How social work training and practice has changed since project 2000

How Social Work Training and Practice has Changed since Project 2000
In the present day, social work training and practice is taking a new shape and direction. An advancing number of studies indicate that there is need to develop the present day social work system (Fook, Ryan, & Hawkins, 2000, p. 13). On the contrary, knowledge and comprehension of how learners obtain and put into practice their expert social work skills stands extensively inadequate. Nursing is presently marked by Project 2000 which is a 2 year course of study for graduates and as well a nursing degree (Fook, et al., 2000, p. 15). The learning process of the past is presently overlooked. Over and above, it is evident that the 2 courses were derived for the purpose of improving the education levels of nurses (GSCC, 2002, p. 43). On the contrary, the education provided in the end run does not offer the rightful stability in this industry of social working. Many learners complain about Project 2000 which is introducing them into completely new and different learning system of social working. According to, Lingard et al., (2008) many are not happy with their job levels, pay, the circumstances in nursing and ultimately the inadequate practical knowledge p. 567.
According to Lord Laming, (2003) in The Victoria Climbié Inquiry, studies have been conducted to analyze how social work training and practice has changed by studying the views of students of the provisions and limitations of their training on social work at varying points of their training in UK p. 76. According to Wilson, & Kelly (2004), most of these studies are aimed at contributing to fact-based comprehension of the problems and opportunities that learners associated with present day practical knowledge. An advanced objective was to evaluate the efficiency of significant strategies, hypothesis and social work training tools.
Many researchers, through their empirical studies, establish that the project 2000 provide learners with irrelevant lessons which do not help them in advancing their social work in UK. In fact, Orme, et al., (2009) indicate that, Project 2000 denies the social workers and nurses a chance to put in practice their knowledge as it puts emphasis on theory and less practice in the expense of patients in hospital, p. 164. In the long run, patients who need health care, end up with little time of nurse care.
The Project 2000 was intended for changing the process of delivery of social work training. This was for the purpose of ascertaining that the learners are imparted with the right knowledge and skills to come up with correct decisions, in particular in occasion that entail risks (Richards, Ruch, & Trevithick, 2005, p. 412). For instance, developing new policies for social work learners by advancing the time that students take on training and practical lessons. This was in addition to the need for academic training to back up practical learning, putting emphasis on the need to advance learning process in relation to communication skills. This was also in addition to highlighting the value of advancing significant views and preparing graduates expert in putting theory into practice (Richards, et al., 2005, p. 415).
In conclusion, according to Orme, et al., (2009) since Project 2000, social work training and practice has significantly changed p. 167. In the present day, unequal allocation of services and in other scenarios, a decrease in quality of training is evident. The approach envisaged in this project has affected the practical essence of the social worker (Fook, et al., 2000, p. 16). This has further decreased the value of social work as a core field in the UK healthcare and welfare industry. Owing to this fact, there is a need to review comprehensively the social work training and come up with an evaluated year in service. The review should include a reconsideration of both the social work training and the practical training. Over and above, there is need for both factors to be incorporated in the welfare industry. It is imperative for the results of the Project 2000 to be articulated in great detail. This is in order to establish what training process and tools are relevant in the industry. Ultimately, challenges bound to be encountered in the field need to be highlighted in order for the students to prepare sufficiently.
References
Fook, J., Ryan, M. and Hawkins, L. 2000. Professional Expertise: Practice, Theory and
Education for Working in Uncertainty, London: Whiting and Birch.
GSCC, 2002. Accreditation of Universities to Grant Degrees in Social Work, London: General
Social Care Council.
Lingard, L., Albert, M. and Levinson, W. 2008. ‘ Grounded theory, mixed methods, and action
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Lord Laming, 2003. The Victoria Climbié Inquiry, Cm 5730, London: The Stationery Office.
NISCC, 2003. The Reform of Professional Social Work Training: The Degree in Social Work in
Northern Ireland, Belfast: Northern Ireland Social Care Council.
Orme, J., MacIntyre, G., Lister, P. G., Cavanagh, K., Crisp, B., Hussein, S., Manthorpe, J.,
Moriarty, J., Sharpe, E, and Stevens, M. 2009. ‘ What (a) Difference a Degree Makes: The
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Richards, S., Ruch, G. and Trevithick, P. 2005. ‘ Communication skills training for practice: the
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Trevithick, P., Richards, S., Ruch, G. and Moss, B. 2004. ‘ Knowledge Review: Teaching and
Learning Communication Skills in Social Work Education’, London: SCIE, The Policy Press and Social Policy and Social Work Learning and Teaching Support Network.
Wilson, G. And Kelly, B. 2004. ‘ Evaluating the Effectiveness of Social Work Education:
Preparing Students for Practice Learning’. British Journal of Social Work Advance 1-19.