Whiting & Birch (E-Journals)
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Evaluating the Integrative Framework for Practice Teaching with social care educators and students
Full text linkThis paper outlines an evaluation of the Integrative Framework for Practice Teaching (McGarr and Fingleton, 2020), a tool developed to support practice teaching within social care education in Ireland. A mixed methods approach was utilised, which included focus groups with 5 educators and a survey of 168 social care students from the City and Tallaght campuses of TU Dublin. Both educators and students reported the framework to be useful in supporting the integration of knowledge and to explain the context, role, and goal of social care work. Recommendations were made in relation to strengthening the representation of the workers’ ‘self’ on the framework visual to reaffirm the pivotal role of the personal and professional self in social care practice. The evaluation also identified wider pedagogical application beyond applied subjects, in particular potential to use the framework to integrate learning within practice elements of the programme
Development of Interprofessional workstreams to support interprofessional learning
Full text linkCollaborative learning is increasingly recogmised as essential in ensuring the delivery of safe and effective healthcare and fundamental to creating the healthcare teams of the future. Central to this, is the early exposure of healthcare students to multiple healthcare professions to begin the process of thinking and practicing in a more interprofessional way. Thus, after reviewing the literature, an interprofessional module was developed and implemented within an undergraduate nursing curriculum in one university in the UK, consisting of ten interprofessional workstreams to support students' exposure to other professions. This paper describes the implementation process, the assessment component, and addresses the evaluation of the process from both the student and teacher perspective . It aims to provide guidance for other educationalists who may wish to implement a similar programme and to encourage further discussion about the possibilities for the development of a model for interprofessional education and practice
Exploring indigenous occupation: reflections from a fieldwork experience in an Ati Community in Southern Cebu
Full text linkFraming indigenous doings from an occupational perspective warrant the consideration of pluralistic perspectives. This case study explored the indigenous occupations of an Ati tribe community in Southern Cebu through a fieldwork activity in an occupational therapy undergraduate program. Data were collected through individual interviews, field notes, and journaling and were analysed using constant comparison. Findings revealed three emergent themes: (1) Formations and transformations of indigenous occupations, (2) Valued yet health-compromising indigenous occupations, and (3) Balancing indigenous culture and daily survival. The nuances of the indigenous occupational engagement of the Ati people characterize their doings as gender fluid, promotive, risky, and underpinned by a constant struggle between preserving their culture and survival. Implications of this study include the need for occupational therapy students and practitioners to continue working towards co-creating partnerships with indigenous peoples for learning, praxis, and scholarship. These partnerships can be cultivated by integrating occupational science theorizations in the curriculum, employing decolonizing pedagogies, and encouraging interprofessional learning and working
Using Photovoice to Illuminate Challenges Facing Children with Disabilities in Inclusive Education in Ghana
No full textAchieving inclusive and quality education for all children remains a significant problem amidst several policies in sub-Saharan Africa. This study explores challenges facing children with disabilities in mainstream inclusive education-based basic schools in a sub-Saharan Ghanaian context. A qualitative photovoice approach was employed to highlight the experiences of six (6) pupils with disabilities. Findings revealed three main themes: unfriendly environments, inaccessible physical structures, and lack of assistive equipment, reflecting significant challenges confronting children with disabilities in inclusive education settings. Social support from colleagues without disabilities, however, acted as a major coping resource for pupils with disabilities. The study has implications for policy a
Peer Mentoring in Practice
No full textTheurer et al (2020) suggests that peer mentoring may be defined as a strategy offered to peers that includes the provision ofongoing emotional support or shared empathy.
At the author's university it was recognised that the ongoing implications of a pandemic has impacted significantly upon healthcare students mental health, and anxiety levels were greatly increased.
Any strategies that may potentially assist students within their training program should be acknowledged and facilitated. Peer mentoring was suggested as an initiative that may help to reduce anxiety and promote mental wellbeing.
 
“When David Bowie created Ziggy Stardust” Reconceptualising workplace learning for social workers
Full text linkThis article draws on phenomenological research offering new insights into workplace learning for social workers. The qualitative study explored social workers’ experiences of learning in the workplace. The structure, texture and meaning of these lived experiences were described using sensory details and striking metaphors. Drawing on the study findings, a web model for reconceptualising workplace learning for social workers is introduced. This web is woven from connected themes: journey of the self; navigating landscape and place; navigating tasks; learning through others; learning through the body; practices and conceptions of learning; and learning by chance. The discussion will show the complexity of social workers’ experiences and how understanding these can foster effective workplace professional learning. Workplace learning needs valued beyond rhetoric in professional development strategies. The research restores the importance of direct practice as a primary career-long and career-wide professional learning solution
Narratives of societal vulnerability. An insider’s critical reflection on social policy practice
No full textDespite social policies’ aim to realize an inclusive society, social exclusion of vulnerable groups happens. We analyse the experiences of vulnerable persons with practices of implementation of social policies. The analysis of data of in-depth interviews brings to the fore critical notes of vulnerable persons’ interactions with social policy practitioners. This insider’s perspective provides insight in how they experience access to social rights. Respondents report feelings of intensified vulnerability, a confrontation with too much bureaucracy, and a range of insufficiencies in practitioners’ approaches. The bureaucratic contexts often fail to meet persons needs due to protocols and budget restrictions. In order to implement a more individualized approach practitioners need discretionary space in which they can apply moral-ethical considerations, and are responsive to personal requests. Based on the acknowledgment of the insider’s perspective and addressing the shortcomings of the social policy practice, practitioners can pave the way for more social justice
Developing a framework and digital toolkit for healthcare professional students and educators to support Technology-Enabled Practice Education (TEPE)
Full text linkPractice education is a core component of speech and language therapy education. COVID-19 led to the abrupt disruption of student placements and the rapid adoption of technology-supported solutions to ensure the continuity of clinical learning, including telepractice and simulation-based learning. Technology brings many opportunities. For example, simulation-based learning allows students to engage with rare clinical presentations or practise skills before meeting clients. However, the sudden shift to technology solutions meant that many practice educators and students were learning through trial and error as they engaged with the technology. Furthermore, telepractice requires additional skill learning and competency development for both students and educators. This study aimed to evaluate the experience of students and educators involved in practice education during the pandemic and identify how technology-enabled practice education can be effectively supported in the future. Using a six-step co-design approach, we considered the extant literature and evaluated the benefits and challenges of using technology-enabled practice education during the pandemic. Through an iterative co-design process, we synthesised the learning to develop a framework to support technology-enabled practice education and an online toolkit resource to support students engaging with technology-enabled practice education.
 
