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Author ORCID Identifier

0009-0002-5652-8210

Abstract

The professionalisation of social care in Ireland has reshaped the sector for workers, educators and students. With the advent of CORU regulation, social care education and practice has changed dramatically, necessitating a focus on the evolution of relational processes.

Quality relationships are the cornerstone of effective social care practice and form the basis for developing other essential skills (Morrison, 2015; McSweeney & Williams, 2018; Kaushik et al., 2023).  This concept is firmly embedded within the Standards of Proficiency for Social Care Workers as set out by the Social Care Workers Registration Board (SCWRB). Considering the significance of interpersonal dynamics; education and training programmes need to prepare and support students and agencies in navigating relational uncertainties.

Driven by statutory regulation, the shift toward competency-based learning is relatively new in social care education, demanding a demonstration of professional proficiency and accountability. In Ireland, social care students undertake a minimum of 800 hours in supervised practice placement, which is central to education programmes and overall student experience. Using practice placement as a backdrop, this study explores Irish social care students' experiences of navigating relational practice.

A sample of fourth year students took part in this research, all of whom had completed two 400-hour block placements in social care settings. Focus group discussions were used to allow for an in-depth examination of student experiences of relational practice. The study confirmed what has been widely reported elsewhere; incorporating placement into education enhances overall learning by making it synergistic and relevant. Drawing upon data from the research, this study highlighted factors which hinder relational practice along with strategies to support students in navigating these relationships. This study explores students lived experience on placement, provokes thought, and contributes to existing knowledge which may have direct relevance for educators, placement supervisors, and policymakers seeking to enhance social care training and supports. Future research could explore this topic on a national scale, examining social care students' experiences across Ireland.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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