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Le groupe SEMA : Un groupe « philo-éducatif » innovateur pour partager son expérience morale comme proche aidant
No full textCet article présente les caractéristiques et le déroulement d’un groupe d’éducation innovateur auprès des proches aidants. En huit ou neuf rencontres de deux heures et demie (2 h 30) chacune, la démarche vise à sensibiliser les proches aidants à l’expérience morale vécue dans l’exercice de leur rôle. Les écrits démontrent que ce sont les dilemmes éthiques rencontrés au quotidien qui contribuent le plus à l’épuisement des aidants et que cette expérience de soin peut s’avérer moralement douloureuse pour certains. Basées sur un modèle théorique qui décline en sept processus la construction du sentiment de responsabilité morale qui incombe aux aidants, les activités proposées aux membres permettent une réflexion éthique qui donne un nouveau sens à leur rôle. Plusieurs de ces activités sont décrites dans l’article, où est soulignée la possibilité de combiner les dimensions psychosociale et philosophique en intervention de groupe. La discussion fait néanmoins ressortir que le groupe SEMA ne correspond pas tout à fait aux caractéristiques d’un groupe d’éducation, ni à celles d’un groupe de délibération éthique ou de communauté de recherche philosophique. En fin de compte, l’approche d’intervention proposée et la vision du rôle de l’intervenant nous amènent à conclure que le groupe SEMA peut être désigné comme un groupe d’éducation philosophique ou « philo-éducatif ». This article presents the characteristics and program of an educational, innovative group who deals with caregivers. For a given period of 8-9 meetings of two hours each, the group’s goal is to heighten awareness of caregivers with regard to their moral experience when performing their role. Indeed, studies show that it is these daily, ethical dilemmas that contribute the most to their burden and that this experience can be very painful, morally, for some. Based on a theoretical model which includes seven processes dealing with the moral sense of responsibility that comes with being a caregiver, the activities proposed in the group allow an ethical reflection which gives new meaning to their role. Several of these activities are described in this article, putting an emphasis on the possibility of combining the psychosocial and philosophical dimensions in group interventions. However, the discussion shows that this group does not quite fit the characteristics of an education, or an ethical deliberation group, or a philosophical research community. Finally, the intervention approach adopted by? the stakeholder’s role in this particular group lead us to conclude that it can be referred to as a “philo-educational’ grou
Does Virtual Video Endoscopy simulation training aid postgraduate endoscopy trainee learning of pathology in the era of COVID-19?- A single centre experience in a Dublin Teaching Hospital
Get PDFCOVID-19 has had a significant impact on post-graduate gastrointestinal endoscopy education in Ireland. The signature pedagogy of endoscopy education is the hands-on apprenticeship model however this was impeded during the restrictions imposed by the pandemic. To progress endoscopy learning at a time when exposure was reduced, we, as consultant trainers, focused on teaching pathology recognition, a known deficit in the current endoscopy curriculum. A series of five virtual endoscopy simulation sessions consisting of endoscopic videos and pictures demonstrating upper gastrointestinal pathology were taught to six endoscopy trainee specialist registrars in a single Dublin teaching hospital. Pathology quizzes were administered to trainees pre and post undertaking the sessions to measure learning. Semi-structured interviews were used to assess the utility of the sessions and a qualitative analysis of responses was undertaken. Amongst the six trainees, virtual video endoscopy simulation training led to a statistically significant increase in endoscopy trainees’ pathology recognition scores in the post-intervention quiz. All trainees found the virtual video simulation sessions to be useful and relevant to their stage of training, with demonstration of active learning after the teaching sessions. However, the personal and professional effect of the pandemic on trainees was profound, with senior trainees being disproportionally affected. Trainees also identified that the current apprenticeship model for endoscopy learning is no longer fit for purpose. Given the effect of the pandemic on trainee learning it is important that we take a systematic approach to analyse teaching tools that were used during the pandemic to ensure that they are helping trainees reach their learning goals
Teaching empathy on an online social work placement: Relationship-based practice teaching
Get PDFIn 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
National Practice Teaching in Social Work Initiative; a rare opportunity to shape the development of social work student placements and practice teaching in Ireland
No full textThis article reflects upon the work of the National Practice Teaching in Social Work Initiative (NPTSWI), established following collaboration between the six universities in Ireland that deliver social work education. Working in partnership with social work employers and practitioners, NPTSWI aims to enhance the profile of Practice Teaching within the Social Work profession in Ireland, provide ongoing supports for practice teaches and potentially increase the supply of placements. As a multi-stakeholder collaboration and in the context of the Irish Government’s commitment to increase the number of Social Work graduates, NPTSWI represents a significant innovation in the development of social work practice education in Ireland. This paper reflects on the achievements of the initiative and barriers to building a culture and context for practice teaching and learning within social work services are considered and strategies to address these challenges explored
Higher education peer mentoring programme to promote student community using Mobile Device Applications
No full textThis paper presents an Italian peer mentoring programme implemented by second year undergraduate students (peer mentors) to support first years (mentees). The aim of the peer mentoring was to promote student community building and endorse active learning. We recruited 19 mentors and 32 mentees into the programme. Data was extracted through the use of semi-structed questionnaires, which were exposed to qualitative analysis. Peer mentors decided to implement their peer mentoring activities using Mobile Device Applications [MDA]. A qualitative content analysis was employed to evaluate student’s perception. Our findings suggest that students were satisfied with the adoption of MDA to foster active learning for, and community building between, undergraduate students. However, participants have highlighted criticisms and improvements.
 
A Macro Level Reflection on Practice Teaching and Learning from the west of Ireland.
Get PDFThis abstract, based on a dialogue across practice and academic contexts explores the anomaly that while it is generally acknowledged that social work placements are integral to professional development and are mainly positive experiences for all concerned, practice teaching remains tangential to social work practice resulting in a chronic shortage of placements.
A valuable model of co-production, the paper draws on systems theory to assess and analyse the ongoing precarious situation of placement places in Ireland.
The issue is very topical and has potential to generate further discussion and future research.
Constructing and scaffolding intuition for students entering the People Professions.
Get PDFAbstract: Intuition is a regarded as a below awareness method of reasoning information which, then brought to the consciousness, allows for rapid judgements (Cook, 2014; Fook, 2012) Intuitive reasoning is a profound aspect of decision making in the People Professions, professionals who are at the forefront of working with children, young people and families where there is often high stress, risk and profound vulnerabilities. More recently, the work of these professionals has attracted a significant amount of attention, emphasised by tragic high-profile cases. This research explores how academics construct and teach intuition to students entering the People Professions. This research presents an eclectic and generalised set of ideas of how academics construct intuition, what impacts this and some emerging approaches to teaching intuition (Sipman et al, 2019).
Methodology: This research focuses on a pilot study whereby data was collected through a focus group of academics (n=5) who all teach students entering the People Professions. The focus group has been transcribed and analysed by way of Critical Discourse Analysis.
Conclusion: Initial suppositions suggest multiple inter-connected factors influencing the construction and teaching of intuition by academics, with bias and reflexivity being dominant themes. These are critically analysed in detail throughout this paper
La intervención del trabajo social en la construcción del sentido de colectivo entre las y los infantes: Social work intervention in the construction of a sense of the collective among children
No full textThis text addresses an experience of social work intervention with groups developed in San Antonio Alpanocan, Puebla, a Mexican town that suffered severe damage as a result of the 2017 earthquake, a situation that exposed the pressing historical needs exacerbated by this natural phenomenon, as well as the problems of a social nature. The work developed had, as a frame of reference, the intervention strategy called: Community, Solidarity Society (COSS) of which, for the purposes of this text, only the experience of organised social group work with local youth, whose central purpose was the construction of the sense of collective, will be addressed. The text is organized in four sections: In the first, there is a contextualization of the community; in the second, a brief exposition of the community intervention strategy (COSS) in which the experience is framed; The third and last sections present the main results obtained, among which we can highlight the development of a sense of community belonging, the inclusion and strengthening of bonds between boys and girls, regardless of their ages and areas of origin, and the appreciation of teamwork for the development of various activities of shared benefit, which confirms the initial assumption that it is not only possible, but desirable to build a sense of collectivity from childhood.
El presente texto aborda una experiencia de intervención de trabajo social con grupos desarrollada en San Antonio Alpanocan, Puebla, una localidad mexicana que sufrió graves daños a raíz del sismo de 2017, situación que puso al descubierto las apremiantes necesidades históricas agudizadas por dicho fenómeno natural, así como las problemáticas de índole social. El trabajo desarrollado tuvo como marco de referencia la estrategia de intervención denominada: Comunidad Organizada, Sociedad Solidaria (COSS) de la cual, para fines del presente texto, solo se abordará la experiencia de trabajo social de grupo con niñas y niños de la localidad, cuyo propósito central fue la construcción del sentido de colectivo. El texto está organizado en cuatro apartados: En el primero, se hace una contextualización de la comunidad; en el segundo, una breve exposición de la estrategia de intervención comunitaria (COSS) en la que se enmarca la experiencia; en el tercero se desarrolla la intervención de grupo con los niños y niñas de la localidad y en el cuarto y último se dan a conocer los principales resultados obtenidos, dentro de los cuales se puede destacar el desarrollo del sentido de pertenencia comunitaria, la inclusión y el fortalecimiento de lazos entre niños y niñas, independientemente de las edades y zonas de procedencia y la valoración del trabajo en equipo para el desarrollo de diversas actividades de beneficio compartido, lo cual confirma el supuesto inicial de que no solo es posible, si no deseable la construcción del sentido de colectivo desde la infancia
Health professional graduate perspectives of practice education during the COVID-19 pandemic: From uncertainty to employability
No full textIntroduction: COVID-19 created a need to rapidly adapt practice education placements to minimise the impact on students’ progression to graduation. Physiotherapy and occupational therapy students at one university completed their final practice education placement between April and May 2020, during the period when health care was urgently adapting to the developing pandemic.
Aim: This study explored the impact of this final placement on new graduates, following their employment.
Method: 10 students took part in 3 online focus groups to share their experiences and perceptions of the impact on their preparedness for professional practice
Results: Four themes emerged from the analysis of transcripts including: 1. Coping with uncertainty, 2. Rising to the challenge, 3. Developing skills and competence and 4. Readiness for employment in the “new world” of practice. Overall, the study demonstrates the resilience of students in response to these unusual circumstances. Strategies including peer support, demonstration of learning, and client-centredness increased confidence and the development of professional identity.
Conclusion: Graduates identified both positive and negative experiences of placement during COVID-19, but overall felt proud that they had demonstrated resilience and developed skills relevant to their current employment as professionals. 
