As more people are treated and looked after in a place of their choosing, adult social care (ASC) plays an increasingly vital role in our health services. A Department of Health and Social Care (2022) report called for health and social care provision across the UK to become more integrated. This paradigm shift is still needed today and requires not only changes in training and education processes, but also in perceptions.
Here we present the initial findings of a study undertaken by NHS England and the University of Chester, evaluating the perspectives of learners and educators in higher education institutions (HEIs) in the north west of England on ASC. The study assessed the extent to which social care is perceived as an important aspect of clinical education and a future career.
The sample consisted of student participants undertaking a nursing qualification (n=45), alongside educators (n=8). There was an even spread of participants across the 3 years of undergraduate study. In this sample, only 27% (n=14) of students and educators had experience of ASC.
There was generally a stronger understanding of the value of ASC among first-year students than other years, suggesting that recent educational approaches have been somewhat effective in emphasising a holistic picture of healthcare. One first-year student noted:
‘Social care gives you a great knowledge base to nursing and helps you develop interpersonal skills that make you a good nurse.’
Participant 34
When asked whether they intended to pursue a career in ASC, almost even numbers of student participants answered ‘yes’ (n=15), ‘no’ (n=13) and ‘maybe’ (n=17). Overall, 60% of respondents (n=27/45) said that ASC was included at least minimally in their studies, but ‘not as much as it should be’ (Participant 2).
Numerous students stated that a desire to help others was a motivation for their interest in pursuing a career in ASC.
One student participant explained:
‘I firmly believe social care is a way forward for society to enable those who can to be cared for at home which would have better benefits and outcomes for them.’
Participant 44
Overall, 87% of participants (n=46) said that it was either ‘important’ or ‘very important’ that ASC was included as part of their studies or teaching. In total, 77% of participants felt ASC was either ‘useful’ or ‘very useful’ towards acquiring the knowledge, skills and proficiencies required for registration.
Many participants stated that ASC education was crucial, since it was essential to them understanding how care links together across the NHS health and care system. One student explained:
‘I find the lack of social care the underlying reason for many patients ending up in clinical settings, so I think [it] is an essential part and we should have more preparation around this.’
Participant 15
One educator summarised perceptions of ASC placements as being:
‘… second class compared to the “excitement” of NHS Trusts.’
Participant 36
Another educator stated:
‘The key message is for the social care sector to be valued – in terms of the people served and supported; in terms of staff remuneration; and as a valid and exciting career destination.’
Participant 43
This initial data reveals that preparation for practice in social care settings is currently inadequate. The authors suggest that a significant call to action for HEIs is required and conclude that more taught content pertaining to ASC, such as dementia care, is needed on university courses.