Playing its part: An evaluation of professional skill development through service user-led role-plays for social work students

This paper presents the findings of a UK-based evaluation of service user-led role-play interviews for social work students. Skill development relating to ‘procedural competencies’ (relationship forming, communication skills) and ‘meta-competencies’ (linking theory to practice, reflection) is specifically explored using a mixed-method repeated-measures design. Assessment feedback from student self-ratings (N=32), as well as service user (N=7) and practice educator (N=4) ratings was compared at two timepoints. An overall improvement of the students’ professional skills was identified, with a notable divergence regarding what had improved: the students focused on procedural skills, practice educators on cognitive skills, whereas service users focused on relational/embodied aspects of professional skills. Moreover, what counted as ‘improvement’ varied between the groups: when considering ‘problem-solving’ students and practice educators were emphasising the importance of taking time and not rushing to resolutions, whereas service users were praising students who were proactive and solution-focused. The findings assert the value of service user-led educational activities not only as contributing to the improvement of social work students’ skill development, but also as providing a perspective that may challenge the dominance of professional narratives in social work education. The findings have specific implications for curriculum development and evaluation of service user-led activities.