Abstract
This paper reports on a study which followed up a group of social work students to explore whether service user involvement in their education made any difference to their practice and whether there were different models or types of involvement which had a more significant impact than others. The findings showed that the impact was individual to each student. It was often specific encounters or ‘light bulb moments’ which led to increased awareness or insight into their own practice particularly when encountering similar situations or when pressures of practice led to them losing sight of service user perspectives. The paper shares these findings and considers the learning for educators in developing models of involvement which enhance impact on subsequent practice.
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