University of Hertfordshire

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Navigating relationships in practice learning: voices from practice educators

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Navigating relationships in practice learning: voices from practice educators. / Yeung , Echo; Newman, Andrea ; Burke, Beverley.

In: Social Work Education, Vol. 40, No. 3, 2021, p. 412-424.

Research output: Contribution to journalArticlepeer-review

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Yeung , Echo ; Newman, Andrea ; Burke, Beverley. / Navigating relationships in practice learning: voices from practice educators. In: Social Work Education. 2021 ; Vol. 40, No. 3. pp. 412-424.

Bibtex

@article{4a34a86a6ee24e05946c8b6f9f756920,
title = "Navigating relationships in practice learning: voices from practice educators",
abstract = "This paper explores the nature and quality of relationships between social work students and their practice educators and discusses how practice educators navigate their multifaceted and complex role in the context of practice learning in England. The data was drawn from individual interviews with 13 practice educators and two focus groups with first year MA social work students. The findings indicate that challenges associated with social differences, in engaging students in learning, and in initiating critical dialogue affect the nature and quality of practice learning relationships. Practice educators need to develop skills, knowledge and confidence to manage the complexities and different demands of their role. It is also important for practice educators to invest time to develop and sustain meaningful relationships with students, and to create a safe space for critical dialogue to take place. A trusting relationship is fundamental if students and practice educators are to raise and explore difficult issues. ",
keywords = "Practice learning, practice educator, critical conversations, social work, relationship building",
author = "Echo Yeung and Andrea Newman and Beverley Burke",
note = "Copyright {\textcopyright} 2020 Informa UK Limited. This is an accepted manuscript of an article published by Taylor & Francis in Social Work Education on 22 Nov 2019, available online: https://doi.org/10.1080/02615479.2019.1693533 ",
year = "2021",
doi = "10.1080/02615479.2019.1693533",
language = "English",
volume = "40",
pages = "412--424",
journal = "Social Work Education",
issn = "0261-5479",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Navigating relationships in practice learning: voices from practice educators

AU - Yeung , Echo

AU - Newman, Andrea

AU - Burke, Beverley

N1 - Copyright © 2020 Informa UK Limited. This is an accepted manuscript of an article published by Taylor & Francis in Social Work Education on 22 Nov 2019, available online: https://doi.org/10.1080/02615479.2019.1693533

PY - 2021

Y1 - 2021

N2 - This paper explores the nature and quality of relationships between social work students and their practice educators and discusses how practice educators navigate their multifaceted and complex role in the context of practice learning in England. The data was drawn from individual interviews with 13 practice educators and two focus groups with first year MA social work students. The findings indicate that challenges associated with social differences, in engaging students in learning, and in initiating critical dialogue affect the nature and quality of practice learning relationships. Practice educators need to develop skills, knowledge and confidence to manage the complexities and different demands of their role. It is also important for practice educators to invest time to develop and sustain meaningful relationships with students, and to create a safe space for critical dialogue to take place. A trusting relationship is fundamental if students and practice educators are to raise and explore difficult issues.

AB - This paper explores the nature and quality of relationships between social work students and their practice educators and discusses how practice educators navigate their multifaceted and complex role in the context of practice learning in England. The data was drawn from individual interviews with 13 practice educators and two focus groups with first year MA social work students. The findings indicate that challenges associated with social differences, in engaging students in learning, and in initiating critical dialogue affect the nature and quality of practice learning relationships. Practice educators need to develop skills, knowledge and confidence to manage the complexities and different demands of their role. It is also important for practice educators to invest time to develop and sustain meaningful relationships with students, and to create a safe space for critical dialogue to take place. A trusting relationship is fundamental if students and practice educators are to raise and explore difficult issues.

KW - Practice learning

KW - practice educator

KW - critical conversations

KW - social work

KW - relationship building

UR - http://www.scopus.com/inward/record.url?scp=85075459042&partnerID=8YFLogxK

U2 - 10.1080/02615479.2019.1693533

DO - 10.1080/02615479.2019.1693533

M3 - Article

VL - 40

SP - 412

EP - 424

JO - Social Work Education

JF - Social Work Education

SN - 0261-5479

IS - 3

ER -