This case study describes implementation of an interprofessional course for social work practice teachers and community nurse practice teachers to break down professional boundaries and share common good practice.The processes are described; the issues involved in gaining necessary resourcing is discussed, together with the need to develop a common language and concentration on the commonalities of the task of practice teaching. Differing levels of academic aspirations are also described.

This case study describes implementation of a short inter-professional course for health and social care professionals leading to both professional and academic qualifications. The students range from social work practice teachers, mentor training for nurses and midwives, community nurse practice teachers and occupational therapists and the aim is that they benefit learning alongside one another. This study looks at different ways in which learning takes place and appreciates the similarities in approach and setting across professional boundaries. Difficulties in admin support, obtaining the right professional mix and teaching staff are discussed, together with opportunities of extending the course overseas and to other professionals.

This case study focuses on the initial planning of some joint teaching for social work and nursing students at the University of Staffordshire, using a Problem Based Learning (PBL) approach to teach the process of assessment. Five two-hour sessions are planned with each group having equal numbers of nursing and social work students. Not only will this provide opportunities for joint working at an early stage in their professional training, but it is envisaged that it will lead to improved skills in professional problem identification and seeking out relevant information to answer questions raised by the scenarios. Factors which have facilitated this development are noted along with issues which need to be addressed in the planning of teaching multidisciplinary groups of students.

A case study is discussed of ‘joined-up training’ based on an initiative developed between the Medical School, the School of Social Work at the University of Leicester and nursing students from De Montfort University. It brings together trainee health professionals (doctors and nurses) and social workers in a joint investigation based around one GP practice in the city. The aim is to encourage students to work collaboratively with patients/service users, in understanding their perspective on the services provided.The paper draws attention to the potential benefit of this kind of collaborative initiative to agencies, training bodies, students and policy-makers; it concludes by suggesting that the gains identified suggest that this kind of opportunity should be incorporated more centrally into social work and other professional training courses.

This case study discusses the planning, progress and implementation of the validation of the MA Child Protection Pathway at the School of Human and Health Sciences, University of Huddersfield, for post-qualifying social workers and post-graduate health professionals. The proposal took full advantage of developments in work-based learning, learning agreements and the use of mentors. Development issues are discussed, together with reflection on how the course has progressed.

This case study describes stage 1 of a two-part research project which aims to explore the impact of an innovative learning and assessment process. The BA (Hons) Social Work / BSc (Hons) Nursing & Social Work Studies module focuses on partnerships and participation in social work. The study aims to evaluate the contribution to collaborative and individual learning and to explore skill and knowledge development across and within professional boundaries.

This case study explores both the student and staff experience of two core modules delivered as part of the interprofessional/interdisciplinary year one learning and teaching for students in community education, teacher education and social work. The case study, drawn from an action research project, demonstrates that students experienced an initial disorientation which was exacerbated by complex subject areas not seen as relevant by the students. By contrast, the focus on human development and psychology in practice was seen to be useful by the student cohort. Both staff and students felt that environmental factors influenced the quality of teaching on these modules. In general, both staff and students rated the quality of teaching, assessment and staff support as relatively high although there was a consensus that more interactive, task orientated approaches were most effective. Finally, there was both a staff and student view to suggest that interprofessional education is perceived as being more useful at a later stage of the students training beyond year one.

This case study describes the use of a report into the death of a young child as a means of examining interprofessional communication and working with students.

This case study discusses the early stages of implementing an interprofessional unit for level 2 nursing and level 3 social work students. The aim is to give them interprofessional practice experience of using a particular approach to improve client care. The support of line management is highlighted and emphasis is made of the time consuming process implementation will take. The need for practice based managers to understand the relevance is also discussed.

This case study shows how informal peer consultation was turned into structured small peer group presentation and feedback in order to enable students to make an early start on part of their final assessment. The formative task required each student to present sources of evidence on five different perspectives on a social issue of their choice. Guided peer feedback, coupled with tutor feedback on referencing, was then used by students to develop their final written assignments. Outcomes and student feedback indicate that this is an approach worth further development.

This case study is based on teaching practice which is being developed at The Family Institute (Cardiff). We are interested in the underlying principles and processes in the application of systemic ideas to wide areas of different forms of practice including social work, health services and education services across statutory, voluntary and private sectors and in particular in the training of family and systemic psychotherapists. This particular case study looks at how the 'practicum' can become a moment of transformation in education and development - a moment when light floods the arena. During one particular study day with a group of professionals reflecting on their experience of how language defines systems and how feedback influences change in relationships and depends on context, we were struck by the energy the conversation had generated and we became particularly interested in trying to find a vehicle where some of what was being described about practice 'out there' might be experienced 'live' in the here and now for students. This case study describes a role-play exercise as such as vehicle.

The group ‘A voice of reason’, which is comprised of young people with experiences of being in care, worked together with 60 first year social work students in a 3 hour session structured around two group exercises. The first exercise was about meeting and greeting, emphasising the importance of first impressions. The second exercise focussed on the qualities which make up the ideal social worker. This involved drawing around a person on a large sheet of paper and placing the ‘good’ qualities inside the body and the negative characteristics outside. The discussion generated during this process gives the student an insight into the lived experience of the young people.

I have been leading a group of service users, tutors and social workers on the PQ in social work at London South Bank University in the use of poetry as a medium for expressing their creativity in learning. I wanted to invite tutors working with social workers following Leadership and Management and Practice Education Awards and practice assessors following the Enabling Others Unit to think about the relationships between service users, students and practice assessors.

In this case study formative peer assessment was introduced on an essay that would eventually be submitted for summative assessment on a first year social work undergraduate social policy module. The aim was to promote students’ understanding of the assessment criteria and process in order to enhance their learning and achievement.

This project was an intergenerational initiative developed via a partnership between London South Bank University Faculty of Health and Social Care and ‘1st Framework, 3rd Thought’, an older people’s drama company. Through the use of drama and film making, a small group of social work students worked together with older actors and film makers over a period of two days. As a result they developed a digital resource of 16 short clips that can be used as stimulus material in teaching and learning in health and social care on the theme of intimacy and sexuality in later life.

A new programme unit was developed for inclusion in Post Qualifying Awards at the Specialist level to meet the revised GSCC requirements that all such awards should develop skills and knowledge that would prepare candidates to 'enable the learning of others'. The unit was designed to enable specialist social workers to provide basic support to a wide variety of learners in the workplace, equipping them to facilitate and assess the development of competency and develop an understanding of how they could also support 'learners' to develop the wider notion of professional capability.

This case study describes the experience of using posters for assessment and includes feedback from students.

The aim of this case study was to devise a classroom exercise under 'controlled conditions' in an attempt to ensure that we were assessing social work students' own work, rather than something that they had found - or bought - on the internet. The aim was to stimulate learning beyond "acquisition of knowledge and skills" towards "changes in behaviour" (Barr et al 2000 cited in Carpenter, 2005) and the development of skills required of emerging social work practitioners.

This case study describes an exercise asking social work students to identify their core assumptions, beliefs, values, principles and ethics and resulting attitudes and behaviours that flowed from these.

This case study focuses on the involvement of service users in learning and teaching about assessment and the context in which this occurs at the University of Glasgow. One of a number of methods of assessment taught to social work students is person centred planning. Learning takes place through students participating in a series of exercises which can be used in person centred planning. In the final session, John, a service user, was introduced to the class and he explained how person centred planning had helped him take control of various aspects of his life. While this was a positive experience for both John and the students, the need for careful preparation prior to bringing service users into the classroom is essential.

A national Special Interest Group called the Sexuality Symposium was established as a community of practice to enhance discourse and debate between practitioners, research, academics and students in social work. The Sexuality Symposium is a virtual and real support network aimed at providing mutual support, an increased knowledge base, growing confidence and enhancement of practice around sexuality.

For the last year the school of health and social care has run a three stage assessment process for all social work candidates. These three stages are designed to measure a range of knowledge, skills and values relating to academic and work experience criteria.

A pilot enquiry into the key moments, processes and people involved in the enhancement of student learning on a social work degree training programme.

This case study describes how we developed an interprofessional PGCert/PGDip/ MA: Education (Professional Practice Learning) as a pathway in the Integrated Masters Programme, Faculty of Education at University of Plymouth. The pathway has been accredited at GSCC PQ Higher Specialist Level and Advanced Level has been applied for. The pathway is open to anyone involved in supporting and/or assessing adults in their professional practice learning and would be of interest, for example, to social workers, clinical psychologists, health professionals and teachers.

This case study describes stage 1 of a two-part research project which aims to explore the impact of an innovative learning and assessment process. The BA (Hons) Social Work / BSc (Hons) Nursing & Social Work Studies module focuses on partnerships and participation in social work. The study aims to evaluate the contribution to collaborative and individual learning and to explore skill and knowledge development across and within professional boundaries.

This case study outlines an initiative between the University of Edinburgh and local social service agencies in which a pre-practice opportunity has been devised to develop students' awareness of service provision and to evaluate their readiness for practice.

We met with students learning community profiling skills in focus groups during their first year in order to evaluate what they had learnt and the links they made between their learning and their understanding of the social work degree curriculum.

A unit for Communication: Theory and Practice course for foundation year 'welfare practitioners' (undergraduate, post-graduate and employment-based trainee Social Workers and Youth and Community Workers) was developed in which online and experiential classroom based learning is integrated. The support from the institution is discussed, together with the need to conserve opportunities for small group work and experiential learning within the module. The author's reflections and key milestones are identified. Examples extracted from the course are given illustrating these milestones. Additional outcomes are also recognised and the question 'Can online learning contribute to a process that will enable the integration of theory and practice/ experience and further develop knowledge and professional competence? is also answered.

This case study demonstrates how the focus on learning and teaching about assessment is embedded into the DipSW curriculum at the University of Southampton. Beginning with the module Practice Methodologies prior to the first placement, learning about assessment continues until the end of the course. It is proposed that good practice requires assessment that is underpinned with theory and there is an expectation that will be able to articulate a general theory of assessment, not just a descriptive statement of how to do it.

Dr Derek Clifford produced a CD-rom Social Assessment: Applying Critical Auto/ Biographical Methods which he has used with both DipSW students and employees of a local authority social work department to facilitate learning about assessment. In this case study, Derek discusses the development and use of this CD-rom, and also other ways in which he has incorporated e-learning into his teaching about assessment, including email, Blackboard, Pro-Care and CCIS. Used together with other methods of teaching, it is proposed that e-learning can facilitate students developing an understanding of a holistic anti-oppressive analysis of social situations and to relate theoretical principles and basic skills to assessment of a complex case study.

This case study describes a day workshop for social work students attending Post Qualifying Child Care Award programmes, which was organised and run by the universities of Bristol and London (Royal Holloway) and The Hayward Gallery - a creative collaboration. The aim was to use an exhibition on prostitution and trafficking in women at The Hayward Gallery as the focus for an innovative workshop, using art to facilitate learning in an emotive and complex area of practice, and to provide the opportunity for social workers from London and the south west to study together, sharing feelings, practice experience, knowledge and ideas.

We did not have approval for a part time course. When investigating this I came up with 2 startling ideas that might not be that startling to others. Firstly to do what is now a 3-year course part time would take 6 years. The second was that full time students only attend for about 27 weeks a year and are then off working for agencies. The challenge was to design something that allowed 3 days a week attendance over say 45 weeks per year. This would then fit in with our current approval and regulations, which states that a student completing a year's worth of modules within an academic year is classed as full time.

A practice teacher working for Gwynedd County Council discusses the importance of language choice and the opportunities available in a mixed language community (Welsh and English) for social work students needing to develop their language sensitivity and anti-oppressive practice. Tensions regarding language can sometimes arise when working with service users and students are given an opportunity to employ their professional skills in challenging oppression and balancing differing rights, needs and opinions.

This case study describes how a practice assessment tool was developed and introduced for further and advanced pqsw courses in child and adolescent mental health at Anglia Ruskin University. The aim was to develop a useful tool that offers social workers a structured, evidence-based learning experience to improve practice with troubled young people.

This case study describes the way in which students' prior experience is recognised on a social work degree. It explains the APEL process, the evidence students need to obtain and the modules gained through the process. It also describes initial outcomes for students.

This case study is one of four outputs created as the result of a funded project entitled ‘Thinking, learning and ‘doing’ international work experience’. this case study describes how a team of colleagues at Sheffield Hallam University added an international stream to a core level 2 degree module.

This first year module has changed its mode of delivery from the traditional lecture/seminar approach to a problem-based approach. This approach to learning is seen as equipping students with some models and regimes of comparative social policy early on in their university studies which encourages them to see different patterns of policy provision. By encouraging group work throughout the module, students are expected to work as a team, support and learn from one another.

This case study forms one of six submitted to SWAP to illustrate ways in which academics use social policy research in teaching. This initiative develops student appreciation of research/consultancy in the discipline and brings findings from staff research into teaching and learning into the curriculum.

This case study forms one of six submitted to SWAP to illustrate ways in which academics use social policy research in teaching. This initiative develops learner appreciation of research/consultancy in the discipline by bringing data/findings from staff research/consultancy into a community training environment.

This case study forms one of six submitted to SWAP to illustrate ways in which academics use social policy research in teaching. In this case study the lecturer uses teaching and learning processes which simulate research processes. She also uses assignments which involve elements of research processes and gives students first hand experience of research based consultancy.

This case study forms one of six submitted to SWAP to illustrate ways in which academics use social policy research in teaching. In this case study the lecturer is developing student appreciation of research/consultancy in the discipline by bringing data/findings from staff research/consultancy into the curriculum.

This case study is one of four outputs created as the result of a funded project entitled ‘Thinking, learning and ‘doing’ international work experience’. This case study describes the process of students keeping a reflective diary for the duration of a level 5 ‘work and professional development’ module. They were expected to write up their reflections at the end of semester two via an electronic portfolio after they had carried out some form of work experience or work-related activity.

In this case study formative peer assessment was introduced on an essay that would eventually be submitted for summative assessment on a first year social work undergraduate social policy module. The aim was to promote students’ understanding of the assessment criteria and process in order to enhance their learning and achievement.

The use of chatrooms on two level 3 modules, Children's Rights and Children's Rights Project are discussed. Student feedback is encouraging and the lecturer felt that the use of chatrooms and its informal approach aided in seeing what students were thinking and how they understood issues. An excerpt from student guidelines is also attached.

This case study forms one of six submitted to SWAP to illustrate ways in which academics use social policy research in teaching. In this case study the lecturer develops students' appreciation of research/consultancy in the discipline by using teaching and learning processes which simulate research processes. She also develops student research/consultancy skills by using assignments which involve elements of research processes.

For two modules on a social policy degree programme, a role-play approach has been adopted to break with formal tutorials. In the style of 'Shooting Stars' gameshow, students join teams divided into 'Kens' and 'Barbies' to debate a seminar topic. (Real dolls are used to indicate which team member is to talk and these must be passed around for one module). Points are awarded to teams throughout the debate. The seminar questions are non-assessed formative essay questions and students must prepare prior to the seminar. Feedback on this approach is shown from students and the lecturer. An excerpt from the student guidelines is also attached. It should be emphasised that there is increased student participation and the sessions tend to be quite manic and ad hoc.

An account of a special project aimed at addressing recruitment and retention of 16-18 year old students onto both Social policy and Criminology courses at Hull University. It summarises the problems identified at Hull and specific activities piloted to deal with them, initiated by the university's Marketing and Communications department and developed with the Department of Comparative and Applied Social Sciences. It provides a framework with which departments running similar courses can assess their own situation.

This case-study describes the use of a Virtual Learning Environment (VLE) known as LEARN to provide an information base for students studying a criminology module. The aim is to use the facilities offered by e-learning to provide students with a large amount of text-based information in an accessible form and to offer an interactive online exercise on sentencing policy for follow-up discussion in seminar groups.

This is a very simplistic attempt to get students to think about some of the different areas they have studied within a unit and to encourage them to think about how these might link up. Students may also find these useful in making links between levels as well as between units and are a good way of helping some to put their degree in context. This can help encourage the application of theories and concepts learned in one unit to other units and can encourage more insightful work from those who are able to make these links. Students usually produce far more complex mind maps, but something fairly basic, such as this example, usually works as a starting point

First year social policy students were found to have gaps in their foundational factual knowledge of a module entitled 'government and institutions' which created barriers to more advanced work in subsequent modules. A one-hour multiple choice exam has been developed as part of the assessment. Student feedback is positive and the teaching benefits are that it builds student confidence early on whilst also allowing staff to identify any early problems. A few questions are attached to indicate the level of understanding required. Further developments have occurred.

This case study is one of four outputs created as the result of a funded project entitled ‘Thinking, learning and ‘doing’ international work experience’. Fifteen students elected to join the international stream of a Work & Professional Development module. Of these, three students went overseas to New York for one week and were accompanied by SHU staff. This case study reviews this short international work experience abroad. SHU students took with them projects they needed to carry out in order to fulfil the module’s assessment requirements. These projects were concerned with work-related activity (i.e.the students themselves became researchers, or, the topic under scrutiny was either something they had prior work experience in or was an area that International work experience they were interested in developing as a possible career area).

This case study describes the process of introducing personal development planning into a first year module of a Sociology degree, the activities undertaken and the lessons learned from working with the first cohort who took the module.

This case study reports on the use of a PowerPoint presentation on Assessment Feedback which lectures and tutors at the University of Lincoln could embed in lectures and/or seminars.

In response to institutional requirements regarding the additional curriculum and changing student needs, the social policy teaching team designed a level 1 module which integrated the development of transferable and employability skills with subject specific knowledge and study. While retaining a skills focus, it was tightly structured around conceptual, theoretical and practice-related issues: poverty and social exclusion. Students worked in small ALGs, received supporting lectures and a module handbook. Student feedback was positive even though the workload was relatively demanding. Staff saw cohesion within the student body and also an excellent relationship between staff and students.

This case study is one of four outputs created as the result of a funded project entitled ‘thinking, learning and ‘doing’ international work experience’. This case study reviews the desk based international experience implemented by colleagues delivering the international stream. The main aim was to enable desk-based students an opportunity to develop their work and professional development skills and interests around an international perspective. In effect, we wanted to internationalise these students’ experiences without them having to travel.

A collection of six case studies on 'Using Social Policy Research in Teaching' conducted in 2007. It is hoped that the six case studies will stimulate thinking and ideas for integrating research into teaching and learning activities. The case studies represent a snapshot of the tools and techniques employed by lecturers in social policy to illuminate their own and others' research within their teaching in ways that enhance students' learning experiences and equip them to become research minded and research active. They also show how engagement with what might be seen as 'dry' or 'difficult' policy can be highly enjoyable as well as rewarding.

This case study forms one of six submitted to SWAP to illustrate ways in which academics use social policy research in teaching. In this case study the lecturer develops students' appreciation of research/consultancy in the discipline by using teaching and learning processes which simulate research processes. She also uses assignments which involve elements of research processes and gives students first hand experience of research based consultancy.

A staged problem-solving exercise was devised to enable students to make an assessment of whether Esping-Andersen categories or critiques of them aid understanding of differences in health care inputs/outputs in selected countries. The design is around a tutor-led workshop where students are provided with guidance through a set of notes and they work through exercises using statistical tables and referring to theoretical models. An excerpt from the worksheet is also given.

This Tutors' Manual was prepared in 2003 for The School of Social and Political Studies, University of Edinburgh. It covers a wide range of topics including preparing and spending time teaching, marking coursework, as well as administrative tasks and pastoral support.