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Measuring the effect of simulation experience on perceived self-efficacy for interprofessional collaboration among undergraduate nursing and social work students
- Authors:
- MACLEOD Carrie E., BRADY Destiny R., MAYNARD Sarah P.
- Journal article citation:
- Journal of Interprofessional Care, 36(1), 2022, pp.102-110.
- Publisher:
- Taylor and Francis
Barriers to effective interprofessional collaboration may include insufficient knowledge of other professional roles and inexperience using effective communication skills. Improving self-efficacy for interprofessional collaboration may enhance the ability to practice expertly within the interprofessional environment of healthcare. This article examines the results of a multiple methods pretest/posttest study that used the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale to determine self-reported perceptions of self-efficacy development following participation in a trauma simulation. Participants included 74 undergraduate nursing students and nine undergraduate social work students. Findings included a significant increase in perceived self-efficacy from pretest to posttest for both groups. Nursing majors and participants who reported previous interaction with a member of another profession scored significantly higher on the posttest. Qualitative data were analyzed through thematic content analysis which produced three themes: an improved understanding of the importance of communication and the interconnection of interprofessional roles; a realistic simulation which challenged the students; and an increased appreciation for teamwork. These findings suggest that challenging simulations with pre-licensure students can increase undergraduate students’ perceived self-efficacy for interprofessional collaboration and contribute to an improved understanding of interprofessional team roles and communication. (Edited publisher abstract)
Internships in social entities in the offer of social work in Spain: learning from the practices and their actors
- Author:
- SELLER Enrique Pastor
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.119-137.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper presents the results of a study that analysed the structure, organization and offering of internships as part of undergraduate degrees in Social Work at Spanish universities (82), as well as the intended attainment from these work experiences in social institutions and entities. The content of undergraduate degrees in Social Work taught at Spanish universities (37), the courses related to internships or work placements (85), and the range of specific skills associated with these courses were analysed. The content analysis of the selected skills identified and described 42 professional skills. The results of this study provide insight into the offering of undergraduate degrees in Social Work in Spain, as well as skills acquired from internships that relate to professional activity. Social Work internships are a transactional space of collaborative learning between universities, the profession, and social entities that generate clear potential for all the involved parties. The acquisition of skills, abilities and competencies through internships facilitates understanding the use of methodology in different professional areas and levels, as well as the application of ethical problem solving principles and strategies; this facilitates the acquisition of professional skills in all areas of development. (Edited publisher abstract)
Sensory language (SDM) as a tool in the creation of a body cognizant social worker
- Authors:
- WALTER Ofra, SHENAAR-GOLAN Vered
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.63-76.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
There is growing evidence that being comfortable in one’s body is a necessary foundation for the reflection required to cope with complicated situations. Movement activity based largely on nonverbal communication can help social workers deal with complex feelings and problems that arise among their clientele. Based on preliminary research results, the Sherborne Developmental Movement (SDM) model was embedded in a course given to MSW students. In the study, the course module sought to assess the contribution of sensory communication to MSW students’ self-conscious awareness of themselves and their clients. The participants were 19 MSW students, men and women of varied cultures who wrote a thematically analysed reflective diary. The SDM model contributes to body cognizance in social work by reprogramming self-consciousness through movement. Movement activity seemed to position participants to experience how body awareness allows a more intimate means of communication with and understanding of their inner world. (Edited publisher abstract)
Photo-voices from the classroom: photovoice as a creative learning methodology in social work education
- Author:
- MALKA Menny
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.4-20.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Studies have demonstrated the need for innovative and creative teaching methodologies in the field of social work education; some have pointed to the photovoice model of qualitative research in the social work classroom as a model that embodies these criteria. This paper presents implementations of the photovoice model used in three different courses for social work students: 1) International Social Work; 2) Community Work; 3) Orientation to Social Work. The paper presents four different examples, demonstrating photovoice’s potential as a creative tool in student learning processes. These examples are discussed with reference to the value of creativity in the social work education framework: facilitating the internalization of the values, professional goals, modes of action of the social work; and phenomenological examination of social realities, in a way that allows the student to “freeze” certain moments in the learning experience, and to critically examine different interpretations and meanings of these realities. (Edited publisher abstract)
‘Don’t flip out!’: flipping the research methods classroom to improve student performance
- Author:
- MAPP Susan
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.21-33.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Technology is opening doors to new methods of instruction that can support the learning of different types of students; flipped learning is one such approach. Due to its structure and theoretical underpinnings, flipped learning can help overcome the well-documented negative student attitudes towards research class to help them achieve the required learning. In this article, flipped learning and its theoretical bases are explained before detailing its application in an introductory social work research methods class. Benefits as well as limitations of this method are discussed to allow other instructors to assess how they could use it in a single class or an entire course. (Edited publisher abstract)
Joining the conversation: using technology to enhance policy practice
- Authors:
- FRANK Jennifer M., et al
- Journal article citation:
- Journal of Teaching in Social Work, 42(1), 2022, pp.15-30.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Technological innovations present new pedagogical opportunities. The use of technology in the classroom may provide an opportunity for social work programs to engage students in a better understanding of policy practice, to get their voice heard on the issues, and to feel empowered about social change at the macro level. This article will discuss experiential learning using social media as a platform for MSW students in a social policy course in order to join policy conversations in real time. (Edited publisher abstract)
Using collaborative group learning principles to foster community in online classrooms
- Author:
- FLAHERTY Hanni B.
- Journal article citation:
- Journal of Teaching in Social Work, 42(1), 2022, pp.31-44.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article focuses on group work principles to emphasize the importance of collaboration and community as an effective pedagogical approach to teaching in online higher education. Online communities can serve as support groups by bringing together people going through the shared experience of higher education and providing the opportunity for students to share their experiences, feelings, and coping strategies to increase their capacity to learn. In addition to faculty and course material, online communities play an essential role in knowledge attainment. The importance of online communities for knowledge attainment and support groups will be discussed, group work theories will be reviewed, as well as the implications for practice. A case example from experience teaching a graduate level group work course online will be shared. (Edited publisher abstract)
The abrupt transition to distance social work teaching: lessons learned in the age of COVID-19
- Authors:
- SHKLARSKI Liat, RAY Kathleen
- Journal article citation:
- Journal of Teaching in Social Work, 41(5), 2021, pp.505-519.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Evidence of the impact of COVID-19 on higher education, specifically on social work education, is gradually emerging. While the empirical literature points to the effectiveness of delivering course content virtually, research on the impact of the abrupt, forced transition from in-person to distance teaching during the COVID-19 pandemic is limited. This quantitative study presents findings from a survey of social work instructors about their experiences during the abrupt transition from in-person to distance teaching in the first few weeks of the COVID-19 pandemic. Findings reveal that the sudden transition to distance teaching was perceived as stressful, required technological and emotional support, and workload adaptations from their institutions. The participants also reported that their worklife balance and attitudes toward distance teaching were positively affected by the change. Findings from this study also suggest the need for comprehensive institutional support to improve distance teaching methods, to prepare social work students to face the social impact of the COVID-19 pandemic, and to demonstrate that social work instructors see the benefits of online teaching and may be interested in continuing with it in the future. (Edited publisher abstract)
Effective social work online education in response to COVID-19
- Authors:
- JUN Jung Sim, et al
- Journal article citation:
- Journal of Teaching in Social Work, 41(5), 2021, pp.520-534.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Online education has shown consistent growth in social work curricula over the past two decades despite some questions about the effectiveness of virtual environments in teaching critical elements of social work practice and professional competency. With the COVID-19 pandemic, programs have been forced to exclusively utilize online teaching formats. This study explores student and field instructors’ perceptions of the most effective teaching practices during the transition to online teaching. Findings indicate that students preferred asynchronous course content, such as recorded class lectures and discussion boards to live discussions and lectures because of its flexibility. Students completing the practicum process observed significant disruption to traditional social work education, although both students and field supervisors adapted by allowing increased use of video conferencing and telephone practice. Findings indicate clear student preferences and could foster ways to improve e-learning in the future. (Edited publisher abstract)
Teaching and learning during and after COVID-19: lessons learned from the social work classroom
- Authors:
- WALTON Quenette L., TAHIJA Nina, MOMIN Ramsha
- Journal article citation:
- Journal of Teaching in Social Work, 41(5), 2021, pp.467-483.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social work programs are preparing professionals to respond to natural disasters and global pandemics when they arise. However, literature on the learning experiences of students in the social work classroom with synchronous instruction during a natural disaster or global pandemic is limited, as is documentation of the experiences of social work faculty. Further, seldom discussed in the literature are the personal and emotional reflections of students and social work faculty. This paper provides the observations of two MSW students and their instructor within the context of the global pandemic of COVID-19 in order to more closely examine how this pandemic impacted their learning and teaching experiences in the classroom with synchronous instruction. Lessons learned from the authors’ experiences are outlined in an effort to identify key components for educators and social work programs to consider during and after a natural disaster or global pandemic. (Edited publisher abstract)