London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2014-5
PART 6 – SERVICE USER & CARER FEEDBACK
Kingston University & St. George’s University of London Guidance
Guidelines
Prior to working with service users and carers, the following guidelines for the
involvement of service users and carers in the learning and assessment of BA/MSW
Social Work students on practice learning placements, should be read and
understood.
One piece of feedback is required by the Mid Point Review. At least two more piece of
feedback, from different service users or carers, are required by the end of the student’s
placement.
The Practice Educator or the Work-Based Supervisor will be responsible for having a
discussion with the student and identifying a minimum of 3 service users/carers who may be
approached to give feedback about the student. The student should consider which
particular areas of their practice they would like feedback on, as relevant to their involvement
with the service user or carer, and this should be communicated to the Practice Educator or
the Work-Based Supervisor. The Practice Educator or the Work-based Supervisor will
provide the service user/carer with verbal information about the purpose of their involvement
and provide him/her with a photocopy of the Information Sheet and Possible Questions
You May Have Sheet (see following pages). If the service user/carer is willing to take part,
they will be asked to sign the Agreement Form and given a copy of this to keep.
The Practice Educator or the Work-based Supervisor and the student should ideally jointly
obtain the feedback in a way that is agreed as appropriate and acceptable to the service
user of carer. This should ideally, and wherever possible, be a face-to-face discussion, with
the Practice Educator/Work-based Supervisor and the student, having agreed who will ask
which questions and who will write down feedback. A telephone conversation or posting the
form out to the individual should only be considered where a face to face meeting is not
possible or considered appropriate.
The Feedback Form can be adapted creatively to suit the type of placement, the age
or ability of the service user or carer, the role of the student and what might be
important to the service user or carer being interviewed. The language and style of
questions may also need to be changed. This is an activity which the student should
assist with. However, service users and carers consulted have requested that the range of
questions be adhered to as far as possible.
The feedback is to be ideally gained jointly by the Practice Educator/Work-based supervisor
and the student with the service user or carer and it will contribute to the overall assessment
of the student. It is important for the student to reflect upon and learn from this feedback, it is
a valuable learning opportunity to assist with professional development as a social worker.
At least one feedback meeting with a service user/carer should take place by the Mid Point
of the placement. The Practice Educator or the Work-based Supervisor may decide to meet
with that service user/carer again with the student towards the end of the placement.
However, this should only account for one of the two pieces of feedback. The feedback
should be planned prior to and discussed afterwards with the student and used as a tool in
tutorial/supervision sessions.
Students, please note that Service User/ Carer feedback forms must be anonymised
and included in this section in the portfolio.
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2014-5
INFORMATION FOR SERVICE USERS and CARERS WORKING WITH STUDENT
SOCIAL WORKERS
Involvement of service users and carers in assessing student social workers
Social Workers must complete a degree level qualification. For students at BA level this is
completed over 3 years, for students at Masters level this is completed over 2 years. It is
recognised that the views of service users and carers are important when training and
assessing social work students.
Training to become a social worker
As well as time at University, this involves students working with people using a particular
range of services. This is called “practice learning” on a “practice placement”.
How are students assessed?
Students are supervised and assessed in their practice by a qualified and experienced social
worker called a Practice Educator. They may also have a Work-based Supervisor. The
Practice Educator teaches and observes the student and asks for feedback from a range of
people about how the student is getting on. The Practice Educator then writes a report on
the student.
How does this involve you?
Social care organisations want to make sure you are getting a good service and you are in
the best position to comment on this. If a student social worker is working with you, you will
have valuable views and comments about the service you have received. By sharing your
views, you could help someone train to be a good social worker.
What do you have to do?
Agree to meet with the Practice Educator/ Work-based supervisor and the student to answer
some questions and have a discussion about your experience of having received a service
from a student.
POSSIBLE QUESTIONS YOU MAY HAVE
1. Will the student hear what I have said about them?
Yes. The Practice Educator and the student should ideally meet with you together. This is
important so it can help the student learn and develop to become a good social worker
2. Will it be my fault if the student fails?
No. Your views will contribute to the overall assessment and the final report completed by
the Practice Educator.
3. Will my name be in the final report?
No. There will be no need to identify you.
(This page to be photocopied and given to the service user, carer or assistant)
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2014-5
Service User/Carer Agreement Form
If you have any questions or queries, please ask the student’s Practice Educator or
Work-Based Supervisor who has spoken to you. If you are willing to give feedback,
please sign this agreement form. Your comments will not affect the service you
receive in any way. Thank you.
I have received verbal and written information about my involvement in
assessing a student on a practice learning placement and understand what I
am being asked to be involved with. I am aware that I do not have to give any
feedback, but my comments may help a student learn and develop to become
a good social worker.
1.
I agree to meet with the Practice Educator/ Work-Based Supervisor and
student to answer some questions about my experience of coming into
contact with or working with the above named student.
2.
I am aware that I will not be named or identified in the student’s assessment
report. If I change my mind at a later stage I will let the student or Practice
Educator/ Work-based Supervisor know.
Name
…………………………………………………………………………………..……….
Signed …………………………………………………………………………………..
Date
………………………………………………………………………………………...........
To ensure confidentiality within the Portfolio, please ensure that this page is
NOT submitted with the Feedback Form, but is kept with other agency
documentary evidence in the placement setting.
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2014-5
SERVICE USER OR CARER FEEDBACK FORM NUMBER…… (1 or 2)
Name of student
Placement setting
Name of Practice Educator or Workbased Supervisor
Date of Interview
Interview with service user or carer
SUGGESTED QUESTIONS TO BE PUT TO THE SERVICE USER / RELATIVE /
CARER / FOSTER CARER / OTHER
1. How many times have you met with the student?
2. How clear was it as to why you were meeting with the student?
3. Did the student always turn up on time?
If not:
a) Did she/he let you know in advance or apologise?
b) Let you know if a meeting had to be rearranged?
Yes/ No
Yes/ No
4. How well did you feel the student listened to you and understood what you said
about your situation? Please can you give some examples of what you considered to
be good communication? (consider language/pace & understanding of service users or
carers wider situation/context of intervention)
Please comment:
5. If interpreters, signers or an advocate were used in your meetings with the student,
how well do you feel this worked?
Please comment:
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2014-5
6. How did the student explore and show respect for your background?
Please comment:
7. If you have a disability, how was the student sensitive to this and how did she/he
take into account any particular needs or requirements you have?
Please comment:
8. Was the outcome of your meeting with the student clear? Were you clear what
action (if any) was going to be taken and how you would hear about this and when?
Please comment:
9. Were you made aware of alternatives/option in relation to action or a service? Can
you give an example of how you were given any choices?
Please comment:
10. Did you feel that the student made any assumptions or judgements about you or
your situation that were not right or not based on facts?
Please comment:
11. Has the contact with the student made a difference to your life and if so how?
Please comment:
12. What do you think the student could have done differently?
Please comment:
13. Is there anything else you want to say? Thank you for your time