Terum Lars Inge, Heggen Kåre
Centre for the Study of Professions, Oslo and Akershus University College of Applied Sciences, Oslo, Norway.
Centre for the Study of Professions, Oslo and Akershus University College of Applied Sciences, Oslo, Norway; Volda University College, 6101 Volda, Norway.
Br J Soc Work. 2016 Jun;46(4):839-854. doi: 10.1093/bjsw/bcv026. Epub 2015 Apr 8.
The aim of this study is to examine how education affects students' identification with the social work profession. In particular, we examine the impact of students' experiences of their interactions with teachers, peers and supervisors at placement. A longitudinal design is applied. Data were collected from students during their first and third (final) year in social work education from seven universities and university colleges in Norway, representing a sample (panel) of 390 students. To evaluate the degree of students' identification with the profession, comparisons with student nurses are conducted. The analyses indicate (i) that students' dedication to and identification with the social work profession are largely established at a very early stage of education and (ii) that education has a positive impact on students' identification with the social work profession. At the end of their social work education, students who experience support and feedback from teachers and have confidence in their supervisors' competence express a higher degree of identification with the social work profession.
本研究的目的是考察教育如何影响学生对社会工作专业的认同。具体而言，我们考察学生在实习期间与教师、同伴和督导互动的经历所产生的影响。采用纵向设计。数据收集自挪威七所大学和学院的社会工作专业学生在其一年级和三年级（最后一年）时的情况，样本（小组）为390名学生。为了评估学生对该专业的认同程度，将其与护理专业学生进行了比较。分析表明：（i）学生对社会工作专业的投入和认同在教育的很早阶段就基本确立；（ii）教育对学生对社会工作专业的认同有积极影响。在社会工作教育结束时，那些得到教师支持和反馈且对督导能力有信心的学生对社会工作专业的认同程度更高。
