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}
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: 10.1921/146066910X518148
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}
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}
This research report explores the influence of specific elements of the practice teaching role on students’ experience of placement learning. The findings provide a valuable insight at a time when placement learning is being reviewed. The entire population of first placement students in Northern Ireland (approximately 240) was surveyed using a short questionnaire. 149 Questionnaires were returned providing a response rate of 62.5%. Students did not indicate any strong preference for long-arm or singleton practice teaching identifying strengths and weaknesses specific to each model. There was some evidence that these two models provide distinctly different forms of placement learning. Students seemed to value well organised support groups but attitudes to group supervision were mixed. Supervision style seemed to be influenced by practice teacher gender and model of supervision. The practice teacher/ student gender mix and the age and experience of the student were found to influence the placement experience.
{"title":"DipSW students' satisfaction with practice teaching on their first placement","authors":"Campbell Killick","doi":"10.1921/JPTS.V6I1.316","DOIUrl":"https://doi.org/10.1921/JPTS.V6I1.316","url":null,"abstract":"This research report explores the influence of specific elements of the practice teaching role on students’ experience of placement learning. The findings provide a valuable insight at a time when placement learning is being reviewed. The entire population of first placement students in Northern Ireland (approximately 240) was surveyed using a short questionnaire. 149 Questionnaires were returned providing a response rate of 62.5%. Students did not indicate any strong preference for long-arm or singleton practice teaching identifying strengths and weaknesses specific to each model. There was some evidence that these two models provide distinctly different forms of placement learning. Students seemed to value well organised support groups but attitudes to group supervision were mixed. Supervision style seemed to be influenced by practice teacher gender and model of supervision. The practice teacher/ student gender mix and the age and experience of the student were found to influence the placement experience.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"63 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":"126518534","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}
Social work academic institutions and social work agencies in Northern Ireland, in common with counterparts in England, Wales and Scotland, have been working hard to meet the challenges of developing and delivering the academic and practice learning components of the new Degree in Social work. This article highlights a number of developments which have occurred in Northern Ireland. Using findings from recent local research and the authors' own knowledge and insights, some of the broader implications of these developments are discussed and their capacity for learning and transferability is identified.
{"title":"Improvement by degrees : Reflections on developing quality in practice learning for the new degree in social work in Northern Ireland","authors":"H. Douglas, Mel Byrne","doi":"10.1921/17466105.6.3.45","DOIUrl":"https://doi.org/10.1921/17466105.6.3.45","url":null,"abstract":"Social work academic institutions and social work agencies in Northern Ireland, in common with counterparts in England, Wales and Scotland, have been working hard to meet the challenges of developing and delivering the academic and practice learning components of the new Degree in Social work. This article highlights a number of developments which have occurred in Northern Ireland. Using findings from recent local research and the authors' own knowledge and insights, some of the broader implications of these developments are discussed and their capacity for learning and transferability is identified.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"18 11 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":"126564316","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}
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