Search results for ‘Subject term:"palliative care"’ Sort:
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Sweet remembrance
- Author:
- BELESIS Martha D.
- Journal article citation:
- Journal of Social Work in End-of-Life and Palliative Care, 3(1), 2007, pp.67-68.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
A student of Zelda Foster provides a short personal remembrance. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
The development of palliative care programs in the Veterans Administration: Zelda Foster's legacy
- Authors:
- DARATSOS Louisa, HOWE Judith L.
- Journal article citation:
- Journal of Social Work in End-of-Life and Palliative Care, 3(1), 2007, pp.29-39.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
The U.S. Department of Veterans Affairs (VA) has been a leader in program development and service delivery in the areas of geriatrics, hospice and palliative care for decades. Zelda Foster, MSW, serving as the Chief of Social Work Services at the Brooklyn VA Hospital for almost 20 years, was a force in the early days of the palliative care and hospice movement in the United States, publishing a seminal article in 1965, and contributing through educational initiatives, program development, information dissemination and mentorship of countless social workers. With an early recognition of the demographic imperative of aging veterans, the VA established a number of innovative programs which have been widely replicated outside of the VA. Zelda Foster was a central figure in the evolution of these programs and a strong and effective advocate for the inclusion of social workers. She deserves much credit for the fact that social workers are now centrally involved in an array of leadership activities in palliative and end-of-life care both within and outside of VA. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Zelda Forest and her contributions to social work in end-of-life care
- Authors:
- DAVIDSON Kay, BULLOCK Karen
- Journal article citation:
- Journal of Social Work in End-of-Life and Palliative Care, 3(1), 2007, pp.69-82.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
This article is both a memoir of one social worker's professional collaboration with Zelda Foster and a tribute to Zelda's legacy in the form of an educational resource on end-of-life care. It reviews achievements of Zelda Foster in social work practice and teaching related to death and dying. The end-of-life care education, training and informational tools discussed in this article are examples of ongoing efforts in the social work profession to improve the lives of the dying and bereaved. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Social workers' educational needs in end-of-life care
- Authors:
- CSIKAI Ellen L., RAYMER Mary
- Journal article citation:
- Social Work in Health Care, 41(1), 2005, pp.53-72.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
A survey of 391 health care social workers assessed educational content and skills needed for competence in practice with those facing the end of life. Content perceived as most needed included psychological and social needs of patients and families; psychosocial interventions to ameliorate distress; and the influence of dying on family dynamics. Assessing complex needs of patients/families; communication of psychosocial needs of patient/family to team members; facilitation of effective family and team communication; and provision of crisis intervention were the skills perceived to be required for competence in end-of-life care practice. Results of these data can be used to develop model end-of-life care curricula for continuing education programs and to identify content for possible inclusion in social work programs. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Professional and educational needs of hospice and palliative care social workers
- Authors:
- WEISENFLUH Sherri M., CSIKAI Ellen L.
- Journal article citation:
- Journal of Social Work in End-of-Life and Palliative Care, 9(1), 2013, pp.58-73.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
In the past decade much the numbers of patients and families served by hospices and palliative care services has increased. These services have also been subject to increasing regulation by government. In order to stay up-to-date in this ever-changing environment and to continue to provide effective interventions, social workers must stay engaged in the professional community and continuing education. In this quantitative study, 1,169 practicing hospice and palliative care social workers provided information about their practice activities and agency characteristics, professional affiliations and certification, and ongoing educational needs. About one-half of respondents carried a caseload of 21–50 and were most engaged in communicating the psychosocial needs of the patient and family to other members of the team and assessing for grief and bereavement issues. The most important educational needs pertained to the psychological and social needs of patients and families and psychosocial interventions. Although many were aware of the joint NASW-NHPCO social work hospice specialty certification, few held this certification yet. The authors concluded that the results of this survey could be used in the design of continuing education programmes and advocacy for policy change.
Innovative approaches to involving service users in palliative care social work education
- Authors:
- AGNEW Audrey, DUFFY Joe
- Journal article citation:
- Social Work Education (The International Journal), 29(7), October 2010, pp.744-759.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
It has become commonplace to have service user participation in the education and training of student social workers and the post-qualifying education of staff. This article details this approach, as used in Northern Ireland, by contrasting two methods of user participation employed with under- and post- graduates. In both cohorts, students firstly watched DVD excerpts of narratives from people affected by cancer and then saw a live interview with a 25-year-old male who had been diagnosed with cancer at a young age. The aim was to promote understanding of the palliative care issues of individuals and families to the students as a key part of social work which will often be encountered in practice. The authors compared the success of the different teaching methods in achieving “meaningful and effective user involvement with seldom heard groups”, by using questionnaires to capture both quantitative and qualitative data. Topics addressed included employment background, perceived understanding of end-of-life care, the impact of using DVD teaching methods compared with live, facilitated interview methods, perceived learning outcomes, student evaluations of training sessions, and the 25 year old male cancer patient’s user views on his experiences during the training sessions.
End-of-life care and social work education: what do students need to know?
- Authors:
- HUFF Marlene Belew, et al
- Journal article citation:
- Journal of Gerontological Social Work, 48(1/2), 2006, pp.219-231.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social workers are major service providers to people who are facing end-of-life issues including the terminally ill and their families. Yet, exemplary models for social work education and intervention methods are limited in rural states. A statewide survey conducted in Kentucky found only two social work courses dedicated to end-of-life care currently being offered by accredited undergraduate and graduate institutions. Another statewide survey found that many hospice social workers are relatively inexperienced and have a need and desire for more education on death, dying and loss. Also, unique cultural, economic and geographic areas, such as Appalachia are enigmas when it comes to the provision of end-of-life care. This partnership provides a varied perspective on delivery of end-of-life care services with an emphasis on social work interventions and education. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Relief column
- Author:
- FRANCIS Joy
- Journal article citation:
- Community Care, 18.8.94, 1994, pp.28-29.
- Publisher:
- Reed Business Information
Describes Southampton University's Diploma/MSC in Psychosocial Palliative Care, established three years ago, the first post-qualifying course in Europe on caring for the dying and the bereaved.
Use of standardized client simulations in an interprofessional teaching concept for social work and medical students: first results of a pilot study
- Authors:
- NEUDERTH Silke, et al
- Journal article citation:
- Social Work Education (The International Journal), 38(1), 2019, pp.75-88.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Teaching concepts with standardized clients/patients (SC) had been successfully implemented in the education of health professionals. Benefits were also demonstrated for social work education. Based on former experiences with simulated clients in medical education, the authors developed an innovative teaching concept for social work and medical students. They focused on the training of consultations with clients suffering from a serious illness like cancer—with different learning goals for medical students (e.g. breaking bad news) and social work students (e.g. psychosocial exploration and counseling). Both groups should gain knowledge about the other professions tasks and learn to handle clients’ emotional reactions. In addition to role-plays with simulated clients in small groups, the concept includes an interprofessional lecture by physicians, psychologists, social workers, and lawyers as well as a visit on the palliative care ward (for social work students only) and a research colloquium. A formative evaluation shows high satisfaction with the teaching concept. The students underline the realistic setting, interprofessional contact, authentic talks and direct feedback. The SC method and its interprofessional application proved to be a practicable and motivating way to enhance conversational skills. (Edited publisher abstract)
A cross-national comparison of Hong Kong and US student beliefs and preferences in end-of-life care: implications for social work education and hospice practice
- Authors:
- REESE Dona J., et al
- Journal article citation:
- Journal of Social Work in End-of-Life and Palliative Care, 6(3-4), July 2010, pp.205-235.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
A convenience sample of 176 social work students from Hong Kong and 58 from the United States completed a quantitative questionnaire with three open-ended questions to explore differences and similarities in their beliefs about dying as well as end-of-life care preferences. The study aimed to provide insights for social work education in hospice care and to develop recommendations for culturally sensitive practice approaches for the dying and their significant others. The findings revealed differences as well as similarities in beliefs about death and dying and that a larger proportion of Hong Kong students preferred curative rather than palliative care. The study revealed that while some expected differences do exist between the United States and Hong Kong based on differing cultural perspectives, traditional beliefs are changing. US students held some traditional Chinese beliefs to a greater extent than Hong Kong students did; and some traditional US beliefs were held by Hong Kong students. Implications for social work education are discussed. The authors conclude that implications for social work education and hospice practice in both countries include the need for social work student and practitioner self-awareness in order to prepare for culturally competent practice and policies that are relevant across cultures.