Simulation is a widely recognised part of nurse education utilising clinical scenarios within a safe environment. However, a planned debriefing session is not always routinely part of this. This paper explores the experience of twenty undergraduate nursing students participating in a simulation exercise and being both peer assessed and peer debriefed by their fellow student cohort.
{"title":"Student Nurses values of peer assessment and debriefing within a simulation exercise.","authors":"Fiona Cust, K. Guest","doi":"10.1921/JPTS.V17I1.1330","DOIUrl":"https://doi.org/10.1921/JPTS.V17I1.1330","url":null,"abstract":"Simulation is a widely recognised part of nurse education utilising clinical scenarios within a safe environment. However, a planned debriefing session is not always routinely part of this. This paper explores the experience of twenty undergraduate nursing students participating in a simulation exercise and being both peer assessed and peer debriefed by their fellow student cohort.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"470 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114058185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of arts-based approaches in professional education in health and social care has gathered momentum in the last decade and their effectiveness has been well documented. There are helpful models in the education literature that begin to explain how these creative methods work in learning and practice, and that assert the significance of an emotional or affective level of learning. However, the process remains elusive, almost a 'given'. A more cross-disciplinary analysis of affective learning is needed to guide arts-based methods and more robust evaluation of their use in health and social care education and practice. This paper identifies different roles that can be taken by the practice educator with a review of those theoretical models of affective learning that underpin them to help understand how and why arts-based approaches are effective.
{"title":"The practice educator as museum guide, art therapist or exhibition curator: a cross-disciplinary analysis of arts-based learning","authors":"W. Couchman, Trish Hafford-Letchfield, K. Leonard","doi":"10.1921/8302120306","DOIUrl":"https://doi.org/10.1921/8302120306","url":null,"abstract":"The use of arts-based approaches in professional education in health and social care has gathered momentum in the last decade and their effectiveness has been well documented. There are helpful models in the education literature that begin to explain how these creative methods work in learning and practice, and that assert the significance of an emotional or affective level of learning. However, the process remains elusive, almost a 'given'. A more cross-disciplinary analysis of affective learning is needed to guide arts-based methods and more robust evaluation of their use in health and social care education and practice. This paper identifies different roles that can be taken by the practice educator with a review of those theoretical models of affective learning that underpin them to help understand how and why arts-based approaches are effective.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134264287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The past decade has seen a very significant cultural shift in how group programs are delivered in prisons and in probation and parole settings in New South Wales, Australia. The agency responsible for custodial and community corrections services, Corrective Services New South Wales (CSNSW) is making its way from a culture of considerable autonomy, where staff largely wrote and ran group programs in the way that seemed best to them, to an organisation where systems exist for accreditation, training, supervision and systematic data collection. The transformation to model agency is not complete, but considerable progress has been made and this is borne out by the preparation and publication of a number of significant papers describing the outcomes of program interventions. This paper appraises the progress so far in the introduction of evidence-based group work and offers some reflections on the challenges faced in moving a large organisation concerned with security and offender supervision towards best practice in group rehabilitative programs.
{"title":"Group programs in corrections. Best practice meets real world","authors":"Kevin O’Sullivan","doi":"10.1921/JPTS.V12I3.291","DOIUrl":"https://doi.org/10.1921/JPTS.V12I3.291","url":null,"abstract":"The past decade has seen a very significant cultural shift in how group programs are delivered in prisons and in probation and parole settings in New South Wales, Australia. The agency responsible for custodial and community corrections services, Corrective Services New South Wales (CSNSW) is making its way from a culture of considerable autonomy, where staff largely wrote and ran group programs in the way that seemed best to them, to an organisation where systems exist for accreditation, training, supervision and systematic data collection. The transformation to model agency is not complete, but considerable progress has been made and this is borne out by the preparation and publication of a number of significant papers describing the outcomes of program interventions. This paper appraises the progress so far in the introduction of evidence-based group work and offers some reflections on the challenges faced in moving a large organisation concerned with security and offender supervision towards best practice in group rehabilitative programs.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129338816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Partnership Care West is a voluntary organisation that contracts with the Northern Ireland Social Care Council (NISCC) to provide ten placements for social work students. NISCC is a statutory organisation, with responsibility for registering and regulating social care/work, improving standards in education and training and standardising practice in Northern Ireland NISCC (2003). The students attend the practice learning centre and are then given placements in voluntary sector sites established by the centre. Traditionally, the students were supervised on a one to one basis using the long arm approach. In recent years however, the centre has developed a model for supervising these students in groups. Building on my positive experience of conducting group supervision and to further my knowledge, skills and values in this area, I recently undertook an international comparison with the School of Social Work in Haifa Israel. This School has an already well established model for supervising students in groups and I hoped that I could learn something to help me develop my model further. I would like to thank Nava Arkin at the University of Haifa for her willingness to take part in this comparison and for her encouragement throughout. This article aims to outline my findings of the comparison and outline the theoretical constructs that make international comparisons in social work possible.
{"title":"Group supervision for social work students on placement","authors":"P. Mccafferty","doi":"10.1921/JPTS.V5I3.315","DOIUrl":"https://doi.org/10.1921/JPTS.V5I3.315","url":null,"abstract":"Partnership Care West is a voluntary organisation that contracts with the Northern Ireland Social Care Council (NISCC) to provide ten placements for social work students. NISCC is a statutory organisation, with responsibility for registering and regulating social care/work, improving standards in education and training and standardising practice in Northern Ireland NISCC (2003). The students attend the practice learning centre and are then given placements in voluntary sector sites established by the centre. Traditionally, the students were supervised on a one to one basis using the long arm approach. In recent years however, the centre has developed a model for supervising these students in groups. Building on my positive experience of conducting group supervision and to further my knowledge, skills and values in this area, I recently undertook an international comparison with the School of Social Work in Haifa Israel. This School has an already well established model for supervising students in groups and I hoped that I could learn something to help me develop my model further. I would like to thank Nava Arkin at the University of Haifa for her willingness to take part in this comparison and for her encouragement throughout. This article aims to outline my findings of the comparison and outline the theoretical constructs that make international comparisons in social work possible.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127149028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the case for a practical approach for developing the workforce, to safeguard patients and to improve the quality of the patient pathway across health, social care and beyond. Central to this is the inclusion of Crew Resource Management (CRM) (RAeS, 1999) skills learned from the aviation industry, to enhance interprofessional teamwork development and collaborative practice. To address this, we have developed a model for interprofessional teamwork development, focusing on improvement and patient safety which encompasses the entire system involved with the patient pathway. This model includes a transformative cycle of improvement and the processes and interprofessional leadership and membership skills required to achieve an open inclusive culture, providing interprofessional teams with the skills and tools to drive improvement for patient safety and increased satisfaction with services.
{"title":"Crew Resource Management within interprofessional teamwork development","authors":"B. Lamb, Nick Clutton","doi":"10.1921/JPTS.V10I2.247","DOIUrl":"https://doi.org/10.1921/JPTS.V10I2.247","url":null,"abstract":"This paper presents the case for a practical approach for developing the workforce, to safeguard patients and to improve the quality of the patient pathway across health, social care and beyond. Central to this is the inclusion of Crew Resource Management (CRM) (RAeS, 1999) skills learned from the aviation industry, to enhance interprofessional teamwork development and collaborative practice. To address this, we have developed a model for interprofessional teamwork development, focusing on improvement and patient safety which encompasses the entire system involved with the patient pathway. This model includes a transformative cycle of improvement and the processes and interprofessional leadership and membership skills required to achieve an open inclusive culture, providing interprofessional teams with the skills and tools to drive improvement for patient safety and increased satisfaction with services.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125011869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper considers findings from a cross-cultural project comparing mental health curricula across three schools of social work located in both China, specifically Shanghai, Hong Kong; and finally, Omaha, USA. Chinese philosophies and belief systems are reviewed as they pertain to mental illness and well-being. Additionally, the influence of dominant discourses informing professional practice and the development of indigenous social work practice are considered. Findings indicate that in the Chinese universities mental health social work curricula appears to balance pedagogical approaches towards providing students with up-to-date knowledge on psychopathology and psychiatric social work, while offering significant weighting to traditional philosophies and belief systems. The discussion revolves around the issue of developing Chinese practitioners equipped to work within medicalised, health settings but with sufficient indigenous knowledge to offer culturally congruent practice to local populations.
{"title":"A cross-cultural East-West appraisal of mental health curricula","authors":"Peter Szto, S. Crabtree, He Xuesong, K. Rolf","doi":"10.1921/JPTS.V10I3.248","DOIUrl":"https://doi.org/10.1921/JPTS.V10I3.248","url":null,"abstract":"This paper considers findings from a cross-cultural project comparing mental health curricula across three schools of social work located in both China, specifically Shanghai, Hong Kong; and finally, Omaha, USA. Chinese philosophies and belief systems are reviewed as they pertain to mental illness and well-being. Additionally, the influence of dominant discourses informing professional practice and the development of indigenous social work practice are considered. Findings indicate that in the Chinese universities mental health social work curricula appears to balance pedagogical approaches towards providing students with up-to-date knowledge on psychopathology and psychiatric social work, while offering significant weighting to traditional philosophies and belief systems. The discussion revolves around the issue of developing Chinese practitioners equipped to work within medicalised, health settings but with sufficient indigenous knowledge to offer culturally congruent practice to local populations.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121605802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: The attempt to recruit non-traditional students to health and social work is not just to compensate for the decreased availability of traditional students but because it is socially just. The non-traditional student journey can be lengthy; starting with community-based Widening Access courses then typically on to Access courses in Further Education, before entering Higher Education. One such community based course is described here. Positive evaluation of the courses reflect their local nature, affordable child care and identifiable personal, family and community benefits. Lessons for practice teachers dealing with increased learner diversity are outlined.
{"title":"Widening Access and learner diversity in health and social care","authors":"J. Greig, R. MacKenzie","doi":"10.1921/jpts.v7i3.354","DOIUrl":"https://doi.org/10.1921/jpts.v7i3.354","url":null,"abstract":"Summary: The attempt to recruit non-traditional students to health and social work is not just to compensate for the decreased availability of traditional students but because it is socially just. The non-traditional student journey can be lengthy; starting with community-based Widening Access courses then typically on to Access courses in Further Education, before entering Higher Education. One such community based course is described here. Positive evaluation of the courses reflect their local nature, affordable child care and identifiable personal, family and community benefits. Lessons for practice teachers dealing with increased learner diversity are outlined.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116007130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Much has been written about the experiences of student social workers who are based in schools for their practice learning opportunity (Hafford-Letchield & Spatcher, 2007: Wilson & Hillison 2004: Craddock 2006: Fielding 2006). This article sets out to record the experience from the perspective of two Practice Assessors, who were employed by Newcastle City Council. Each Practice Assessor worked with approximately six students per year who were placed in a range of schools including primary schools, secondary school, schools for children with special educational needs and behavioural units. During the school holidays the students were placed in Children’s Social Care Services teams, which provided valuable experience of working in statutory settings. These are complex practice learning opportunities and the role of the Practice Assessor is pivotal. Students need to be motivated and pro-active, which has implications for careful matching of students to the learning opportunities available. This article examines the role of the Practice Assessor in relation to preparing students and link workers, identifying learning opportunities and supervising students.
{"title":"Student social workers in school settings","authors":"Liz Gregson, J. Fielding","doi":"10.1921/JPTS.V8I2.372","DOIUrl":"https://doi.org/10.1921/JPTS.V8I2.372","url":null,"abstract":"Much has been written about the experiences of student social workers who are based in schools for their practice learning opportunity (Hafford-Letchield & Spatcher, 2007: Wilson & Hillison 2004: Craddock 2006: Fielding 2006). This article sets out to record the experience from the perspective of two Practice Assessors, who were employed by Newcastle City Council. Each Practice Assessor worked with approximately six students per year who were placed in a range of schools including primary schools, secondary school, schools for children with special educational needs and behavioural units. During the school holidays the students were placed in Children’s Social Care Services teams, which provided valuable experience of working in statutory settings. These are complex practice learning opportunities and the role of the Practice Assessor is pivotal. Students need to be motivated and pro-active, which has implications for careful matching of students to the learning opportunities available. This article examines the role of the Practice Assessor in relation to preparing students and link workers, identifying learning opportunities and supervising students.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114428463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the UK, graduate level training for Social Workers became compulsory in 2003. Assessed practice had been a valued aspect of social work training in the UK and was given even greater emphasis on the new degree. There was, however, limited guidelines regarding the assessment role, which is carried out by specifically trained practitioners. This article reviews the development and implementation of a new course, designed to provide good quality assessors for the new degree. A significant aspect is the partnership working between a Local Authority and University and this is fully explored.
{"title":"Training practice assessors","authors":"Pat Awcock, Carleton Edwards, Christine Knott","doi":"10.1921/JPTS.V7I1.338","DOIUrl":"https://doi.org/10.1921/JPTS.V7I1.338","url":null,"abstract":"In the UK, graduate level training for Social Workers became compulsory in 2003. Assessed practice had been a valued aspect of social work training in the UK and was given even greater emphasis on the new degree. There was, however, limited guidelines regarding the assessment role, which is carried out by specifically trained practitioners. This article reviews the development and implementation of a new course, designed to provide good quality assessors for the new degree. A significant aspect is the partnership working between a Local Authority and University and this is fully explored.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128884445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This conceptual paper considers aspects of a highly neglected topic: that of Islamic perspectives in social work education and practice. The paper seeks to illuminate both religiously informed values, together with those of practice; in addition to considering types of professional intervention that complement the generalised characteristics of Muslim families. The scale of problems that impact upon Muslim communities in Britain are closely considered, specifically in relation to deprivation, social alienation and domestic violence. In addition, health issues are reviewed in terms of mental health and disability.
{"title":"The Islamic perspective in social work education and practice","authors":"S. Crabtree","doi":"10.1921/JPTS.V8I3.373","DOIUrl":"https://doi.org/10.1921/JPTS.V8I3.373","url":null,"abstract":"This conceptual paper considers aspects of a highly neglected topic: that of Islamic perspectives in social work education and practice. The paper seeks to illuminate both religiously informed values, together with those of practice; in addition to considering types of professional intervention that complement the generalised characteristics of Muslim families. The scale of problems that impact upon Muslim communities in Britain are closely considered, specifically in relation to deprivation, social alienation and domestic violence. In addition, health issues are reviewed in terms of mental health and disability.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124658326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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