**6.2 Assessment criteria across the 2 years of MSW placements**

The table and its contents show a limited example of assessment across the two placements from NUI Galway's MSW program. In setting out the table all stakeholders in the placement can see the assessment model and how the areas of assessment can be achieved. The example given is for only four of the areas by which NUI Galway MSW students are assessed out of a total of six domains. The additional assessed areas not mentioned here due to space considerations are 'Professional and Personal Development' and 'Effective Communication'. The six domains are predetermined by CORU (the Irish social work and related therapies professional registration body).

From **Table 2**, it is evident that there is immense scope around which to base the assessment process and the delivery of supervision. The goal is to build up capacity and understanding in the student, increasing their responsibility for the student's own learning with the help and direction of the fieldwork supervisor.


#### **Table 2.**

*The role of the social work student in MSW Yr. 1 and 2 in relation to the CORU assessment domains.*

**111**

higher retention of more fulfilled staff.

*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks...*

Coordinator for the BSW/MSW course at University College Cork).

(Acknowledgement in the joint drawing up of this table is given to the Fieldwork

**6.3 Supervision on placement: 'the beat of good supervision is within the heart** 

Attendance on placement for NUI Galway MSW students is a block 14 week experience in each of the 2 course years [56]. Students on returning from placement were excited to share their placement supervision experiences and be creative in their delivery. In the podcasts they made, Group 1 decided to reinvent (the television program the X Factor (a program that looks for a 'special quality' in a person that makes them unique) and record their experiences in this mode [91]. When teaching students this podcast is played along with a previous podcast in eBook 1 Page 69 [35] which was made by a group of Year 2 MSW students having completed

Of particular interest in this recording is the student who felt he did not learn enough from the opportunities he was given on placement and upon reflection regrets this behavior. For pre-placement training these podcasts have been invaluable. Current students express great interest in listening to how their peers have negotiated the challenges of supervision on placement. Additionally practice teachers and students can see a model of the components of supervision ([56],

The main message within this eBook 2 was to identify that field practice is an emotionally intense experience for students – both in discovering their own emotions and recognizing the emotions of the service users due to difficulties in the areas of poverty, housing, education, culture, disability etc. These feelings of helplessness can at times be overwhelming to all parties. The importance of supervision is to take these experiences and with the help of the practice wisdom of the supervisor uncover the layers of assistance, facilitation and support coupled with

solid theory, law and social justice perspectives that can be offered.

**6.4 Evaluating the practice placement experience: how do you know it is** 

… or not working as the case may be? The usual procedure with regard to students' evaluation of placement at NUI Galway is to divide into small groups and let the students talk about their placement experiences, possibly under the headings of 'What worked?' 'What didn't work?', or to take a whole class and ask for volunteers to share what they learned on placement or their role in the agency. At NUI Galway the students are asked to draw 'Road Maps' [93]. Moreover the practice teachers during an in-service training session are also asked to draw 'Road Maps' [94] ([56],

The experiences of placement are worth sharing either as a joint creative task with practice teachers and students together or in peer group sessions of practice teachers and students separately. To this end students are also required at NUI Galway to fill out a Practice Teacher Evaluation form where they can give feedback to the practice teacher post placement regarding their experience of his/her practice teaching approach. For their part practice teachers are additionally encouraged to discuss their placement experience with their own work supervisors or line managers. There is a knock-on benefit in this for the agency, as the positive experiences of staff taking students may encourage organizations towards the potential for good quality assurance of service delivery, greater abilities to manage risk and possibly

*DOI: http://dx.doi.org/10.5772/intechopen.89391*

**of good placement' (eBook 2. Page 36)**

their placement [92].

pp. 20-29).

**working?**

pp. 32, 33).

*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks... DOI: http://dx.doi.org/10.5772/intechopen.89391*

(Acknowledgement in the joint drawing up of this table is given to the Fieldwork Coordinator for the BSW/MSW course at University College Cork).

### **6.3 Supervision on placement: 'the beat of good supervision is within the heart of good placement' (eBook 2. Page 36)**

Attendance on placement for NUI Galway MSW students is a block 14 week experience in each of the 2 course years [56]. Students on returning from placement were excited to share their placement supervision experiences and be creative in their delivery. In the podcasts they made, Group 1 decided to reinvent (the television program the X Factor (a program that looks for a 'special quality' in a person that makes them unique) and record their experiences in this mode [91]. When teaching students this podcast is played along with a previous podcast in eBook 1 Page 69 [35] which was made by a group of Year 2 MSW students having completed their placement [92].

Of particular interest in this recording is the student who felt he did not learn enough from the opportunities he was given on placement and upon reflection regrets this behavior. For pre-placement training these podcasts have been invaluable. Current students express great interest in listening to how their peers have negotiated the challenges of supervision on placement. Additionally practice teachers and students can see a model of the components of supervision ([56], pp. 20-29).

The main message within this eBook 2 was to identify that field practice is an emotionally intense experience for students – both in discovering their own emotions and recognizing the emotions of the service users due to difficulties in the areas of poverty, housing, education, culture, disability etc. These feelings of helplessness can at times be overwhelming to all parties. The importance of supervision is to take these experiences and with the help of the practice wisdom of the supervisor uncover the layers of assistance, facilitation and support coupled with solid theory, law and social justice perspectives that can be offered.

#### **6.4 Evaluating the practice placement experience: how do you know it is working?**

… or not working as the case may be? The usual procedure with regard to students' evaluation of placement at NUI Galway is to divide into small groups and let the students talk about their placement experiences, possibly under the headings of 'What worked?' 'What didn't work?', or to take a whole class and ask for volunteers to share what they learned on placement or their role in the agency. At NUI Galway the students are asked to draw 'Road Maps' [93]. Moreover the practice teachers during an in-service training session are also asked to draw 'Road Maps' [94] ([56], pp. 32, 33).

The experiences of placement are worth sharing either as a joint creative task with practice teachers and students together or in peer group sessions of practice teachers and students separately. To this end students are also required at NUI Galway to fill out a Practice Teacher Evaluation form where they can give feedback to the practice teacher post placement regarding their experience of his/her practice teaching approach. For their part practice teachers are additionally encouraged to discuss their placement experience with their own work supervisors or line managers. There is a knock-on benefit in this for the agency, as the positive experiences of staff taking students may encourage organizations towards the potential for good quality assurance of service delivery, greater abilities to manage risk and possibly higher retention of more fulfilled staff.

*Global Social Work - Cutting Edge Issues and Critical Reflections*

registration body).

out of a total of 6) is included in this chapter. Interestingly, these general domains, because they are mandated by the official registration board, are also used by speech therapy, occupational therapy and social care students on placement with

The table and its contents show a limited example of assessment across the two placements from NUI Galway's MSW program. In setting out the table all stakeholders in the placement can see the assessment model and how the areas of assessment can be achieved. The example given is for only four of the areas by which NUI Galway MSW students are assessed out of a total of six domains. The additional assessed areas not mentioned here due to space considerations are 'Professional and Personal Development' and 'Effective Communication'. The six domains are predetermined by CORU (the Irish social work and related therapies professional

From **Table 2**, it is evident that there is immense scope around which to base the assessment process and the delivery of supervision. The goal is to build up capacity and understanding in the student, increasing their responsibility for the student's own learning with the help and direction of the fieldwork supervisor.

*The role of the social work student in MSW Yr. 1 and 2 in relation to the CORU assessment domains.*

application to their own professional work models (see www.coru.ie).

**6.2 Assessment criteria across the 2 years of MSW placements**

**110**

**Table 2.**
