摘要：There is a long policy and tradition of service users being involved in the education of social work students and post-qualifying candidates, and they are recognised as educators in their own right, however there appears to have been limited measurement of the impact of service user educator involvement in post-qualifying education on practice, and ultimately on outcomes for end service users. A collaborative partnership between service user educators, practitioners and academics carried out research in this area in four local authorities in the English East Midlands (Equally Experienced Research Group, 2011); whilst it was found that direct service user educator input had a positive impact on candidates’ practice, some unexpected and somewhat surprising responses arose. Interviews with candidates’ line managers identified that there appeared to be significantly less active evaluation of outcomes for service users than we had assumed would be the case. This paper initially sets the context for considering these responses by outlining the research undertaken, and considering how post-qualifying education as a whole might be evaluated as making a difference to practice. The second part of the paper looks at wider issues of evaluating practice and organisational service delivery. Methods used for measuring service user outcomes will be considered, alongside consideration of the active participation of service users in developing individual practice and agency service provision.
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