D MacDermott
Biographic Data
| ID | 6306717 |
|---|---|
| NAME | D MacDermott |
| GIVEN NAMES | D |
| FAMILY NAME | MacDermott |
| SIGNATURE | MACDERMOTT D |
| AFFILIATIONS | University of Ulster |
| ORCID | 0000-0002-6885-629X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Evaluating the Peer Learning Bubble model with social work students on community and voluntary sector placements in Northern Ireland
This study evaluated the application of the Peer Learning Bubble Model as experienced by 43 social work students on placement with a community and voluntary sector placement provider in Northern Ireland over three placement cycles from 2023 to 2024. Data were collected via an online survey completed by students who participated in Peer Learning Bubbles as part of their professional social work education (n = 35). Individual interviews were conduc…
A baseline survey of levels of motivation, well-being, and employment preferences of newly qualified social workers in the UK
The aim of this study is to examine levels of motivation, wellbeing, and employment preferences of newly qualified social workers who graduated in 2022. A mixed-method study design was employed using standardized measurements for wellbeing, measurable scales for motivation and employment preferences, and qualitative questions about job preferences. The online survey was completed by 176 final-year social work students in Northern Ireland during t…
Promoting staff retention in social work
This study explores the push and pull factors influencing retention of Newly Qualified Social Workers (NQSWs). A mixed methods design, using standardized measures were used alongside questions capturing demographic data, motivation, employment preferences, and satisfaction with supervision. A sample of 122 NQSWs who graduated from one of three participating universities consented to participate. Quantitative data were analysed using SPSS. Well-be…
Teaching note
This teaching note describes how the author (a practice teacher and university lecturer) retrospectively considered and applied the work of Jean Lave and Etienne Wenger; with a specific focus on situated learning, communities of practice and pre-qualifying social work education in Northern Ireland.Through this retrospective lens, this conceptual paper presents a new, inclusive model for practice teachers (practice educators) and social work stude…
A chronology of the history and development of social work education in Northern Ireland
This article presents a detailed history of the development of social work education in Northern Ireland from 1962 to 2020 as a chronology spanning 58 years. Policy mapping was used as a model to build the chronology. A brief examination of the social, political and geographical context of Northern Ireland outlining the distinctive nature of social work in a post-conflict context are discussed. The chronology is presented as a table detailing the…
Perceptions of Trainee Practice Teachers in Northern Ireland
The supervision of undergraduate social work students on placement is fundamental to their development as 50% of the BSc (Hons) social work degree in the UK comprises practice learning, which is widely acknowledged as the signature pedagogy of the profession. In Northern Ireland practice learning opportunities are supervised by practice teachers. To ensure a consistent quality and supply of practice teachers a Master’s programme offering approxim…
Co-Producing a Shared Stories Narrative Model for Social Work Education with Experts by Experience
Service user and carer involvement in social work education is a mandatory requirement in the UK. The role of service users, carers and survivors in Northern Ireland is fundamental to shaping social work students understanding of the unique life histories and experiences of others and acknowledging service user perspectives through the lens of experts by experience. This paper outlines the organic approach the authors adopted in developing and co…
Perceptions of Trainee Practice Teachers in Northern Ireland
The supervision of undergraduate social work students on placement is fundamental to their development as 50% of the BSc (Hons) social work degree in the UK comprises practice learning, which is widely acknowledged as the signature pedagogy of the profession. In Northern Ireland practice learning opportunities are supervised by practice teachers. To ensure a consistent quality and supply of practice teachers a Master’s programme offering approxim…
Co-Producing a Shared Stories Narrative Model for Social Work Education with Experts by Experience
Service user and carer involvement in social work education is a mandatory requirement in the UK. The role of service users, carers and survivors in Northern Ireland is fundamental to shaping social work students understanding of the unique life histories and experiences of others and acknowledging service user perspectives through the lens of experts by experience. This paper outlines the organic approach the authors adopted in developing and co…
A baseline survey of levels of motivation, well-being, and employment preferences of newly qualified social workers in the UK
The aim of this study is to examine levels of motivation, wellbeing, and employment preferences of newly qualified social workers who graduated in 2022. A mixed-method study design was employed using standardized measurements for wellbeing, measurable scales for motivation and employment preferences, and qualitative questions about job preferences. The online survey was completed by 176 final-year social work students in Northern Ireland during t…
Co-Producing a Shared Stories Narrative Model for Social Work Education with Experts by Experience
Service user and carer involvement in social work education is a mandatory requirement in the UK. The role of service users, carers and survivors in Northern Ireland is fundamental to shaping social work students understanding of the unique life histories and experiences of others and acknowledging service user perspectives through the lens of experts by experience. This paper outlines the organic approach the authors adopted in developing and co…
Perceptions of Trainee Practice Teachers in Northern Ireland
The supervision of undergraduate social work students on placement is fundamental to their development as 50% of the BSc (Hons) social work degree in the UK comprises practice learning, which is widely acknowledged as the signature pedagogy of the profession. In Northern Ireland practice learning opportunities are supervised by practice teachers. To ensure a consistent quality and supply of practice teachers a Master’s programme offering approxim…
Teaching note
This teaching note describes how the author (a practice teacher and university lecturer) retrospectively considered and applied the work of Jean Lave and Etienne Wenger; with a specific focus on situated learning, communities of practice and pre-qualifying social work education in Northern Ireland.Through this retrospective lens, this conceptual paper presents a new, inclusive model for practice teachers (practice educators) and social work stude…
A chronology of the history and development of social work education in Northern Ireland
This article presents a detailed history of the development of social work education in Northern Ireland from 1962 to 2020 as a chronology spanning 58 years. Policy mapping was used as a model to build the chronology. A brief examination of the social, political and geographical context of Northern Ireland outlining the distinctive nature of social work in a post-conflict context are discussed. The chronology is presented as a table detailing the…
Evaluating the Peer Learning Bubble model with social work students on community and voluntary sector placements in Northern Ireland
This study evaluated the application of the Peer Learning Bubble Model as experienced by 43 social work students on placement with a community and voluntary sector placement provider in Northern Ireland over three placement cycles from 2023 to 2024. Data were collected via an online survey completed by students who participated in Peer Learning Bubbles as part of their professional social work education (n = 35). Individual interviews were conduc…
A baseline survey of levels of motivation, well-being, and employment preferences of newly qualified social workers in the UK
The aim of this study is to examine levels of motivation, wellbeing, and employment preferences of newly qualified social workers who graduated in 2022. A mixed-method study design was employed using standardized measurements for wellbeing, measurable scales for motivation and employment preferences, and qualitative questions about job preferences. The online survey was completed by 176 final-year social work students in Northern Ireland during t…
Promoting staff retention in social work
This study explores the push and pull factors influencing retention of Newly Qualified Social Workers (NQSWs). A mixed methods design, using standardized measures were used alongside questions capturing demographic data, motivation, employment preferences, and satisfaction with supervision. A sample of 122 NQSWs who graduated from one of three participating universities consented to participate. Quantitative data were analysed using SPSS. Well-be…
Social Work (7 works) · Social Work Education and Practice (7 works) · Political science (6 works) · Psychology (5 works) · Sociology (5 works) · Engineering (3 works) · Interprofessional Education and Collaboration (3 works) · Medical education (3 works) · Medicine (3 works) · Mental Health and Patient Involvement (3 works)