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Guidelines for advancing clinical social work practice through articulating practice competencies: the Toronto simulation model
- Authors:
- BOGO Marion, et al
- Journal article citation:
- Clinical Social Work Journal, 49(2), 2021, pp.117-127.
- Publisher:
- Springer
- Place of publication:
- New York
Knowledge for clinical social work practice is ever evolving and consists of underlying explanatory concepts, practice models, and intervention skills. Conceptualization and identification of competencies for practice provides a bridge from knowledge and understanding to actual skills needed in clinical sessions. Articulating competencies also guides education of students and provides grounded skills and behaviors needed for clinical research. Analysis of simulation-based practice provides a useful methodology to identify generic practice competencies as well as competencies in specialized fields of practice. This paper presents a simulation education model and illustrates how the use of simulation enabled clinical scholars to articulate core competencies in specialized areas of social work practice. Case examples and related competencies for practice with adolescents, victims of elder abuse, and in mental health practice will demonstrate this process. Examples are drawn from reflections on practice wisdom, analysis of experienced social work practitioners, and relevant literature. Resulting competencies contribute to scholarship for clinical practice. (Edited publisher abstract)
Field education for clinical social work practice: best practices and contemporary challenges
- Author:
- BOGO Marion
- Journal article citation:
- Clinical Social Work Journal, 43(3), 2015, pp.317-324.
- Publisher:
- Springer
- Place of publication:
- New York
Field education is arguably the most significant component of the social work curriculum in preparing competent, effective, and ethical clinical social workers. This paper will discuss the developing evidence-base highlighting best practices for field education, the changing context of field education, and analyse current challenges and potential responses. (Edited publisher abstract)
Response to the concerns raised by Burgess, Barcham and Kearney about ‘Perfect opportunity - perfect storm? Raising the standards of social work education in England’
- Authors:
- TAYLOR Imogen, BOGO Marion
- Journal article citation:
- British Journal of Social Work, 44(8), 2014, pp.2443-2447.
- Publisher:
- Oxford University Press
The authors debate points raised by Burgess and her colleagues in issue 44(7) 2014 and further clarify points made in their own paper 44(6), 2014 of the British Journal of Social Work. The aims of Taylor and Bogo's orginal paper was to generate a critical analysis of the recent changes in social work education in England, and second to support their analysis with documentary evidence in light of their concerns that aspects of the social work education change processes were minimally underpinned by research. In this brief paper, Taylor and Bogo respond to the key points raised by Burgess et al. and, to enable clarity of cross-referencing, use their subheadings. They also relate their comments to the two recently released national reports on social work education commissioned by the government in England 'Re-visioning social work education: an independent review' Croisdale-Appleby, 2014; and 'Making the education of social workers consistently effective: report of Sir Martin Narey’s independent review of the education of children’s social workers' Narey, 2014. (Edited publisher abstract)
Perfect opportunity - perfect storm? Raising the standards of social work education in England
- Authors:
- TAYLOR Imogen, BOGO Marion
- Journal article citation:
- British Journal of Social Work, 44(6), 2014, pp.1402-1418.
- Publisher:
- Oxford University Press
Government plans to reform social work in England, led by the Social Work Reform Board, have resulted in far-reaching changes to social work education. These include establishment of The College of Social Work and adoption of its Professional Capability Framework, and transfer of regulation to the Health and Care Professions Council whose Standards of Proficiency competences gate-keep the threshold to practice. A critical scrutiny of the literature on competence and capability used by the architects of change provides a lens with which to explore findings from a content analysis of the new standards. Comparisons are made with the 2008 Educational Policy and Accreditation Standards (EPAS) competences approved by the American Council on Social Work Education. Fault lines are identified that might seriously jeopardise the future of social work education in England and ways forward are explored to address these. First, given the importance of making what's important assessable, the choice is presented between opting for ‘wicked competences’ or investing in the design of complex assessment models and their operation. Second, the priority of building robust partnerships to contain different stakeholder objectives is underlined. Both are essential to prevent fault lines developing into a perfect storm. (Publisher abstract)
The implicit curriculum in social work education: the culture of human interchange
- Authors:
- BOGO Marion, WAYNE Julianne
- Journal article citation:
- Journal of Teaching in Social Work, 33(1), 2013, pp.2-14.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The implicit curriculum is a newly identified and distinct component of the curriculum. It refers to ‘the educational environment in which the explicit curriculum is presented’ (EPAS, 2008). The purpose of this article is to address the human interchange component of the implicit curriculum. ‘The culture of human interchange’ is described as a component of the medium through which the elements of the implicit curriculum inform the student’s learning and development (EPAS, 2008). This article presents the use of the implicit curriculum concept in teacher and medical education as a context for its application to social work education. It argues that professional behaviours taught in the explicit curriculum of the classroom need to be consciously reinforced in the many venues and through the ongoing interpersonal relations throughout the educational environment. The article identifies the challenges that this would create for educators but which the implicit curriculum standard now mandates them to address.
Evaluating an Objective Structured Clinical Examination (OSCE) adapted for social work
- Authors:
- BOGO Marion, et al
- Journal article citation:
- Research on Social Work Practice, 22(4), July 2012, pp.428-436.
- Publisher:
- Sage
The objective structured clinical examination (OSCE) was designed in medical education to provide an examination that would assess not only knowledge but also clinical skills. In an OSCE, students interact with a trained actor, called a standardised patient/client, in a scenario and perform professional tasks. In an earlier multiproject programme of research, the OSCE has been adapted for use in social work education. The aim of this study was to evaluate this newly developed approach as a method for assessing student performance at the end of the first semester in a Master in social work (MSW) graduate programme, prior to entry into the field practicum, and to determine the degree to which it predicts competence in the practicum. A total of 125 MSW students participated in a 1-scenario OSCE and wrote responses to standardised reflection questions. OSCE performance and reflections were rated on previously standardised scales, and competence in field was evaluated using the online practice-based evaluation. A wide range of scores on OSCE scales indicate that differences in student competencies were captured. Correlational analyses revealed an association between OSCE scales and field final evaluations. Nevertheless, a number of students who performed poorly on the OSCE did well in the practicum. The article concludes that the OSCE method of evaluation warrants cautious optimism but requires further development.
Adapting objective structured clinical examinations to assess social work students' performance and reflections
- Authors:
- BOGO Marion, et al
- Journal article citation:
- Journal of Social Work Education, 47(1), Winter 2011, pp.5-18.
- Publisher:
- Council on Social Work Education
Social work accreditation requires that student’s competence in field practicum as well as classroom courses is assessed. However, the development of standardised, valid, and reliable methods for assessment of students' practice competence continues to be a challenge for social work educators. This study adapts the Objective Structured Clinical Examination (OSCE), originally developed for medical education, for use in assessing practice competence in social work. In an OSCE, students are presented with a series of standardised, simulated practice situations, each of which requires interactions with an actor trained to portray the client. The OSCE in this study consisted of 5 scenarios representing social work client situations. The participants included 11 current MSW students, 7 recent graduates, and 5 experienced social workers. Following their encounter with each standardised client, the participants engaged in a guided reflection with the examiner who had just observed the interaction. The participants were rated on both the practice interaction and the reflective dialogue. The study demonstrated promising reliability for the method and the rating tools developed. Correlations between performance and reflection scores demonstrated that they are related, yet different, aspects of competence. The method demonstrated construct validity in that it differentiated between social workers in training and experienced workers.
Field education as the signature pedagogy of social work education
- Authors:
- WAYNE Julianne, BOGO Marion, RASKIN Miriam
- Journal article citation:
- Journal of Social Work Education, 46(3), 2010, pp.327-339.
- Publisher:
- Council on Social Work Education
According to the US Council on Social Work Education (CSWE), signature pedagogy is "a central form of instruction and learning to socialize students to perform the role of practitioner - it contains pedagogical norms with which to connect and integrate theory and practice". The CSWE identifies field education (through which students learn to practice the profession through supervised active involvement with real experiences) as the signature pedagogy of the social work profession. In this article the authors discuss the concept of signature pedagogy, identifying areas in which social work field education meets and does not meet its original criteria. They also offer educational arguments for modifications in field education, particularly through greater use of educational group structures.
Revisiting field education standards
- Authors:
- RASKIN Miriam S., WAYNE Julianne, BOGO Marion
- Journal article citation:
- Journal of Social Work Education, 44(2), Summer 2008, pp.173-187.
- Publisher:
- Council on Social Work Education
This article examines the historical development, rationale and implementation of selected field education accreditation standards. Those reviewed include the number of required field hours, the role of the field liaison and employer-based placements. Archival data and field education literature from the Council on Social Work Education demonstrate a lack of empirical evidence to support the contribution of these standards to student outcomes. Programmes are encouraged to develop new field models, test, and empirically evaluate student achievement of educational outcomes. The critical examination of the status of field education can lead to greater effectiveness, and unfreezing of the status quo, and better experiences for students.
Toward new approaches for evaluating student field performance: tapping the implicit criteria used by experienced field instructors
- Authors:
- BOGO Marion, et al
- Journal article citation:
- Journal of Social Work Education, 40(3), 2004, pp.417-426.
- Publisher:
- Council on Social Work Education
Determined the reliability of ratings and consistency of descriptions generated by 10 experienced field instructors using only their acquired practice wisdom as a framework to evaluate students. They independently divided 20 student vignettes into as many categories as necessary to reflect various levels of student performance, described their categories, and ranked the individual vignettes within each category. The independently generated categories and their descriptions were very similar across instructors, and the inter-rater reliability was very high both for the placement of vignettes into categories (0.77) and the rankings (0.83).