This paper describes a study of how the phenomenon of reflection on experience contributes to development of practical knowledge. Reflection on experiences and reflective practice are frequent themes in research reports and within Health and Social Workers' practice, as well as in different post-educational programmes in mentoring. Data were collected through two focus-group discussions with twelve mid-level leaders in Norway. In addition, the analysis was inspired by an interpretation drawing on hermeneutic phenomenology. The results show what a leader can adapt and learn from mentoring in a practical training programme, and how to use this mentoring to develop practical knowledge within the organisation. The study concluded that there is a need for mentoring in practice, a room for critical reflection on experience and practice within a health organization. Practitioners have to be critical and reflective on their judgment in action, or ethical dilemmas of clinical experiences that filter and mirror their practice.
{"title":"'A room with a view' Emphasizing experiences: A study of mid-level leaders practice with mentoring","authors":"H. Finstad","doi":"10.1921/81132","DOIUrl":"https://doi.org/10.1921/81132","url":null,"abstract":"This paper describes a study of how the phenomenon of reflection on experience contributes to development of practical knowledge. Reflection on experiences and reflective practice are frequent themes in research reports and within Health and Social Workers' practice, as well as in different post-educational programmes in mentoring. Data were collected through two focus-group discussions with twelve mid-level leaders in Norway. In addition, the analysis was inspired by an interpretation drawing on hermeneutic phenomenology. The results show what a leader can adapt and learn from mentoring in a practical training programme, and how to use this mentoring to develop practical knowledge within the organisation. The study concluded that there is a need for mentoring in practice, a room for critical reflection on experience and practice within a health organization. Practitioners have to be critical and reflective on their judgment in action, or ethical dilemmas of clinical experiences that filter and mirror their practice.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131945215","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}
Limited research exists pertaining to field education coordinators’ leadership and educational practice in general, or with respect to the specific topic of gatekeeping in social work education. This article presents the results of a Canadian study that investigates the experience and approach of field education coordinators in addressing student professional suitability concerns. This exploratory study consists of a focus group conducted with field education coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada. In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Findings of the study provide insight into the location of field education within academia; and highlights the important leadership role undertaken by field education coordinators in supporting students, faculty liaisons, field educators, and university administration in addressing concerns related to student professional suitability. Implications for social work education are discussed.
{"title":"Addressing professional suitability in social work education: Results of a study of field education coordinators’ experience","authors":"J. Robertson","doi":"10.1921/2402110307","DOIUrl":"https://doi.org/10.1921/2402110307","url":null,"abstract":"Limited research exists pertaining to field education coordinators’ leadership and educational practice in general, or with respect to the specific topic of gatekeeping in social work education. This article presents the results of a Canadian study that investigates the experience and approach of field education coordinators in addressing student professional suitability concerns. This exploratory study consists of a focus group conducted with field education coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada. In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Findings of the study provide insight into the location of field education within academia; and highlights the important leadership role undertaken by field education coordinators in supporting students, faculty liaisons, field educators, and university administration in addressing concerns related to student professional suitability. Implications for social work education are discussed.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114954308","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}
Pub Date : 1900-01-01DOI: 10.1921/146066910X518148
J. Parker
{"title":"Editorial: Aspects of the Dickensian corpus: A metaphor for social work practice education","authors":"J. Parker","doi":"10.1921/146066910X518148","DOIUrl":"https://doi.org/10.1921/146066910X518148","url":null,"abstract":"","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122338849","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 article reports on an experience of training social work practice educators in the Chernihiv law College in northern Ukraine. The purpose of the visit was to examine whether the UK values critical to UK social work training were able to transfer to other cultures. During their visit, the authors taught a five-day module on practice learning and used research tools of questionnaire, structural interviews and focus groups to collate and analyse data that sought to examine the transferability of values. Positive changes to practice teaching were brought about as a result of their visit.
{"title":"Back to the future : Evaluating a project to disseminate practice learning and teaching in Ukraine","authors":"S. Ambler, A. Black, Tatanya Tartachnyck","doi":"10.1921/17466105.6.2.75","DOIUrl":"https://doi.org/10.1921/17466105.6.2.75","url":null,"abstract":"This article reports on an experience of training social work practice educators in the Chernihiv law College in northern Ukraine. The purpose of the visit was to examine whether the UK values critical to UK social work training were able to transfer to other cultures. During their visit, the authors taught a five-day module on practice learning and used research tools of questionnaire, structural interviews and focus groups to collate and analyse data that sought to examine the transferability of values. Positive changes to practice teaching were brought about as a result of their visit.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127269257","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 introduction of the new social work award in September 2003 placed a greater emphasis on students learning from practice and as a consequence of this, the demand for assessed practice learning opportunities increased. This paper will outline research undertaken in response to the challenges that this has created by examining the central question of what factors motivate social worker practitioners to become practice assessors and how influential organisational factors are in individuals choosing to take on the role. The aim of the research was to identify extrinsic and intrinsic motivating factors that might then provide guidance to those involved in recruiting individuals to take on the crucial role of contributing to the education of the next generation of social workers. The findings, using data from 50 self administered questionnaires and two focus group interviews, collected from participants attending introductory practice assessor training indicates that intrinsic factors are principle sources of motivation rather than extrinsic, organisational factors.
{"title":"What motivates social workers to become practice teachers","authors":"Deborah Develin, Ian Mathews","doi":"10.1921/19662","DOIUrl":"https://doi.org/10.1921/19662","url":null,"abstract":"The introduction of the new social work award in September 2003 placed a greater emphasis on students learning from practice and as a consequence of this, the demand for assessed practice learning opportunities increased. This paper will outline research undertaken in response to the challenges that this has created by examining the central question of what factors motivate social worker practitioners to become practice assessors and how influential organisational factors are in individuals choosing to take on the role. The aim of the research was to identify extrinsic and intrinsic motivating factors that might then provide guidance to those involved in recruiting individuals to take on the crucial role of contributing to the education of the next generation of social workers. The findings, using data from 50 self administered questionnaires and two focus group interviews, collected from participants attending introductory practice assessor training indicates that intrinsic factors are principle sources of motivation rather than extrinsic, organisational factors.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121874843","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}
Pub Date : 1900-01-01DOI: 10.1921/175951511X661237
Sharon Black, L. Baillie, Claire Kane
The literature highlights the difficulties that those supporting students with a specific learning difference (SpLD) in practice may have and calls for more education of practice mentors. As a result of concerns locally, nursing and midwifery students who have a SpLD were interviewed to recount their practice experiences. Short films were made from these stories which formed the basis for developing a learning resource to educate novice mentors and develop their skills to support and assess students with SpLDs appropriately. The learning resource was piloted and evaluated, to investigate the effect the learning resource had on novice mentors’ knowledge about SpLDs and their attitudes, feelings and skills. The learning resource was delivered to 72 novice mentors on a mentorship preparation course. Sixty-one completed pre and post session questionnaires and participated in a world cafe exercise to evaluate the resource. The evaluation results indicated that the resource had a positive effect on novice mentors’ knowledge, skills and attitudes towards students with a SpLD.
{"title":"Developing the skills to support nursing and midwifery students with specific learning differences in practice: An evaluation of a learning resource","authors":"Sharon Black, L. Baillie, Claire Kane","doi":"10.1921/175951511X661237","DOIUrl":"https://doi.org/10.1921/175951511X661237","url":null,"abstract":"The literature highlights the difficulties that those supporting students with a specific learning difference (SpLD) in practice may have and calls for more education of practice mentors. As a result of concerns locally, nursing and midwifery students who have a SpLD were interviewed to recount their practice experiences. Short films were made from these stories which formed the basis for developing a learning resource to educate novice mentors and develop their skills to support and assess students with SpLDs appropriately. The learning resource was piloted and evaluated, to investigate the effect the learning resource had on novice mentors’ knowledge about SpLDs and their attitudes, feelings and skills. The learning resource was delivered to 72 novice mentors on a mentorship preparation course. Sixty-one completed pre and post session questionnaires and participated in a world cafe exercise to evaluate the resource. The evaluation results indicated that the resource had a positive effect on novice mentors’ knowledge, skills and attitudes towards students with a SpLD.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121971325","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}
Liz Griffiths, L. Sayer, M. Ryan, N. Shia, R. Fisher
This paper sets out to explore the implementation of Personal Development Planning both in university and professional practice settings for community health nurses, as an action research project. This was achieved through a series of cycles of implementation, review and modification using a collaborative approach. The introduction of this process into the course design has enabled all those involved to record student progress in an effective manner. Our findings show that community health students and their assessors in practice have found the experience a very positive one and as a result some “tips for best practice” have been developed that will help take the process further.
{"title":"An action research project to implement personal development plans into a community specialist practice programme","authors":"Liz Griffiths, L. Sayer, M. Ryan, N. Shia, R. Fisher","doi":"10.1921/JPTS.V6I3.335","DOIUrl":"https://doi.org/10.1921/JPTS.V6I3.335","url":null,"abstract":"This paper sets out to explore the implementation of Personal Development Planning both in university and professional practice settings for community health nurses, as an action research project. This was achieved through a series of cycles of implementation, review and modification using a collaborative approach. The introduction of this process into the course design has enabled all those involved to record student progress in an effective manner. Our findings show that community health students and their assessors in practice have found the experience a very positive one and as a result some “tips for best practice” have been developed that will help take the process further.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130828497","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}
Social work education in Australia is responding to the changing social, political and economic contexts in which social work is practised. The Bachelor of Social Work program at the University of Newcastle, Australia, aims to educate competent social workers able to deal effectively with the changing challenges of the work environment. This is achieved through an experience based model of social work education. This paper, presented at the 2nd international conference of the Journal of Practice Teaching in Health and Social Work in London in April 2003, provides an overview of some social work education issues in Australia. The experience based learning model employed at the University of Newcastle is described and discussed in relation to social work field education.
{"title":"An experience based model for practice learning: International perspective from Australia","authors":"Debbie Plath","doi":"10.1921/17466105.5.1.23","DOIUrl":"https://doi.org/10.1921/17466105.5.1.23","url":null,"abstract":"Social work education in Australia is responding to the changing social, political and economic contexts in which social work is practised. The Bachelor of Social Work program at the University of Newcastle, Australia, aims to educate competent social workers able to deal effectively with the changing challenges of the work environment. This is achieved through an experience based model of social work education. This paper, presented at the 2nd international conference of the Journal of Practice Teaching in Health and Social Work in London in April 2003, provides an overview of some social work education issues in Australia. The experience based learning model employed at the University of Newcastle is described and discussed in relation to social work field education.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122258465","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}
Pub Date : 1900-01-01DOI: 10.1921/146066910X518111
K. Pehrson, P. Panos, Krista L. Larson, S. Cox
Summary: The supervisory relationship between Field Practicum Supervisor and student is an essential element in helping students to gain and develop the skills necessary for professional growth and development. Although there have been many studies conducted to ascertain the effect of supervisory skills on the supervisory relationship, little research has been conducted to determine communication variables and the effect that they have on the supervisory relationship. As a preliminary this study this inquiry used a pre-experimental design with the goal to determine if a more complex examination of the use of this measure would be justified. This study has implemented a brief summary report, referred to as a Nutshell, which identifies communication variables and gives suggestions for healthy interaction. The study sought to determine whether the implementation of this Nutshell enhanced the supervisory relationship and whether a more complex examination of the use of this measure would be justified. Findings show that students and supervisors reported the model strengthened and improved the supervisory relationship and process. Recommendations for future studies are made.
{"title":"Enhancement of the social work field practicum student-supervisor relationship: Utilizing communication styles","authors":"K. Pehrson, P. Panos, Krista L. Larson, S. Cox","doi":"10.1921/146066910X518111","DOIUrl":"https://doi.org/10.1921/146066910X518111","url":null,"abstract":"Summary: The supervisory relationship between Field Practicum Supervisor and student is an essential element in helping students to gain and develop the skills necessary for professional growth and development. Although there have been many studies conducted to ascertain the effect of supervisory skills on the supervisory relationship, little research has been conducted to determine communication variables and the effect that they have on the supervisory relationship. As a preliminary this study this inquiry used a pre-experimental design with the goal to determine if a more complex examination of the use of this measure would be justified. This study has implemented a brief summary report, referred to as a Nutshell, which identifies communication variables and gives suggestions for healthy interaction. The study sought to determine whether the implementation of this Nutshell enhanced the supervisory relationship and whether a more complex examination of the use of this measure would be justified. Findings show that students and supervisors reported the model strengthened and improved the supervisory relationship and process. Recommendations for future studies are made.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127632254","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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