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Training together--part two: an exploration of the evaluation of a shared learning programme on dual diagnosis for specialist drugs workers and Approved Social Workers (ASWs)
- Author:
- BAILEY Di
- Journal article citation:
- Social Work Education (The International Journal), 21(6), December 2002, pp.685-699.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper describes a formative approach to evaluating a shared learning training course for ASWs and drugs workers on dual diagnosis. It uses a four-stage approach to evaluation in an attempt to explore issues relating to curriculum content, training methods and design, learners' satisfaction with the training and outcomes in respect of practice. It also draws upon a recent review of interprofessional education undertaken by the British Education Research Association (BERA) to explore to what extent interactive methods of learning are employed through the training delivery as a means of fostering improved interprofessional collaboration that can be transferred from the training environment to professional practice. The paper concludes that although limited in its generalisability and the extent to which changes in practice can be attributed to the training, the training providers have learned some useful lessons about how to maximise the value of a shared learning approach in promoting collaborative working between ASWs and drugs workers.
Training together: an exploration of a shared learning approach to dual diagnosis training for specialist drugs workers and Approved Social Workers (ASWs)
- Author:
- BAILEY Di
- Journal article citation:
- Social Work Education (The International Journal), 21(5), October 2002, pp.565-581.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article explores a shared learning approach to developing 'professional collaboration' as one way of improving care for people with complex inter-related mental health and substance misuse needs. The target groups for the training in this study are Approved Social Workers (ASWs) and specialist drugs workers. The article describes the social and professional contexts that shape the different training agendas for the respective groups of workers in an attempt to identify common themes that can be used as a foundation for developing training solutions. The relevance of a shared learning method of training delivery is critically discussed and the way in which this was adapted to respond to training needs identified in Birmingham is outlined. The paper concludes by suggesting that training providers should be encouraged to identify the common agenda for drugs workers and ASWs working with people with mental health and substance use needs and utilise a shared learning methodology to respond in a proactive way to improving service delivery through effective training.