
of the work undertaken by the NIDSWP.
82% of Practice Teachers surveyed thought that the
partnerships between their agency and course
provider helped to support practice learning.
6.2.4 Membership of partnership bodies (NIDSWP, CPAQ,
UUFEC/CF) had remained stable for many years, with few changes
in personnel. Due to a number of retirements, over the last three
years in particular, considerable experience has been lost. The
clarity of purpose of partnership which was achieved between the
first and second Reviews of the Degree may have lost momentum
as a result. While the new membership has brought a range of
experience and fresh perspectives it has taken some time to
achieve a more consistent understanding as to the purpose and
Terms of Reference (TOR) of the Partnership Board and
committees. The Partnership Board is in the process of developng
a revised governance framework which will help to further clarify
roles and responsibilities for partnership members. There is a
concensus of opinion that the balance of effort within the PLADD
13
Section 6 Review Findings
committee has tipped in favour of practice learning at the expense
of degree delivery. The work currently being undertaken to review
the TOR for the various committees, including CPAQ and
UUFEC/CF is timely therefore and should ensure a consistent
purpose and understanding going forward.
6.2.5 With regard to changing regional policies or procedures, it
was reported that the process of agreeing changes can be slow as
course providers often need to refer regional proposals to their own
internal committees which can prolong the decision making
process. The recent work undertaken by the PLADD committee to
develop a service user and carer quality improvement plan and
review the Preparation for Practice module was taken forward by a
sub group who gathered and considered evidence as part of the
process and provides a good model for future work.
6.2.6 The Review found that opportunities for course providers and
practice teachers to work together as social work educators arise
naturally through student practice learning, delivery of the
Preparation for Practice (PfP) module and the NIDSWP’s annual
Practice Learning Review. While most Practice Teachers reported
being informed (76%) about the Degee curriculmun in a broad
sense they expressed an interest in knowing more about module
content relevant to their practice area and having an opportunity to
shape social work education for the future. This is reflected in the
lower figure of 28% of Practice Teachers, who took part in the
survey, indicating that they had an opportunity to provide feedback
to tutors on aspects of the Degree that could be improved.
Course provider/Practice Teacher information events held by
course providers have lapsed, due to lower attendance following
the introduction of employer mileage restrictions. Practice Teachers
told the Review Team that they valued this opportunity to develop
their knowledge of module content. One employer had requested,
and was provided with, information about module content that was
reported as helpful in supervising students.
Social work practice, education and research is best served by a
reciprocal, symbiotic relationship that was not consistently evident
to the review team. Practice Teachers have an important role in
social work education and the absence of a structure that gives
voice to their experince, knowledge and understanding is a lost
opportunity. However, Practice Teachers also need to be active in
seeking information and there may be some benefit to
consideration of technological solutions to support improved
knowledge exhange and communication.
[13] All students must have satisfied the assessment criteria f
or Preparation for Practice at Level 1
before progressing to a Practice Learning opportunity (NISCC Practice Learning Requirements for
the Degree in Social Work, August 2010)
[14] Regional Practice Learning Opportunities Handbook, NI Degr
ee in Social Work Partnership,
Revised December 2018
14
Section 6 Review Findings
Areas for Development
The Review has shown that partnership arrangements are effective
in the development, delivery and improvement of the Degree. The
Review found less evidence of the efficiency of the partnership
arrangements in supporting collaborative decision making. It is
understood that partnership arrangements can be complex and
demanding and that improvements with the streamlining of
committees following previous reviews of the Degree have been
welcomed. However, this Review has heard that meetings are
lengthy and have not always achieved an appropriate balance
between reporting on Degree delivery and the development of the
curriculum and content. The review of TOR’s currently underway
should go some way towards resolving this issue but it may also be
helpful to consider how the use of digital technologies could inprove
efficiency of the partnerships. The development of clear and
efficient communication systems at strategic, operational and
organisational levels is crucial to improving the efficiency of these
arrangements and communicating their value and importance to a
wider audience.
15
Section 6 Review Findings
6.3:1 For the purposes of this Review, the Social Care Council
understand curriculum to include the totality of social work students’
experience in University or College and on Practice Learning. The
Framework Specification for the Degree in Social Work is a joint
publication by the DoH and the Social Care Council. It sets out a
single comprehensive set of learning outcomes in the form of
performance criteria, core skills and knowledge and statements of
understanding for the Degree. It includes an expectation that
course providers maintain a curriculum that incorporates academic
and practice learning and fosters the integration of knowledge, skills
and values in teaching, learning and assessment to meet the
performance criteria. Practice learning provides the opportunity to
contextualise and expand academic learning and to apply it to
social work practice.
6.3.2 Student and AYE social workers, almost 60% of whom were
within three months of qualification, were asked a series of
questions about their experience of the Degree in Social Work. 94%
of Newly Qualified Social Workers (NQSW) surveyed thought that
Practice Learning was a significant element of preparation for social
work practice. A lower satisfaction rating (44%) was attributed to
Practice Development Days (PDDs). Connecting qualitative
feedback from NQSWs and current students indicates an
understanding of the purpose but not always the value of PDDs,
which were considered an additional pressure. Some good
examples were provided as to how students have been able to use
PDDs to positive effect through involvement in the Ulster University
Stand Up for Social Work Society and other volunteer experiences.
Students reported that these opportunities also enhanced their
understanding of social work as community activism and community
development. Course providers and employers have provided
opportunities for PDDs such as conferences, Erasmus opportunities
and Belfast Metropolitan College link with the Belfast City Council
Diverse city project (http://www.belfastcity.gov.uk/events/Event-
100403.aspx).
Considerable variation was described in how PDDs are approached
by individual students and tutors despite the availability of
guidance. It was a recommendation of the last Review of the
Degree that NIDSWP and course providers should undertake a
review to consider the continuation of PDDs. This Review was
completed and reported in 2017, therefore postdating the
experience of some of those surveyed. It was concluded that while
just 40% of students surveyed thought PDDs should continue there
was not a strong rationale for removing the requirement in the
absence of a viable alternative to extending PLO days. As a
regulated profession, social workers are required to take
responsibility for their own professional development. PDDs can
help to develop skills and understanding in this area but further
development is required to ensure that both students and tutors are
applying the guidance and using PDDs to best effect.
The curriculum is innovative and forward looking and takes
account of developments in social work research, inquiry,
policy and practice.
6.3 Curriculum
[15] Practice Learning Requirements for the Degree in Social Wo
rk, NISCC, June 2017
[16] Guidance on Individual Practice Development Days for the P
ractice Learning Requirements for
the Degree in Social Work, NISCC, June 2017
16
Section 6 Review Findings
"I’d like more time on case studies, debating ideas.
These are where you begin to find your value base
and become self-aware’
(AYE SW)
6.3.3 Social work by its nature takes place in a dynamic social
context. Social work education therefore must be responsive to
changing demographics’, demands and emerging issues. Practice
in a post conflict society and the arrival of populations new to NI
requires cultural competence but also presents an opportunity to
involve more racially and ethnically diverse service users in Degree
delivery. The involvement of Citizen Educators - WAVE Trauma
Centre (www.wavetraumacentre.org.uk) provides an opportunity for
students to understand the trauma experienced by those directly
impacted by ‘the troubles’. WAVE Citizen Educators consulted as
part of this Review expressed a willingness to contribute more
strategically to social work education and agreed with the
recommendation of the Service User and Carer quality
improvement plan, that a more coordinated approach to service
user and carer involvement was required. The Review found that
students and NQSW valued the opportunity to hear directly from
service users, carers and survivors and that it helped prepare them
for practice (Figure 2).
6.3.4 Practice Teachers and Line Managers surveyed identified
elements of the Degree that they felt were working well. The benefit
of a Preparation for Practice Module (PfP) where students have the
opportunity to begin to develop practice skills was acknowledged.
100% of Practice Teachers and 89% of Line Managers said that
students and NQSW’s respectively can form effective working
relationships with service users. In their qualitative feedback both
groups consistently noted evidence of a strong value base,
knowledge of legislation and an ability to integrate theory and
practice in students and NQSWs.
Figure 3: Practice Teachers and Line Managers Views - Students and NQSWs ability to establish positive
working relationships with service users and carers (further information is in Appendix 3)
Figure 2: Degree students and newly qualified social workers – Elements of the Degree that helped
prepare them for practice (further information is in Appendix 4)
[17] A Quality Improvement Plan to Widen the Involvement of Ser
vice Users and Carers in the NI
Degree in Social Work, NIDSWP, 2018
17
Section 6 Review Findings
6.3.5 While students were generally positive about the level of
academic and pastoral support received from staff, course
providers acknowledged the tensions, for staff, in reconciling the
demands of the academic environment with delivering two separate
professional programmes (RGR and UGR).
‘This has been a fantastic degree so far and the support from
the university staff is brilliant. Having completed a degree at
this university before, there was a stark difference between the
supports received. The School of Social Work invests much
more time in students’
Student
"The challenge moving forward for both academic
institutions and practice learning providers will be
how a synthesis of the traditional and new skill sets
can be achieved"
Practice Teacher
6.3.7 The Review heard views from employer organisations, first
line managers and Practice Teachers, that social work education
needed to support students to develop digital literacy and an
6.3.6 Course providers described keeping up to date with
developments in policy and practice through research activity
commissioned by employers or government departments and
student practice learning opportunities. The Review heard that
research active staff can relate to specific areas of practice through
their research, however staff within the Further Education sector
have less opportunity to do so. While course providers were
confident that they were aware of policy and practice development
a more methodical approach to ensure consistent understanding
could be developed through the partnership arrangements at
strategic, regional and operational levels. This could be achieved
through existing structures such as the Strategic Advisory Group
(SAG).
understanding of the benefits of technology to social work. This
included access to up to date knowledge and research base and to
network with other practitioners to share knowledge and good
practice. Digital safeguarding balanced with an understanding of
the support that can be provided by an online community, across all
service user groups was also identified as an area that should be
included in social work education but not at the expense of key
relational and communication skills as reflected in the Learning and
Improvement Strategy for Social Workers (DoH 2019).
18
Section 6 Review Findings
6.3.8 A number of stakeholders expressed a view that the Degree
curriculum can be ‘crowded’ with a sense that areas of practice
compete for space. It is important that that the Degree curriculum
achieves the right balance between depth and breadth in terms of
core knowledge and skills for entry to a career in social work. The
Degree is an important foundation but other factors contribute to the
development of competent and confident practitioners such as the
supports provided to transition from student to qualified
practitioners.
6.3.9 Report writing and recording skills were noted by line
managers as requiring attention. Social work students are required
to have GCSE English and their work is academically marked at
undergraduate level. However report writing skills for social workers
are predicated on an understanding of context, purpose,
assessment and analysis that may relate to developing confidence
in a practice context. Students will have some opportunity to
develop skills in writing for different contexts within their University
or College but by their nature these will have some limitations.
Recording and report writing skills that include formal decision
making processes should be further refined through practice
learning and, as a social worker, progressed in their practice
experience according to agency guidance for their work setting.
6.3.10 Areas that Practice Teachers and line managers identified
as requiring further attention included a broader understanding of
Social Work practice in different contexts that is relationship based
and uses creative methods to engage with service users, carers
and communities.
Areas for Development
The Northern Ireland Framework Specification for the Degree in
Social work sets out sets out a single comprehensive set of learning
outcomes in the form of performance criteria, core skills and
knowledge and understanding statements for the Honours Degree
in Social Work. It also specifies the value base as an integral part of
the knowledge and practice requirements. As it is beyond the scope
of the review to examine all of the learning outcomes of the Degree
in detail the Strategic Advisory Group agreed a focus on the areas
set out above and reflected in the TOR for this Review.
Broadly speaking programmes were found to meet the
requirements as set out in the Framework Specification. Evidence
from a number of stakeholders supports the view that social
workers in NI graduate with an appropriate value base, an
understanding of the legislative and theoretical framework and are
competent in their practice. A number of areas identified for further
development can be considered within existing structures for
managing Degree delivery such as further work to embed the PDDs
Guidance and development of service user, carer and survivor
involvement.
It was the view of the Review Team that the Strategic Advisory
Group should develop and consolidate its role in providing strategic
direction in relation to the Degree curriculum. The Review found
that the Degree supports the education and training of social
workers who can form effective working relationships with service
users and carers, reflecting an understanding of relationship based
practice. Social workers must also understand and engage with the
digital world and the Review heard a consistent message from a
range of stakeholders about the need for social work education to
equip graduates with digital knowledge and skills to improve
outcomes for service users, carers and survivors.
19
Section 6 Review Findings
6.4 Outcome of the Degree
6.4.1 Through a series of surveys and focus groups, students,
NQSW’s and employers were asked to what extent they thought the
Degree helped to support the development of autonomous,
evidence based, critically reflective and resilient practitioners with a
strong professional social work identity.
6.4.2 Students and NQSWs were asked about professional social
work identity and factors contributing to their understanding as to
what it means to be a social worker. The results from the student
survey demonstrate a strong sense of professional identity. The
NQSW survey had similar results although slightly reduced in the
first two questions. While students and NQSWs judged the visibility
of professional social work identity in the workplace at a lower
rating than among academics. Qualitative responses reflected a
strong value attached to their identity as social workers.
Understanding and developing a strong sense of professional
identity was reported to be more challenging for first PLO students
who did not have a social worker on site and for some NQSWs
working in multi-professional teams with fewer modelling
opportunities.
"Working within a multi-disciplinary team both on
placement and within my current role has provided
the opportunity to work alongside other health
professionals (Nurses, OT's, Physiotherapists,
Speech & Language Therapists). The roles are clear
and unambiguous supporting the development of
professional identity"
NQSW
"Practice teachers, tutors and colleagues have helped
to shape my professional development through
formal and informal supervision. The provision of
constructive feedback has allowed my professional
development to continue to improve." NQSW
"Understanding the social work role is key to
professional identity"
Student
"Codes of conduct, teaching staff with passion and
experience, practice teachers, SU involvement in
teaching, SW on PLO, understanding professional
accountability, supervision, team meetings have all
contributed to my professional identity"
Student
The Degree in Social Work programmes support the
development of autonomous, evidence based, critically
reflective and resilient practitioners with a strong
professional social work identity
20
Section 6 Review Findings
Figure 4: Students Views – What helps develop Professional Identity (further information is in Appendix 4)
6.4.3 The findings from the surveys reveal some variation between
the views of Practice Teachers and first Line Managers of NQSW’s
in relation to their assessment of student and NQSW confidence in
their decision making. A greater percentage of Managers (39%)
indicate a neutral view. This variance could result from increased
expectations of Line Managers, as well as the increased caseload
and greater decision making responsibilities of NQSWs compared
to students. A review of the qualitative responses from Managers
suggests that this is a reflection of their experience of some
NQSW’s who had confidence in their decision making and those
who did not.
On the basis of consultation with a range of stakeholders the
Review Team formed the view that the profession has not yet
achieved a shared understanding about what can be expected of a
social worker at qualifying level and then built upon within a
framework for continuous professional development.
6.4.4 The majority of Practice Teachers and Line Managers thought
that students and NQSWs can work autonomously with only 6-7%
(N=2-3) strongly disagreeing with this statement.
Figure 6: Practice Teachers and Line Managers Views - Students and NQSWs ability to work
autonomously (further information is in Appendix 3)
"The degree prepares them with a good structure for
beginning AYE practice year. They understand key
issues such as confidentiality, accountability and
have good legislative knowledge."
Line Manger
Figure 5: Practice Teachers and Line Managers Views - Students and NQSWs confidence in their
decision making (further information is in Appendix 3)
21
Section 6 Review Findings
6.4.5 The Review Team found evidence of a consistent
commitment to developing and using evidence based practice.
Through surveys and focus groups, students and NQSWs
expressed a value on evidence based practice that was visible to
Line Managers and to a lesser degree Practice Teachers. 80% of
Line Managers surveyed agreed that NQSWs practice is evidence
based, Practice Teachers judged this at a lower level of 60% for
students. This may reflect a different developmental stage. It was
reassuring that 71% of NQSWs reported that they regularly (at least
once per month) refer to research to develop their practice.
"I am encouraged to use research and publications to
develop my knowledge"
NQSW
"It is important my learning is informed by research
evidence"
Student
Figure 7: NQSWs Views – Supporting their social work learning/development (further information is
in Appendix 4)
The Review found that most students and NQSW’s (88%) thought
that the Degree provided opportunities to develop skills in critical
reflection. NQSW’s felt more confident in using critical reflection to
improve their practice (91%) than assessed by either Practice
Teachers or Managers. Students and NQSW’s identified a range of
models they had applied, and understood to varying degrees, to
support reflective practice and understood that reflection could take
place in a number of ways, through supervision and in discussion
with colleagues.
‘Houston's model needs clearer teaching and
guidance regarding application’
NQSW
‘My practice teacher really helped me to understand
and develop skill in critical reflection’ NQSW
22
Section 6 Review Findings
6.4.6 Practice Teacher responses in relation to student resilience
are almost equally distributed across the ‘agree, neutral, disagree’
continuum, with a stronger positive response from Managers. In the
focus groups sessions, both groups acknowledged the range of
demands on NQSWs and contextual issues that influence their
developing resilience such as staffing levels and available support.
It was of interest in qualitative survey responses that some social
workers managers framed the issue in terms of developing
personal resilience, while NQSWs spoke of managing demanding
caseloads mediated by the level of professional support available in
their feedback and focus groups.
"Tutors, practice teachers and onsite supervisor have
all made reflection a live topic"
Student
Figure 8: Practice Teachers and Line Managers Views - Students and NQSWs resilience and skills
(further information is in Appendix 3)
"Self-care is 'name checked' but little has been done
to date on the course to educate us in how to
constructively do this/ deal with burn out. It seems
like a big gap to me given the high workloads and
limited budgets in social work at the moment"
Student
"Resilience has been the outcome of my training and
learning."
NQSW
"There is a significant gap between the size of a
caseload of a student on placement and the size of a
caseload in real life, I think they need more
preparation about how to manage that"
Line Manager
[18] Reflective Practice – A Model for Supervision and Practice
in Social Work, Stan Houston/NISCC,
2015
23
24
Source: Impact School Improvement Ltd copyright 2016, all rights reserved
Section 6 Review Findings
6.4.7 Students identified a number of issues that they felt impacted
on their resilience including financial pressures due to debt from a
first Degree, supporting their family and being unable to maintain
paid employment during practice learning in particular. University
and College staff also expressed concern about the impact of
financial hardship on student mental health and capacity to engage
with learning. A bursary is currently paid by DoH to social work
students domiciled and studying in Northern Ireland that can go
some way to alleviating these pressures if made available in a
timely way.
It is the view of the Review Team that self-care for social work
needs to be legitimised as both an individual and team
responsibility that is modelled in academia and practice and
incorporated into social work education in a structured way. A
number of models and tools to support self-care specifically for
social workers are now available such as SPARK and the recently
published 50 Acts of Professional Self-Care for Social Workers,
Kerwin, Mclean Associates.
https://ideachildrights.ucc.ie/resources/tools/SPARK-Tool-Final-
UCC.pdf
The outcomes of Practice Teacher/Manager surveys and focus
groups evidence some significant differences in expectations of
early career social workers. Through analysis of the data gathered,
it was not clear to the Review Team that the profession has
achieved a shared understanding about what can be expected of a
social worker at qualifying level, and then built upon within a
framework for continuous professional development. It was agreed
that social work graduates should have an understanding of core
social work knowledge and be able to apply skills to build
relationships; engage in assessment processes and intervene to
improve and safeguard social wellbeing.
Given the variety of contexts in which social workers practise, a
range of models and methods will be applied, not all of which can
be addressed within a generic Degree curriculum. It would
therefore be helpful for stakeholders to work together to achieve a
shared understanding through clearly articulated and agreed
requirements that can then be built upon within the Assessed Year
in Employment and Professional in Practice Framework.
Areas for Development
The evidence gathered within this Review supports the view that
social work education in NI delivered through the Degree does
support the development of autonomous, evidence based,
critically reflective practitioners with a strong professional social
work identity.
One of the developmental areas that elicited most comment from
Practice Teachers and Managers was that of supporting students
to develop the resilience required for effective and sustained
social work practice. Some of the contextual issues raised such
as staffing levels are beyond the scope of this review but may
warrant attention elsewhere.
Opportunities for critical reflection on practice with peers and
supervisors can help to build resilience but an understanding of
the role of self-care is also crucial.
25
Section 7 Summary of Actions and Outcomes
The Review Team have reviewed the wide range of data gathered as part of this Review process and prioritised the following actions and
outcomes to ensure that the Degree in Social Work is forward looking and agile. Each priority has a number of strategic actions to support
delivery of the outcome. It is envisaged that an implementation plan will be developed with stakeholders within the NI Degree in Social Work
Partnership, with strategic oversight provided by the Strategic Advisory Board for social work education in NI.
Actions
The purpose and function of all Partnerships and
Committees at strategic, regional and operational
levels will be reviewed to articulate how they support
the development, delivery and improvement of the
degree.
Course providers will have mechanisms in place to
facilitate reciprocal, symbiotic relationships between
social work educators that support improvement of the
degree.
Outcome
Partnership arrangements are efficient,
effective and imbedded in the development,
delivery and improvement of the Degree in
Social Work
Partnership Arrangements
26
Section 7 Summary of Actions and Outcomes
Actions
The Strategic Advisory Group will take lead
responsibility to ensure that the curriculum is agile and
innovative to meet the needs of employers, service
users and communities into the future.
Course providers will ensure that social work students
have the knowledge and skills required to safely use
digital technology to safeguard and improve the
wellbeing of service users, carers and communities.
Outcome
The curriculum is innovative, forward looking
and takes account of developments in social
work research, inquiry, policy and practice.
Actions
Self-care will be incorporated into social work
education in a structured way.
Stakeholders will work together to affirm a shared
understanding of the expectations placed upon newly
qualified social workers, which are measured through
agreed requirements linked to the AYE and continuing
professional development
Outcome
Degree in Social Work programmes support the
development of autonomous, evidence based,
critically reflective and resilient practitioners
with a strong professional social work identity.
Curriculum
Outcome of the Degree
27
Appendices
Review of the
Degree in
Social Work
Report 14
June 2019
1
Appendix 1 - The Review Team
Introduction to the project team for the Review
Review Team Purpose: to ensure the Review objectives are met through the following activities:
Agree the schedule and facilitate stakeholder consultation
Refine the areas to be considered in each of the consultations
Review and analyse research evidence, policy and strategy relevant to social work education in
Northern Ireland
Prepare the final report
Review Team Membership
Name
Role
Frances Cannon
Senior Professional Officer - NIPEC
Roslyn Dougherty
Council Member – Social Care Council
Barbara Gillen
Professional Social Work Advisor - Sessional
Gerry Heery
Professional Social Work Advisor - Sessional
Jan Houston
Professional Social Work Advisor - Social Care Council
Joanne Lytle
Professional Officer – NIDSWP
Dr Trish McCullough
Senior Lecturer in Social Work – University of Dundee
Catherine Maguire
Professional Social Work Advisor - The Social Care Council
Kerry Malone
Professional Social Work Advisor - Sessional
Joanne Sansome
Member – Social Care Council Participation Partnership for
Service Users and Carers
2
Appendix 2 - The Review Process
Overview of the approach taken to complete the Review, the people we engaged and the
feedback that was gathered.
2.1 Planning Meetings
Department of Health NI - Office of Social Services
Social Care Council Board Members
Social Care Council Participation Partnership for Service Users and Carers
NI Degree in Social Work Partnership
Degree Providers
2.2 Stakeholder Engagement – 22 Focus Groups facilitated with 200 people who
represented:
Academic staff (Course Directors and Tutors) – Queens University, Ulster University, Belfast
Met and South West College
Health and Social Care Trusts - Assistant Directors for Governance
Newly Qualified Social Workers (AYEs) - those in the first year of professional practice
Practice Teachers – Social workers who supervise and assess Degree students on practice
placements across NI
Service users, carers and survivors – People with social work experience who are involved
in Degree teaching/presentations
Social Work Managers - Those with management responsibility for newly qualified social
workers in HSC Trusts, Education Authority, Probation, Voluntary and Community Sector.
Social Work Students – Those currently studying on Year 2 and Year 3 of the Degree at
Queens University, Ulster University, Belfast Met and South West College (includes students
on Undergraduate and Relevant Graduate courses)
2.3 Digital Surveys - 242 people across 4 online surveys and 1 Mentimetre polling session:
90 Social Work Students (55% completion rate)
47 Social Work Managers (77% completion rate)
42 Newly Qualified Social Workers (AYE) (81% completion rate)
13 Practice Teachers through online survey (100% completion rate)
50 Practice Teachers through Mentimeter Poll (95% completion rate)
3
2.4 Social Work Student Respondents
Degree Course
Practice Learning Settings Experienced
Full-time Undergraduate Route,
71%
Part-time Undergraduate Route, 11%
Full-time Relevant Graduate Route,
18%
Online Survey - Profile of Student Respondents
n= 90 55% completion rate
40%
22%
16%
10%
4%
2%
2%
2%
1%
0%
0%
Children's Services
Older People's Services
Learning Disability
Mental Health/Addictions
Physical Disability
Education and Training
Justice
Homelessness
Sensory Impairment
Education/Welfare
CAMHS
0% 10% 20% 30% 40% 50%
Areas of social work students had completed a Practice Learning Opportunity in
during the Degree course
(n=81)
Children's Services
Older People's Services
Learning Disability
Mental Health/Addictions
Physical Disability
Education and Training
Justice
Homelessness
Sensory Impairment
Education/Welfare
CAMHS
4
2.5 Newly Qualified Social Worker Respondents
Employment sector
Employment setting
79%
12%
0%
2%
2%
2%
2%
Health and Social Care Trust
Voluntary Sector
Independent Sector
Private Sector
Education Sector
Justice Sector
Other (please specify)
Online Survey - Newly Qualified Social Worker's Employment Sector
(n=42)
67%
19%
7%
2%
2%
2%
0%
0%
0%
0%
0%
0%
Children's Services
Older People's Services
Learning Disability
Mental Health/Addictions
Justice
Other (please specify)
Education and Training
Physical Disability
Education/Welfare
Homelessness
CAMHS
Sensory Impairment
Online Survey - Newly Qualified Social Worker's Employment Setting
(n=42)
5
Length of time in social work practice since graduation
2.6 Practice Teacher Respondents
Academic level of students supervised by Practice Teachers
57%
7%
17%
5%
10%
5%
0-3 Months
4-6 Months
7-12 Months
1-2 Years
More than 2 years
Not yet in a social work post
Online Survey - Newly Qualified Social Worker's
Length of Time in Practice
(n=42)
Level 2
8
Level 3
13
Mix of Level 2 and Level 3,
34
Online Survey and Menti Poll - Practice Teachers
Academic level of students supervised by respondents
(n=55)
6
Appendix 3 - Feedback from Practice Teachers and Line Managers
Surveys and focus groups with Practice Teachers and Line Managers sought their
views on whether the Degree in Social Work programmes support the development of
autonomous, evidence-based, critically reflective and resilient practitioners with a
strong professional social work identity. The following information below provides
additional information to support the references quoted in the Review report.
3.1 Practice Teachers’ and Line Managers’ views on whether students and NQSWs are
confident in their decision and can work autonomously (see figures 5 and 6 in Section 6 -
of the report)
Practice Teachers reporting much stronger student confidence in their decision making,
compared to the decision making skills of NQSWS observed by Line Managers. (This variance
could result from increased expectations of Line Managers as well as the greater decision
making responsibilities of NQSWs compared to students.
Positive feedback from Practice Teachers and Line Managers that students and NQSWs can
work autonomously with appropriate supervision
(see page 19, Figure 5)
(see page 20, Figure 6)
35%
63%
39%
22%
26%
14%
Managers - NQSWs are confident in their decision
making
Practice Teachers - Students are confident in their
decision making
Students and NQSWs are confident in their decision making
Practice Teacher's Views (n=49) and Line Manager's Views (n= 46)
Agree Neutral Disagree
70%
80%
23%
14%
7%
6%
Managers - NQSWs can work autonomously with
appropriate supervision
Practice Teachers - Students can work autonomously
with appropriate supervision
Students and NQSWs can work autonomously
with appropriate supervision
Practice Teacher's Views (n=50) and Line Manager's Views (n=47)
Agree Neutral Disagree
7
3.2 Practice Teachers’ and Line Managers’ views on whether students and NQSWs are
resilient and equipped with the skills required for social work (see figures 3 and 8 in
Section 6 - of the report)
There is a notable variation between responses to the questions about competence
compared to resilience/skills to manage the challenges of the role.
Managers and Practice Teachers are strongly positive about competence and ability to
establish relationships with service users, yet less than are 50% positive overall about
resilience and capability to cope with the role.
(see page 22, Figure 8)
(see page 16, Figure 3)
51%
36%
32%
32%
17%
32%
Managers - NQSWs are resilient and equipped
with skills to manage the challenges of the social
work role
Practice Teachers - Students are resilient and
equipped with skills to manage the challenges of
the social work role
Students and NQSWs are resilient and equipped with skills
to manage the social work role
Practice Teacher's Views (n=50) and Line Manager's Views (n=47)
Agree
Neutral Disagree
81%
69%
13%
23%
6%
8%
Managers - NQSWs can practice competently
within their remit
Practice Teachers - Students can practice
competently within their remit
Students and NQSWs can practice competently within their remit
Practice Teacher's Views (n=49) and Line Manager's Views (n=47)
Agree Neutral Disagree
Managers - NQSWs can establish positive
working relationships with service users/clients
Practice Teachers - Students can establish
positive working relationships with service
users/clients
Students and NQSWs can establish positive working relationships
with service users/clients
Practice Teacher's Views (n=50) and Line Manager's Views (n=47)
Agree Neutral Disagree
8
Appendix 4 – Feedback from Degree Students and Newly Qualified Social
Workers
Surveys and focus groups with Students and Newly Qualified Social Workers sought
their views on whether the Degree in Social Work programmes support the
development of autonomous, evidence-based, critically reflective and resilient
practitioners with a strong professional social work identity. The following information
below provides additional information to support the references quoted in the Review report.
4.1 Social Work Students and Newly Qualified Social Workers views on preparation for
social work practice (across both the taught curriculum and practice learning). (See
figure 2 in Section 6 of the report)
Students and NQSWs reported similar ranking for the usefulness of the elements Degree
Curriculum was ranked considerably lower than Lectures which may be an indicator of the
positive views about the delivery of the lectures and materials provided.
(see page 15, Figure 2)
(see page 15, Figure 2)
92%
92%
74%
54%
42%
40%
Practice Learning Opportunities
Service User, Carer and Survivors' input to…
Lectures
Tutorials
Curriculum content
Practice Development days
Online Survey - Preparing students for social work practice.
Elements of the Degree course students found useful
in preparing them for social work practice
(n=81 - respondents were allowed to select more than one option)
94%
76%
74%
65%
56%
44%
Practice Learning Opportunities
Service User, Carer and Survivors' input to…
Lectures
Tutorials
Curriculum content
Practice Development days
Online Surveys - Preparing students for social work practice
Elements of the Degree NQSWs found useful in preparing them for social
work practice
(n=34 - respondents were allowed to select more than one option)
9
4.2 Social Work Students and Newly Qualified Social Workers – Views on what elements
support their social work learning/development. (See figure 7 in Section 6 of the report)
Students and NQSWs reported similar views on elements to support learning and
development
Students were more positive about referring regularly to research and best practice at 84%
whereas this dropped to 71% for NQSWs
(see page 21, Figure 7)
84%
88%
90%
92%
4%
4%
6%
8%
12%
8%
4%
I regularly refer to research and / or best practice articles
to develop my learning (regularly is at least once a month)
The Degree provides opportunities to develop my skills in
critical reflection
My Degree tutors/Practice Teacher encourage me to use
research and published articles to develop my knowledge
It is important that my learning is informed by research
evidence
Online Survey - Social Work Student's views on their
social work learning and development
(n=50)
Agree Neutral Disagree
71%
88%
91%
97%
97%
20%
3%
9%
3%
9%
9%
3%
I regularly refer to
research and / or best practice articles to develop my
practice (regularly is at least once
a month)
The Degree provided
opportunities to develop skills in critical reflection
I am confident in using
critical reflection to improve my practice
My Degree tutors/Practice Teacher encouraged me to
use research and published articles to develop my
knowledge
It is important that my practice is informed by research
evidence?
Online Surveys - Newly Qualified Social Workers
Views on their social work learning/development
(n=34)
Agree Neutral Disagree
10
Appendix 5 – Digital Survey Questions
242 people responded to 4 online surveys and 1 Mentimetre polling session. Copies of the
survey questions are provided below:
5.1 Practice Teachers - Mentimeter Poll and Online Survey Questions
50 Practice Teachers engaged in the Mentimeter Poll (95% completion rate)
13 Practice Teachers responded to the follow up online survey (100% completion rate)
Mentimeter Poll
1. Which level of social work student you supervise most of the time as a Practice Teacher?
2. To what extent do students come to the placement with knowledge that is relevant to the level of
their course?
3. To what extent do you agree with, if at all, the following statements about how well the Degree is
preparing the students that you are supervising?
They understand their role as a social worker
They can practice competently within their remit
They are confident in their decision making
They can work autonomously with appropriate supervision
They can establish positive working relationships with service users/clients
They are resilient and equipped with skills to manage the challenges of the social work role
Their practice is evidence-based
They are critically reflective
They take responsibility for their own learning and development
They show a strong sense of their professional identity as a social worker
4. To what extent do you agree with, if at all, the following statements about the current partnership
model to support Practice Learning for the Degree?
I am fully informed about the aspects of the Degree curriculum relevant to the students I supervise
I receive updates about developments to the Degree to ensure my knowledge is current
Partnerships between my agency and the university support Practice Learning
I have the opportunity to give feedback to tutors on aspects of the Degree that could improve
Online Survey
1. To help give context to your feedback, please indicate which level of social work student you
supervise most of the time as a Practice Teacher.
2. Based on your experience as a Practice Teacher please list the three factors that you consider are
the major strengths of the Degree in terms of preparing students for practice. If appropriate, please
also list 3 gaps or aspects of the student development on the Degree that could be improved.
3. Based on your experience as a Practice Teacher manager, please list the three factors that you
consider are the major strengths of the Degree in terms of preparing students for practice. If
appropriate, please also list 3 gaps or aspects of NQSWs development that could be improved.
37
3. Based on your experience as a Practice Teacher manager, please list the three factors that you
consider are the major strengths of the Degree in terms of preparing students for practice. If
appropriate, please also list 3 gaps or aspects of NQSWs development that could be improved.
11
5.2 Social Work Managers - Online Survey Questions
47 Social Work Managers responded (77% completion rate)
1. To what extent do you agree with, if at all, the following statements about how well the Degree has
prepared the newly qualified social workers you have managed or worked with? (If possible, Please
use the section below if you would like to add any further comments about how well the Degree
prepares new social workers for practice.)
They understand their role as a social worker
They can practice competently within their remit
They are confident in their decision making
They can work autonomously with appropriate supervision
They can establish positive working relationships with service users/clients
They are resilient and equipped with skills to manage the challenges of the social work role
Their practice is evidence-based
They are critically reflective
They take responsibility for their own learning and development
They show a strong sense of their professional identity as a social worker
2. Based on your experience as a first-line manager, please list the three factors that you consider are
the major strengths of the Degree in terms of preparing NQSWs for practice. If appropriate, please
also list 3 gaps or aspects of NQSWs development that could be improved.
3. Looking Forward – Shaping the Degree to help ‘future-proof’ the workforce. A review of social work
education by the Scottish Social Services Council defined ‘future skills’ for social work with
reference to thinking on digital literacies, new media literacy and social media skills. They also
focussed on innovation, Creativity and entrepreneurship. How relevant do you think these skills are
to the future of social work education and practice in NI? In what way?
4. What other areas do you think should be included in the Degree in Social Work to help 'future-proof'
the workforce?
12
5.3 Social Work Students - Online Survey Questions
90 Social Work Students responded (55% completion rate)
1. Which Degree course are you studying?
2. Which areas of social work have you completed a Practice Learning Opportunity in during your
Degree Course
3. Your identity as a social worker and views on being part of a recognised profession. Please indicate
how strongly you agree with, if at all, the statements below.
Tutors/Lecturers on my Degree course have a strong sense of professional identity
The teaching on my Degree course is helping develop my professional identity.
The Practice Learning placements I have completed are helping me to understand what it means to be a
social worker.
Social workers I worked with on my placements had a strong sense of professional identity.
It is important to me to be part of the social work profession when I graduate.
4. The Degree in Social Work – Preparing you for social work practice. Please indicate which elements
of your Degree course (across both the taught curriculum and practice learning) are useful in
preparing you for social work practice.) If possible, please provide details of any other elements you
feel should be improved upon or added to the Degree to help prepare students for practice.
5. NISCC Standards of Conduct and Practice for Social Workers. (Please indicate how strongly you
agree with, if at all, the statements below.)
I have viewed/accessed a copy of the NISCC Standards for Social Work Students
As a student I refer to the NISCC Standards regularly (regularly means at least once a month)
The NISCC Standards are useful in guiding me in my learning
6. Reflective practice for social work. Please, indicate how strongly you agree with, if at all, the
following statements about your social work learning/development. If possible, please give some
more detail on who, how and what has supported you in developing critical reflection and what the
challenges have been. (It would be helpful if you could describe which models/research you have
used.)
The Degree provides opportunities to develop my skills in critical reflection
I am developing confidence in using critical reflection to improve my understanding
My Degree tutors/Practice Teacher encourage me to use research and published articles to develop my
knowledge
I regularly refer to research and / or best practice articles to develop my learning (regularly is at least
once a month)
It is important that my learning is informed by research evidence?
13
5.4 Newly Qualified Social Workers - Online Survey Questions
42 Newly Qualified Social Worker respondents (AYE) (81% completion rate)
1. Which sector do you work in?
2. What is your main social work setting?
3. How long have you practised in a social work role since graduating from the Degree in Social Work
course?
4. Your experience of social work practice as a newly qualified social worker. Please indicate how
strongly you agree with, if at all, the statements below. (If possible, please also provide a few words
to describe what it means to you to be a social worker and /or what it has been like joining the
workforce as newly qualified social worker.)
My social work practice is helping individuals and families to achieve better outcomes.
Through my social work role, I am making a positive contribution towards the community I work in.
My social work role provides me with positive job satisfaction.
5. Your identity as a social worker and views on being part of a recognised profession. Please indicate
how strongly you agree with, if at all, the statements below. (If possible, please also give some
examples of what supported you to develop your professional identity – in university, practice
placements and on joining the workforce.)
It is important to me to be part of the social work profession.
Social workers in my workplace have a strong sense of professional identity.
The teaching on my Degree course helped develop my professional identity.
The Practice Learning placements I completed during my Degree helped me to understand what it means
to be a social worker.
6. The Degree in Social Work – Preparing you for social work practice. Please indicate which elements
of your Degree course (across both the taught curriculum and practice learning) helped prepare you
for social work practice). If possible, please also provide details of any other elements you feel
should be improved upon or added to the Degree to help prepare students for practice.
7. NISCC Standards of Conduct and Practice for Social Workers. (Please indicate how strongly you
agree with, if at all, the statements below.) Please use this section if you would like to add more
detail on how you are using the NISCC Standards in your social work practice.
I have a copy of the NISCC Standards for Social Workers
I refer to the NISCC Standards regularly in my social work role (regularly means at least once a month)
The NISCC Standards are useful in guiding me in my practice
8. Reflective practice for social workers. Please, indicate how strongly you agree with, if at all, the
following statements about your social work development. (If possible, please also give some
examples of how, where and when you reflect on your social work practice e.g. supervision, group
discussions, with colleagues, self-directed review (please also indicate what models or sources of
evidence you use).
The Degree provided opportunities to develop skills in critical reflection
I am confident in using critical reflection to improve my practice
My Degree tutors/Practice Teacher encouraged me to use research and published articles to develop
my knowledge
I regularly refer to research and / or best practice articles to develop my practice (regularly is at least
once a month)
It is important that my practice is informed by research evidence?
14
Appendix 6 - References
Centre for Effective Services, Regional admissions process for social work courses in Northern
Ireland – Comparative Study (2018)
Croisdale Appleby, David, Re-visioning Social Work Education – An Independent Review (February
2014)
DoH (NI), A Learning and Improvement Strategy for Social Workers and Social Care Workers (2019-
2027) (2019)
DoH (NI), Health and Wellbeing 2026: Delivering Together (October 2016)
DoH (NI), The Purpose of Social Work; Improving and Safeguarding Social Wellbeing (June 2017)
DHSSPS (NI), Assessed Year in Employment, Circular HSC (OSS) AYE2/2015 (February 2015)
DHSSPS (NI), Degree in Social Work in NI, Student Incentive Scheme (September 2012)
DHSSPS (NI), Improving and Safeguarding Social Wellbeing – A Strategy for Social Work in Northern
Ireland (2012-2022) (April 2012)
DHSSPS/NISCC, Northern Ireland Framework Specification for the Degree in Social Work, (Amended
October 2015)
Houston, Stan/NISCC, Reflective Practice, A Model for Supervision and Practice in Social Work
(2015)
Narey, Martin/D.E. Making the education of social workers consistently effective. (February 2014)
NI Degree in Social Work Partnership, Regional Practice Learning Opportunities Handbook (Revised
December 2018)
NISCC, Approval, Monitoring, Review and Inspection Arrangements for Degree in Social Work
Course (2012)
NISCC, Guidance on Individual Practice Development Days for the Practice Learning Requirements
for the Degree in Social Work (June 2017)
NISCC, Practice Learning Requirements for the Degree in Social Work (August 2010, Revised June
2017)
NISCC, Quality Assurance Framework for Education and Training Regulated by the Northern Ireland
Social Care Council (2012)
NISCC, Report on the 5 Yearly Review of the Degree in Social Work (June 2014)
NISCC, Rules for the Approval of the Degree in Social Work (January 2012)
Northern Ireland Social Care Council
7th Floor, Millennium House
25 Great Victoria Street
Belfast
BT2 7AQ
Tel: 028 95 362 600
Email: [email protected]
www.niscc.info
