An evaluation of a collaborative experiential learning model to develop communication skills in social work education
Bibliographic Data
| ID | 10898397 |
|---|---|
| Authors | Paula Beesley (0000-0002-7217-6430, Leeds Beckett University School of Health, , Calverley Street , Leeds, LS1 3HE, corresponding author), Darren Hill (0000-0002-6713-7496, Leeds Beckett University School of Health, , Calverley Street , Leeds, LS1 3HE), Seonaid Matheson (Leeds Beckett University School of Health, , Calverley Street , Leeds, LS1 3HE) |
| Year | 2026 |
| Volume | 56 |
| Issue | 4 |
| Pages | 1999-2018 |
| Publication date | 2026-01-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The British Journal of Social Work (JOURNAL) |
| Journal identifiers | ISSN: 0045-3102 • E-ISSN: 1468-263X |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/bjsw/bcaf302 |
| OpenAlex | W7124255487 |
| Language | EN |
| References cited | 24 |
This article reports findings of a research project aimed to evaluate the experiences of British social work students in communication skills development. The collaborative experiential learning model across eight weeks consisted of teaching followed by role-play practice, which was undertaken in groupwork within a university teaching space and on Teams. The students provided peer feedback which was supplemented with feedback from teaching staff, a person with lived experience or a qualified social worker and it was videoed, all enabling reflection on practice by the students between sessions. The data was collected from n = 35 first year students and apprentices on a social work degree participating in a qualitative survey to gather views on the collaborative experiential learning model used in the module. The research findings identified the themes of engagement with learning, collaborative experiential learning, and factors that impacted learning. Research participants identified multiple and often unexpected skills, which included the development of peer relationships, reflective skills, communication skills, planning skills, knowledge, confidence, groupwork skills and ability to give and receive feedback to enhance future service provision. This was enabled by a positive working group, formed by a supportive role for each other, a non-judgemental attitude, and participation and engagement
Apprenticeship · Collaborative learning · Experiential education · Experiential learning · Peer Assessment · Peer learning · Reflective Practice · Service-learning · Counseling, Therapy, and Family Dynamics · Mental Health and Patient Involvement · Social Work Education and Practice · Social Work
Role Plays to Enhance Readiness for Practicum
Action replay role-play
Cognitive and affective processes
Playing its part
Perspectives of experts-by-experience
Towards Understanding the Client and Observer in the Peer-to-Peer Role-Play
Social work students’ perceptions of their readiness for practice and to practise
Thematic Analysis
Simulation in Social Work Education
Involving People with Lived Experiences in Role-Play Assessment in Social Work Education in England
Role-Playing
The development of student feedback literacy
Improving Quality in Social Work
Reflecting on Reflection in Clinical Social Work
Developmental sequence in small groups
| Highly cited | No |
|---|