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