Going DEEP: an evaluation of a social pedagogy-informed approach to evidence-enriched practice in social care

Abstract

Social care workers benefit from multiple types of evidence to enhance citizen well-being, support their own well-being and improve social care services. Building capacity within social care to find, collect and use different forms of evidence is an international concern. The Developing Evidence Enriched Practice (DEEP) programme in Wales is informed by the values and aims of social pedagogy. It aspires to enhance both the generation and use of evidence in social care. To learn about what works in the programme, we conducted an evaluation based on contribution analysis that explored programme impacts between 2020 and 2023. Based on a co-produced theory of change the evaluation drew on exemplar cases, questionnaire responses, documentary evidence, process data and unsolicited feedback. There was evidence that the DEEP programme contributed to people better valuing and gaining a better understanding of different forms of evidence. Citizen voice could become more central in decision-making, and there were examples of practice, policy and research being informed by diverse evidence. Many people who attended the DEEP learning course enhanced their confidence and skills by using the DEEP approach and said that they would put their learning into practice. It was harder to evidence longer-term impacts and the sustainability of the approach. These findings suggest that there can be merit in developing capacity-building programmes informed by social pedagogy. Such programmes can be characterised as relational, holistic, practice-focused, multifaceted, contextualised and co-produced with intended beneficiaries.

Keywords

• contribution analysis
• Developing Evidence Enriched Practice (DEEP)
• evaluation
• capacity building
• social care