highlighted that opportunities to understand and improve experiences of user involvement are being missed.
provide a purpose and sense of belonging. Several service users also highlighted that they would like to increase the levels of connection taking place.
Participants across the project shared that in partnership with service users and carers, it would be helpful to have increased visibility of opportunities throughout the organisations with a lead person steering service user and carer involvement matters. This was alongside a structure that embedded the principles of coproduction as important for moving forward rather than simply allowing ad hoc opportunities for collaboration.
“More interface with students i.e. role plays/ round robin.” (Service User D)
“Remembering that people have a right to have a say in the systems that support them.” (Tutor Participant 6) “Having service users involved from the beginning
“The need for a dedicated person to organise service user involvement.” (Tutor Participant 6)
Connection “Contribution to my vision for a connected and influenced society.” (Service User A) “Being part of a group that value my contributions.” (Service User C) Connectivity to being part of something was a big driver for many of the service user and carer participants. Many of those that responded valued the relationship with students, other service users and academic staff. This connection seemed to
“The main aim is that they help to shape our practice. Citizens ensure that the different models of practice are still in touch with the reality of Social Work and that there is no disconnect.” (Professional Y) Connectivity may allow a more spontaneous creation of new ideas and a stronger service user presence within all aspects of social work education. It was clear that the theme of connection mirrored a key part of the social work profession, whereby relationships with service users and carers are of central importance. Student participants highlighted how service user and carer involvement in their education better equipped them to build relationships in their practice, where learning was brought to life in a much more meaningful way. “Experiences from a personal perspective really help in understanding situations.” (Student response) “A real-life perspective of what it is like to be a service user in many different areas of practice.” (Student response) “The service users were very open and honest, and I felt comfortable to ask some questions that maybe I wouldn’t have felt comfortable to ask in practice.” (Student response)
4.2. Valuing the Service User Voice The voice of the service user was well-known to be a central theme within social work education. Student participants valued service user and carer involvement in social work education for their knowledge and expertise around social care
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services, alongside service users who felt valued in their role which provided them with an avenue for their voice to be heard.
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FINDINGS
to produce genuine co-production. So, to have a service user design the lecture.” (Tutor Participant 2)
“Would like to see more networking happening.” (Service User B)
