En kvalitativ studie om socionomstudenternas upplevelser av sin verksamhetsförlagda utbildning. Upplevelser under VFU och påverkan på den professionella utvecklingen

The aim of this study is to understand social work students' experiences during their time at work-based learning and the impact it has on the students. The purpose is to research and acknowledge how theoretical knowledge and work-based learning impacts students' professional development. During a four-month period, social work students have a part of their education placed in a profession-relevant activity. This means making use of practical experience and knowledge related to social work. The purpose of the work-based training is to introduce the students to a real work-life context in social work and to learn what social work can look like within different professional workplaces. The selection of participants is based on students who completed their four-month work-based training and have not finished their studies at university. The study is based on interviews with social work students who had their work-based learning at different workplaces. The theoretical foundation of this study is Joel M. Charon's book about social interaction as a perspective. This study established that students' point of view on theoretical knowledge and professional development varies depending on where they had their work-based learning. The result of this study shows that different components of interactions and aspects influence students' professional development. We concluded that components such as supervisors, communication, self-esteem, and initiative contributed to a negative or positive work-based learning experience; based on how these components were at play. The study also shows that the experience students have within their work-based learning affects their professional development. Components such as reflection, theoretical knowledge, and learning process in work-based learning have impacted students' professional development.