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Education for integrated working: a qualitative research study exploring and contextualizing how practitioners learn in practice
- Authors:
- CLOUDER Lynn, et al
- Journal article citation:
- Journal of Interprofessional Care, 36(1), 2022, pp.24-33.
- Publisher:
- Taylor and Francis
Integrated working can be a means of providing efficient and cost-effective care, which benefits both service users and health professionals. However, it does require readiness of practitioners to work in new and innovative ways to achieve integration. This paper describes the findings of a qualitative study exploring the nature of practice-based education and training underpinning successful integrated care teams using an ecological systems theory lens. Nine teams in the West Midlands region of the United Kingdom (UK) participated in this study. A total of 27 participants were involved in semi-structured interviews during which they shared their views and experiences of learning in practice. Thematic analysis of interview transcripts highlighted the shifting context of working in integrated teams impacting on learning, the influence of leadership on education and training, the nature of in-service training, and the knowledge-sharing culture. The findings highlight that the learning climate is highly dependent on the leadership ethos in the practice context, which influences the allocation of time and resources for training and clinical supervision. Whilst formal education and training has an important role to play in fostering integrated working, informal learning is pivotal to successful integration and potentially has greater impact making it worthy of further study. (Edited publisher abstract)
The corporate parent: residential group homes and the education of children and youth in care
- Author:
- HWAMI Munyaradzi
- Journal article citation:
- Child Care in Practice, 28(1), 2022, pp.82-101.
- Publisher:
- Taylor and Francis
This article is a critical interpretive study of residential group homes as school preparatory environments for children and youth in their care. Utilizing social pedagogic analytics, the paper analyzes the role of residential group homes in the education of the children and youth under their care. Evidence gathered in this study suggests that residential child and youth care staff does not play the expected in loco parentis roles as expected of all care givers by Canadian Family Law. Against the established view that there are healthy and conducive home environments that enhance school learning, group home environment is assessed. Building upon narratives from child care workers, observations of group homes and analysis of documents, the main conclusion derived from this study is that it is high time that child and youth care workers give equal attention to safety concerns for and educational progress of the children and youth in their care. (Edited publisher abstract)
A factorial randomized controlled trial to examine separate and combined effects of a simulation-based empathy enhancement program and a lecture-based education program on family caregivers of people with dementia
- Authors:
- HAN Areum, KIM Tae Hui, HONG Hyeon
- Journal article citation:
- Aging and Mental Health, 25(10), 2021, pp.1930-1940.
- Publisher:
- Taylor and Francis
Objectives: The present study was a 2 × 2 factorial randomized controlled trial that examined if a simulation-based empathy enhancement program and a lecture-based education program, together or separately, improved outcomes of family caregivers of people with dementia. Method: A total of 101 participants were randomly assigned to simulation-based education only, lecture-based education only, simulation-based education plus lecture-based education, or treatment as usual. Data were analyzed using a two-way analysis of covariance while controlling for pretest results, kinship, and gender. Results: Statistically significant interaction effects between the simulation program and the lecture program were found in the levels of well-being and helplessness. The lecture program accompanied by the simulation program led to higher level of well-being in terms of happiness and lower level of helplessness than the lecture program alone. Caregivers with the lecture program provided led to less frequent use of dysfunctional coping strategies than those with no lecture program provided. Caregivers with the simulation program provided led to more frequent use of emotion-focused coping strategies than those with no simulation program provided. Conclusions: Findings of the present study support benefits of combined of and separate simulation-based and lecture-based programs on family caregivers of people with dementia in important outcomes affecting quality of care and quality of lives in families of people with dementia. Further studies are needed to identify intervention components that can improve empathy of family caregivers of people with dementia and be embedded into a multicomponent program tailored better to families in different needs. (Edited publisher abstract)
Reducing the “cost of caring” in animal-care professionals: social work contribution in a pilot education program to address burnout and compassion fatigue
- Authors:
- WHITE Bridey, et al
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 31(7), 2021, pp.828-847.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Professionals who choose to work in animal-care-related fields often have deep connections to animals, their well-being, and a strong commitment to service. The work is sometimes profoundly challenging which may lead them to experience burnout or compassion fatigue. While self-care practices are common preventative measures to enhance psychological wellbeing, more emphasis is now on using concrete, discrete skills to develop resilience. The Caring for the Carers course was developed to provide knowledge, skills, and tools to animal-care professionals to address stress, burnout, and compassion fatigue effectively. The course also provided participants an experiential opportunity to learn and understand how to utilize two tools, namely low-impact debriefing and peer supervision, to help address the effects of burnout and compassion fatigue. The objective of this article is to provide the rationale, structure, and reflection from the course. Twenty staff participated in both parts of the course and 14 completed evaluation forms. Overall, over 70% of the participants reported to have found the course content useful, enhancing their personal and professional development to improve their psychological wellbeing. The study adds constructive evidence for instilling reflective practice approaches in communication skills and facilitated support group discussions to mitigate burnout and compassion fatigue. (Edited publisher abstract)
Contact is not enough: a qualitative study of how space and place impact on interprofessional education
- Authors:
- HAWICK Lorraine, KITTO Simon, CLELAND Jennifer
- Journal article citation:
- Journal of Interprofessional Care, 35(5), 2021, pp.710-717.
- Publisher:
- Taylor and Francis
Interprofessional education (IPE) aims to prepare health-care students to provide patient care in a collaborative team environment. However, much health-care education is delivered in places and spaces which do not support interprofessional interaction. To examine the consequences of this, we explored how a relatively new health-care education center (the “space” and “place”) impacted interprofessional learning. This qualitative study drew on two data sources. Documents (n = 50) related to building design and curricula plans, and focus groups with medical and physician associate students co-learning within the building to explore their experiences of the building in relation to IPE (17 participants). Data coding and analysis were inductive, using thematic analysis. A key objective for the building was to support IPE. This objective was not translated into operational detail in later documents or into practice, as indicated by student experiences. Students experienced tensions and isolation from each other and other health-care students because of the building’s place (i.e. separate from other health-care programs), the learning space within the building, and the interplay between the space and timetables. This empirical study suggests that space and place can impact on interprofessional learning, emphasizing the importance of clearly conceptualizing educational spaces and places to underpin successful IPE. (Edited publisher abstract)
Who benefits most from resilience-building groups for ‘at-risk’ older people? A pilot service-evaluation
- Authors:
- WOODS Bob, et al
- Journal article citation:
- Aging and Mental Health, 25(7), 2021, pp.1351-1360.
- Publisher:
- Taylor and Francis
Objectives: Resilience-building interventions have not yet targeted older adults, despite the importance of well-being for maintaining independence and health. The ‘My Generation’ programme aims to build resilience through greater access to social networks, well-being activities, and psycho-educational support; this paper examines service evaluation data from its pilot implementation to identify factors leading to positive outcomes. Method: The ‘My Generation’ programme comprises eight weekly 2-hour group sessions; each session includes both psychoeducation and a well-being activity. Participants were invited to complete questionnaires at the start and end of the course, and 12 weeks later. These included measures of well-being, loneliness, social connections and self-efficacy. Results: Baseline assessments were completed by 239 older people (average age 71, range 50-97), attending 38 courses in four centres. Most were female (80%), 40% were widowed, 25% divorced/separated and 64% lived alone. Demographics did not differ between those completing post-intervention assessments (N = 137) and those who did not. Compared with normative data, participants had significantly lower well-being and greater feelings of loneliness than age-peers. Significant improvements in well-being, self-efficacy, social connections and one measure of loneliness were evident at post-intervention and follow-up assessments. Improvement in well-being at post-intervention was greater in those who were divorced/separated and who were not carers, and at follow-up in females and those living alone. Conclusion: The ‘My Generation’ package appeared effective in improving well-being, self-efficacy, social connections and aspects of loneliness in at-risk older people. More research is needed to identify the intervention’s key components and possible between-centre differences in outcomes. (Edited publisher abstract)
Educational support in self-managed youth spaces. Key principles for intervention
- Authors:
- IGLESIAS Esther Cruz, et al
- Journal article citation:
- Social Work Education (The International Journal), 40(5), 2021, pp.593-608.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In recent years, a new social phenomenon in youth participation has emerged in the Spanish Basque Country: the self-managed youth spaces known as lonjas (translated here as ‘clubs’), which are currently very much in the public eye and have become an issue for youth policy in the region. In this article, we present a study describing the scope of the phenomenon in the Province of Bizkaia (Spain); explaining the possibilities for growth, empowerment, socialization, and socio-educational intervention in these self-managed youth spaces; and outlining best practices in this area. We adopted a mixed-methodology approach combining quantitative and qualitative methods which enabled us to describe the clubs; show the types of learning occurring in them; analyze the views of young people, educators, local government, the media, and the community towards this phenomenon; and lastly suggest some key methodological principles for socio-educational intervention in the context. (Edited publisher abstract)
Nature is just around us! Development of an educational program for implementation of nature-based activities at a crisis shelter for women and children exposed to domestic violence
- Authors:
- POULSEN Dorthe Varning, et al
- Journal article citation:
- Journal of Social Work Practice, 35(2), 2021, pp.159-175.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Being in nature and doing nature-based activities has been shown to reduce stress-related illnesses such as trauma and post-traumatic stress disorders. In 2016, the crisis shelter Danner in Denmark decided to implement a programme based on the therapeutic use of nature as a recovery method for their residents: women and children exposed to domestic violence. This was done in collaboration with the research group of University of Copenhagen. This paper describes the objectives of the project, the development of an educational programme and the implementation of nature-based therapy. The Danish model for qualifications in education developed by the Danish Ministry of Education was the overall structural framework for the programme. The education programme contained four overall elements: (1) a theoretical part on the nature–health relationship; (2) performance and development of practical nature activities in collaboration with staff; (3) case stories about the challenges of implementing nature-based therapy for the residents in the crisis shelter; and (4) the implementation phase of nature-based therapy at Danner. Developing qualifications related to the use of nature-activities and the use of nature-environment might be useful for social workers and strengthen their competences in their work with battered women and children. (Edited publisher abstract)
Parental caregivers’ use of support networks for adults with autism by educational status
- Author:
- MARSACK-TOPOLEWSKI Christina N.
- Journal article citation:
- Journal of Family Social Work, 24(2), 2021, pp.81-97.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The predominance of literature on autism spectrum disorder (ASD) focuses on the diagnosis and needs of young children with ASD and their parental caregivers. Research that compares adults with ASD who were in extended public school programs and those who had either aged out of the programs or were not attending these programs and their service needs is lacking. The purpose of this study was to examine differences in caregivers’ reported use of formal and informal social support services for adults with ASD in public educational systems and those who are not receiving services from the educational system. A national sample of 320 parents (age 50+) of an adult child (18+) diagnosed with ASD completed a web-based survey. Results of the study indicated that parental caregivers and adults with ASD were not accessing support services, especially after leaving or aging out of public schools. Social work practitioners and other healthcare professionals can play an important role in addressing the needs of parents and individuals with ASD as they transition into adulthood and age across the lifespan. Future research should investigate the need for services for adults with disabilities, specifically ASD. (Edited publisher abstract)
Cultivating resilience in college students with a foster care background
- Authors:
- CHEUNG Justine R., et al
- Journal article citation:
- Journal of Public Child Welfare, 15(2), 2021, pp.182-202.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Taking a resilience approach, this study sought to understand what strengths helped young people with foster care experience successfully transition during their first year in college. In-depth, narrative interviews were conducted with a sample of students with foster care experience who had successfully completed their first year of college demonstrating an important milestone of retention. Findings suggest that while the extent of the problems experienced by these students are unique, the process of coping and adaptation that emerged from their stories may have implications for other college students who are at risk of poor outcomes in post-secondary education. Findings offer important implications for colleges and universities as they seek to support groups of students such as those with a foster care background with complex challenges as they transition to college. Considering campus-based support programs for current or former foster youth are typically either managed by higher education or social work programs, findings offer implications for both disciplines. (Edited publisher abstract)