Search results for ‘Subject term:"social work education"’ Sort:
Results 1 - 10 of 17
Recent developments in structural equation modelling research in social work journals
- Authors:
- OKECH David, KIM Junghyun, LITTLE Todd D.
- Journal article citation:
- British Journal of Social Work, 45(2), 2015, pp.685-704.
- Publisher:
- Oxford University Press
Reports on a systematic review of the literature covering structural equation modelling (SEM) studies in social work journals that were published between February 2007 and March 2012. Among the factors associated with the increased use of SEM in social work research are the availability of user-friendly statistical software, such as LISREL, AMOS and EQS, as well as additional software including Mplus, SAS (Proc Calis), Mx and R. Based on the 2010 Journal Citation Reports, the review found that, indeed, there is improvement in both the number and quality of SEM studies. Specifically, n = 59 studies were published in seventeen social work journals within the specified time frame. Discussion is directed towards improving SEM application in social work research. (Edited publisher abstract)
The impact of the arts in social work education: a systematic review
- Authors:
- LEONARD Kate, HAFFORD-LETCHFIELD Trish, COUCHMAN Wendy
- Journal article citation:
- Qualitative Social Work, 17(2), 2018, pp.286-304.
- Publisher:
- Sage
Evidence on the effectiveness of arts-based approaches in professional education has been gathering momentum in the last decade embracing disciplines such as medicine, the allied professions, social work and social care. Key texts have emerged promoting the use of the arts in professional education and there have been some attempts to capture empirical evidence on its value. This paper reports on a systematic review of the current body of knowledge on the impact of the arts in social work education. The authors introduce the rationale for undertaking a systematic review and the methodology and approach used. They then discuss the three significant themes from our synthesis of the evidence reviewed. These were positioning social work practice through linking micro and macro thinking, the cultivation of leadership beyond verbal reasoning and art as pedagogy. The findings are discussed in the context of what the arts can offer challenges in social work education. (Edited publisher abstract)
Evidence-based training for clinical supervisors: a systematic review of 11 controlled studies
- Authors:
- MILNE Derek L., et al
- Journal article citation:
- Clinical Supervisor (The), 30(1), January 2011, pp.53-71.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Clinical supervision training is now considered a core competency within the mental health field, but to date has not been given serious attention. This study presents findings from a systematic review of the research literature on clinical supervision training. Inclusion criteria included studies containing the keywords ‘clinical supervision’ and ‘clinical supervisor’. Eleven controlled studies were located and assessed to identify evidence-based practices in supervisor training. Two questions were addressed – what empirical support was there for supervisor training, and which elements of supervisor development appeared to be supported? The studies provided support for supervisor training where 15 specific elements of training had empirical support for primarily corrective feedback, educational role-play, and observational learning. Recommendations, combined with narrative reviews, surveys, and expert consensus are presented.
The signature pedagogy of social work? An investigation of the evidence
- Authors:
- HOLDEN Gary, et al
- Journal article citation:
- Research on Social Work Practice, 21(3), May 2011, pp.363-372.
- Publisher:
- Sage
Social work education has used field instruction throughout much of its history. The Council on Social Work Education (CSWE) in its 2008 Educational Policies and Standards designated field instruction as social work’s ‘signature pedagogy’. The purpose of this study was to investigate the evidence relevant to CSWE’s designation. A systematic literature search was undertaken to uncover studies that: quantitatively examined the overall effect of field instruction in a U.S. setting; were reported in English prior to the end of 2009; compared field placement to a no treatment control or a previously established alternative educational intervention; and reported a statistical test of the comparison. The search included 25 primary databases, 3 grey literature sources, a research university library for monographs and collections, hand searching of 5 journals or newsletters, and a survey of the invisible colleges. No studies were identified that met the stated inclusion criteria. The article concludes that the assertion that field instruction is the ‘signature pedagogy’ of social work would be more credible if supported by stronger evidence.
Factors associated with attitudes toward older adults in social work students: a systematic review
- Authors:
- BAIK Sol, DAVITT Joan K.
- Journal article citation:
- Journal of Gerontological Social Work, early cite July 2021,
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This systematic review examined the factors associated with social work students’ attitudes toward older adults or working with older adults from the literature published in the last decade. Twelve peer-reviewed empirical studies published between 2011 and 2020 were included for review. Results suggest that both direct and indirect exposures to older adults positively changed social work students’ attitudes. While infusing exposure to older adults into courses appeared effective in modifying students’ attitudes, inconsistent measurement and lack of information across studies made it impossible to compare the effectiveness of interventions across studies. Implications for gerontological social work education are discussed. (Edited publisher abstract)
Ageing simulation in health and social care education: a mixed methods systematic review
- Authors:
- EOST-TELLING Charlotte, et al
- Journal article citation:
- Journal of Advanced Nursing, 77(1), 2021, pp.23-46.
- Publisher:
- Blackwells Publishing
Aim: To identify, evaluate and summarize evidence from qualitative, quantitative and mixed method studies conducted using age suits or other age simulation equipment, with health and social care students. Design: Convergent segregated mixed method review design as outlined by the Johanna Briggs Institute. Data Sources: CINAHL (+ with Full Text), MEDLINE, PsycINFO, PubMed, SocINDEX, Web of Science, Cochrane Library, Emerald Insight, Proquest nursing, Science Direct, Wiley Online and BioMed Central (January 2000–January 2020). Review methods: Convergent segregated synthesis was used to synthesize evidence from the studies and the MERSQI checklist used to appraise quality. Results: A total of 23 studies were reviewed: one randomized control, two post‐test only randomized control, three quasi‐experimental, 15 one‐group pre/post studies and two qualitative studies. Of the seventeen studies carrying out inferential statistics on attitude scores post intervention, 11 reported an improvement, three indicated no significant change and three reported worsening scores. Key themes included use of appropriate scales, type of equipment used, location and length of interactions, debriefing and contextualization of interventions in broader teaching. Conclusion: The impact of ageing simulation interventions on health and social care student's attitudes to older people was predominantly positive. However, further high‐quality research is warranted to understand the optimal use of such interventions in the context of health care for a growing ageing population. Impact: It is important health and social care staff have appropriate knowledge and training to enable them to provide high‐quality care to older people and challenge potential ageism in the system. This review adds to the body of work around the use of simulation and experiential learning to educate health and social care students about ageing and ageism. It also offers recommendations for using ageing simulations effectively to inform attitudes of prospective professionals who will influence future health and social care. (Edited publisher abstract)
How to teach evidence-based practice in social work: a systematic review
- Authors:
- SPENSBERGER Florian, et al
- Journal article citation:
- Research on Social Work Practice, 30(1), 2020, pp.19-39.
- Publisher:
- Sage
Purpose: This article presents a systematic review of research regarding how best to educate social work students and practitioners concerning of the process of evidence-based practice and/or the application of empirically supported treatments (ESTs). Method: The researchers conducted a systematic review with a narrative synthesis, largely following the Cochrane Handbook of Systematic Reviews for Interventions and PRISMA reporting guidelines for systematic reviews and meta-analyses. Results: Twenty-seven studies met the study's eligibility criteria. These consisted mostly of uncontrolled designs and their measures relied mainly on learners’ self-perception regarding acquisition of declarative and procedural knowledge, motivation, and satisfaction. Reports were mostly positive (88.7%). Conclusions: Research regarding the education of social work students and practitioners about the process of evidence-based practice as well as ESTs is limited. Further investigation is needed concerning the effectiveness of specific teaching methods using controlled designs and more rigorous outcome measures including observation of practice in real-life situations and/or in role-plays. (Edited publisher abstract)
Teaching and learning communication with children and young people: developing the qualifying social work curriculum in a changing policy context
- Authors:
- LUCKOCK Barry, LEFEVRE Michelle, TANNER Karen
- Journal article citation:
- Child and Family Social Work, 12(2), May 2007, pp.192-201.
- Publisher:
- Wiley
Twenty years after survey evidence showed that UK social work students could complete their training without having learnt about or worked with children, new research suggests little has changed. There is still no guarantee that any student on qualification will have been taught about or assessed in communication skills with children and young people. This is despite the claim that the pre-registration award provides teaching and assessment in core generic skills as a foundation for the development of specialist practice roles in agencies. The article highlights the findings of the authors research, which was originally produced as a Social Care Institute for Excellence Knowledge Review. The authors show that a common understanding of what counts as effective communication with children has yet to be consolidated in social work practice and research. This has impeded the process of curriculum development. Divergent expectations about what counts as social work communication with children in a changing policy context may be exacerbating long-standing uncertainties about how genericism and specialism should be linked in professional education and training. In exploring these issues, this paper seeks to clear the way for the renewed effort that is now required if this aspect of curriculum development is to be effective.
What do we know about partnership with service users and carers in social work education and how robust is the evidence base?
- Authors:
- TAYLOR Imogen, LE RICHE Pat
- Journal article citation:
- Health and Social Care in the Community, 14(5), September 2006, pp.418-425.
- Publisher:
- Wiley
Partnership work with service users and carers in social work education is a policy requirement, and it is also central to the anti-oppressive and rights-based values of social work. This paper reports research findings which are drawn from an educational context, but are also relevant to the wider field of health and social care. The research, commissioned by the Social Care Institute for Excellence (SCIE), was carried out by the University of Sussex and involved a systematic knowledge review using the Evidence for Policy and Practice Information and Coordinating Centre system, which had been used in health and education, but which had not previously been used in social care and social work. This involved an extensive search of electronic databases and rigorous screening to identify studies which had sufficient relevance to be subjected to detailed analysis. The research team also undertook a practice survey of the teaching, learning and assessment of partnership in prequalifying programmes in England, Wales and Northern Ireland. Following a summary of the methodology used in the study, the authors report on the key findings in relation to social work education and partnership with users and carers. They then critically analyse the robustness of the evidence base, and in doing so, raise broader methodological questions about social care research. The article concludes by arguing for work to be done to theorise partnership, and to develop effective strategies for improving the quality of partnership working in education, and health and social care practice.
Teaching, learning and assessment of law in social work education
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, BRAYE Suzy, et al
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2005
- Pagination:
- 313p.,bibliog.
- Place of publication:
- London
Legal knowledge and skills in its application are central to social work practice. Lack of knowledge of the legal rules, or shortcomings in how they inform decision making, can have serious consequences for service users, practitioners and managers. Requirements for social work degrees in the UK strongly emphasise teaching, learning and assessment of law. This knowledge review aimed to identify good practice in the teaching, learning and assessment of law in social work education through: a systematic review of international published and unpublished research; a survey of current education practice on social work qualification programmes in the UK; and a consultation with a wide range of stakeholders, including service users and carers.