Evaluating the Peer Learning Bubble model with social work students on community and voluntary sector placements in Northern Ireland

This study evaluated the application of the Peer Learning Bubble Model as experienced by 43 social work students on placement with a community and voluntary sector placement provider in Northern Ireland over three placement cycles from 2023 to 2024. Data were collected via an online survey completed by students who participated in Peer Learning Bubbles as part of their professional social work education (n = 35). Individual interviews were conducted with social work students (n = 8), and a focus group was facilitated to collect rich data on the experiences of being a learner in the Peer Learning Bubble. The results demonstrate that the Peer Learning Bubble is effective in supporting the development of safe and supportive relationships between facilitators and peers. While peer learning is an established pedagogic approach, to our knowledge, this is the first model that combines four interconnected learning and development domains (support, learn, participate, and develop) to produce a safe experiential learning environment that has demonstrated effectiveness as an innovative hybrid education model for social work students on placement. These results contribute to the evidence base which can inform social work educators, practice teachers, placement providers, and students about utilizing peer learning initiatives as an additional resource to support professional learning.