This article is an account of a social work academic’s first engagement with generative Artificial Intelligence (AI). The aim is to introduce this emerging and fast-growing technology to the social work community in order to promote a dialogue about its potential use for learning in social work practice learning placements. Examples are included to stimulate ideas and motivate educators to use generative AI for teaching and learning. The case is made that students and educators need to understand how to use AI responsibly and skilfully to be agile and equipped for the workplace of the future. Although AI can be useful, it has limitations and cannot replace human interaction which is a fundamental aspect of social work education in the workplace.
{"title":"Artificial intelligence in social work practice education. The potential use of Generative AI for learning","authors":"Clare Stone","doi":"10.1921/jpts.v20i3.2192","DOIUrl":"https://doi.org/10.1921/jpts.v20i3.2192","url":null,"abstract":"This article is an account of a social work academic’s first engagement with generative Artificial Intelligence (AI). The aim is to introduce this emerging and fast-growing technology to the social work community in order to promote a dialogue about its potential use for learning in social work practice learning placements. Examples are included to stimulate ideas and motivate educators to use generative AI for teaching and learning. The case is made that students and educators need to understand how to use AI responsibly and skilfully to be agile and equipped for the workplace of the future. Although AI can be useful, it has limitations and cannot replace human interaction which is a fundamental aspect of social work education in the workplace.","PeriodicalId":471811,"journal":{"name":"The Journal of practice teaching & learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780368","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}
Wayne Brewer, Alicia Lohmann, Stacy Flynn, Rebecca Aulbach
While literature supports the use of interprofessional education (IPE) and the use of simulated patient experiences for individual disciplines, there is limited literature on the use of (IPE) in a simulated patient experience to enhance self-efficacy. The purpose of this study was to determine if participation in a hospital simulation experience could change the students' self-efficacy to engage in interprofessional communication and collaboration. This single-group pre-test, post-test design study utilized student participants from the following health science programs: Occupational Therapy (38), Physical Therapy (37), and Nursing (18). The student participants assumed their designated roles as health-care practitioners collaboratively in a simulated hospital IPE session (SHIPES) while they managed patients admitted to the hospital played by live actors. The student participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) questionnaire that consists of a total score and two subscales scores (Interprofessional interaction and Interprofessional team evaluation and feedback) before and after this IPE experience. Results: significant (p<0.001) increase in the total and two subscales scores of the SEIEL indicating an increased student self-efficacy to engage in interprofessional learning after participation in the SHIPES. Increased self-efficacy is a positive indicator of future behavior and could facilitate more interprofessional collaboration in clinical settings.
{"title":"Can a simulated hospital interprofessional experience between allied health and nursing students change self-efficacy beliefs?","authors":"Wayne Brewer, Alicia Lohmann, Stacy Flynn, Rebecca Aulbach","doi":"10.1921/jpts.v20i1.2154","DOIUrl":"https://doi.org/10.1921/jpts.v20i1.2154","url":null,"abstract":"While literature supports the use of interprofessional education (IPE) and the use of simulated patient experiences for individual disciplines, there is limited literature on the use of (IPE) in a simulated patient experience to enhance self-efficacy. The purpose of this study was to determine if participation in a hospital simulation experience could change the students' self-efficacy to engage in interprofessional communication and collaboration. This single-group pre-test, post-test design study utilized student participants from the following health science programs: Occupational Therapy (38), Physical Therapy (37), and Nursing (18). The student participants assumed their designated roles as health-care practitioners collaboratively in a simulated hospital IPE session (SHIPES) while they managed patients admitted to the hospital played by live actors. The student participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) questionnaire that consists of a total score and two subscales scores (Interprofessional interaction and Interprofessional team evaluation and feedback) before and after this IPE experience. Results: significant (p<0.001) increase in the total and two subscales scores of the SEIEL indicating an increased student self-efficacy to engage in interprofessional learning after participation in the SHIPES. Increased self-efficacy is a positive indicator of future behavior and could facilitate more interprofessional collaboration in clinical settings.","PeriodicalId":471811,"journal":{"name":"The Journal of practice teaching & learning","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135309598","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 COVID-19 pandemic reached the U.S. in March 2020. This prompted an abrupt shift from face-to-face to remote instruction in universities globally. In one hard-hit urban region in the Midwestern Rust Belt, a public four-year university, its faculty, students, and staff struggled logistically, financially, academically, psychologically, and otherwise in order to create a working educational community during the pandemic. The social work department and its field education program were severely impacted and developed flexible options so that students could succeed in the classroom as well as in field.
{"title":"Shifting to remote learning","authors":"Mari Alschuler","doi":"10.1921/jpts.v19i3.1840","DOIUrl":"https://doi.org/10.1921/jpts.v19i3.1840","url":null,"abstract":"The COVID-19 pandemic reached the U.S. in March 2020. This prompted an abrupt shift from face-to-face to remote instruction in universities globally. In one hard-hit urban region in the Midwestern Rust Belt, a public four-year university, its faculty, students, and staff struggled logistically, financially, academically, psychologically, and otherwise in order to create a working educational community during the pandemic. The social work department and its field education program were severely impacted and developed flexible options so that students could succeed in the classroom as well as in field.","PeriodicalId":471811,"journal":{"name":"The Journal of practice teaching & learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135492244","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}
Elaine O'Brien, Carmel Halton, Joanne Rose, Chelsea Drinan
In this article, the author reflects on their experience of teaching and supervising an MSW student on placement, in a fostering agency, during COVID-19. The author emphasises the practical and pedagogical challenges they experienced when developing learning opportunities for online placement, during a global pandemic. The article points to design features of the placement, to their implementation, and discusses learning outcomes for the student and practice teacher. The author drew on related literature when preparing for and designing the placement. They were guided by the work of Bennett (2008) and their principles of effective supervision, the Kolb learning cycle (1984), and research on empathy (Morrison, 2005; Gerdes, et al 2011).The author focused on representing how role modelling the skill of empathy in the supervision space was used to support their practice teaching methodology. The student feedback on completion of the placement provides evidence that supports the author’s contention that supervision must be made a safe context for student learning. In addition, the use of ‘role modelling’ as a teaching methodology and the importance of ‘relationship building’ between the practice teacher and the student in the supervision space are critical components of the placement learning experience and subsequent learning outcomes.
{"title":"Teaching empathy on a remote social work placement: Relationship-based practice teaching","authors":"Elaine O'Brien, Carmel Halton, Joanne Rose, Chelsea Drinan","doi":"10.1921/jpts.v20i1.1909","DOIUrl":"https://doi.org/10.1921/jpts.v20i1.1909","url":null,"abstract":"In this article, the author reflects on their experience of teaching and supervising an MSW student on placement, in a fostering agency, during COVID-19. The author emphasises the practical and pedagogical challenges they experienced when developing learning opportunities for online placement, during a global pandemic. The article points to design features of the placement, to their implementation, and discusses learning outcomes for the student and practice teacher. The author drew on related literature when preparing for and designing the placement. They were guided by the work of Bennett (2008) and their principles of effective supervision, the Kolb learning cycle (1984), and research on empathy (Morrison, 2005; Gerdes, et al 2011).The author focused on representing how role modelling the skill of empathy in the supervision space was used to support their practice teaching methodology. The student feedback on completion of the placement provides evidence that supports the author’s contention that supervision must be made a safe context for student learning. In addition, the use of ‘role modelling’ as a teaching methodology and the importance of ‘relationship building’ between the practice teacher and the student in the supervision space are critical components of the placement learning experience and subsequent learning outcomes.","PeriodicalId":471811,"journal":{"name":"The Journal of practice teaching & learning","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135598366","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 student placements were significantly impacted over the past two years as a result of the Covid-19 pandemic, but a ‘new normal’ of placement provision has started to emerge. This conference paper provides reflections on the experiences of social work education providers, placement providers and practice educators on the new opportunities that have been created as a result of flexible responses to the changing landscape of blended placement provision necessitated by the pandemic, which were gathered at two international workshops held virtually at academic conferences in 2021. The workshops identified common responses from higher education institutes (Higher Education Institutions) and practice educators, where loss and change created the need for connectivity and flexible and creative solutions. This article will present the themes identified within the teaching partnership as well as findings from the two workshops to enhance understanding of the sustainability of blended social work placement provision.
{"title":"Blended Social Work Placements: New Opportunities","authors":"Paula Beesley, Sue Taplin","doi":"10.1921/jpts.v20i1.1965","DOIUrl":"https://doi.org/10.1921/jpts.v20i1.1965","url":null,"abstract":"Social work student placements were significantly impacted over the past two years as a result of the Covid-19 pandemic, but a ‘new normal’ of placement provision has started to emerge. This conference paper provides reflections on the experiences of social work education providers, placement providers and practice educators on the new opportunities that have been created as a result of flexible responses to the changing landscape of blended placement provision necessitated by the pandemic, which were gathered at two international workshops held virtually at academic conferences in 2021. The workshops identified common responses from higher education institutes (Higher Education Institutions) and practice educators, where loss and change created the need for connectivity and flexible and creative solutions. This article will present the themes identified within the teaching partnership as well as findings from the two workshops to enhance understanding of the sustainability of blended social work placement provision.","PeriodicalId":471811,"journal":{"name":"The Journal of practice teaching & learning","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136244421","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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