Listening to student experiences of supervision

Authors

  • Leisa Moorhouse
  • Kathryn Hay Massey University
  • Kieran O'Donoghue Massey University

DOI:

https://doi.org/10.11157/anzswj-vol26iss4id25

Abstract

This article presents the findings from a qualitative study which explored student perceptions of their fieldwork supervision experiences and the relevance of this to key stakeholders in fieldwork. Participants perceived their supervision experiences were due to their understanding of the purpose and process of supervision; their assertiveness; supervisor experience and skill; the relationship and perceived compatibility between supervisee and supervisor, and luck. The implications identified from this study include the preparation of key stakeholders in fieldwork and the pivotal role and responsibility held by fieldwork coordinators in schools of social work. 

Author Biographies

Leisa Moorhouse

Leisa Moorhouse is a social work contractor and educator in private practice. Her tribal affiliation is to Ngāpuhi. She is an experienced social work practitioner with recent experience in social work education, fieldwork supervision and coordinating fieldwork practicum.

Kathryn Hay, Massey University

Kathryn Hay is the Director of Field Education in the School of Health and Social Services at Massey University.

Kieran O'Donoghue, Massey University

Kieran O’Donoghue is the Head of the School of Health and Social Services at Massey University. 

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Published

2016-03-12

How to Cite

Moorhouse, L., Hay, K., & O’Donoghue, K. (2016). Listening to student experiences of supervision. Aotearoa New Zealand Social Work, 26(4), 37–52. https://doi.org/10.11157/anzswj-vol26iss4id25

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