Whiting & Birch (E-Journals)
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Social Work Practice during the COVID-19 State of Emergency in Spain
Get PDFSpain has been hardest hit by the pandemic and, thus, one of the first to implement the strictest confinement measures. Social service is a key sector for alleviating the negative social impacts of the country's healthcare crisis and confinement. This has represented a big challenge for social workers, who have been obligated to take on larger caseloads, new responsibilities, and a new working environment. Social workers have had to handle these issues from a work setting plagued by uncertainty, coping with a crisis never experienced before.We conducted an online survey during the pandemic to aim to investigate what kind of work has developed by the social workers of the social service at the Community of Madrid and the City Council. Respondents felt stressed and confused by lack of coordination between care and public health agencies. They have had to manage aids and assistance related to food and hygiene, emotional support and general information on the pandemic, as well as all financial aids allocated by the administration. Teleworking became regular which undoubtedly has contributed to reducing any lingering reservations they still had about this method
Assessment and decision making under the spotlight: : The roles of student, practice teacher, tutor and university in four failed social work placements.
Get PDFIn social work education failing placement is a seismic event. There are many complex reasons why placements fail; the student fails the placement, the placement fails the student, the practice teacher fails the student, the student fails themselves and the university fails or upholds all. With a failed placement the spotlight falls on the student, the practice teacher, tutor and the university. There are professional standards, reputations, academic policies and procedures at stake, notwithstanding the protection of the service user as the central concern. This article presents four failed Masters in Social Work placement assessments, two case examples from practice failures and two from portfolio failures. Analyses and reports are shared from initial difficulties and procedural organization, through to the forensics of final decision. Consideration is also given to current research and a ‘what happened next’ section is included
Attempting to disrupt racial division in social work classrooms through small-group activities
Get PDFAbstract
The notion of racial difference and racial segregation has continued to be problematic in higher education studies. Students belonging to Ethnic Minority groups often feel segregated even in courses and classrooms that promote anti-discriminatory and anti-racist practices. This paper presents a study that investigated seventy-five students from the BA and MA student cohorts within a London-based university. Students were encouraged to integrate and interrogate matters of race and belonging during a seminar on protected characteristics designed to disrupt racial division. Qualitative surveys were conducted to understand participants' views about racial disruption and experiences after the activities. Findings revealed ongoing segregation after the activity in and out of the classroom, fear of approaching racialised spaces, the need for additional brave reflective spaces that disrupt racial segregation and foster better understanding about race. The paper concludes by stressing the significance and value of racially disruptive teaching activities and racial assimilation in social work programmes as a means of tackling racial bias, segregation and decolonisation
Student Perception of Skills and Simulation Delivery within an Undergraduate Nursing Curriculum. : The first of a series of papers looking at the creation and introduction of a Skills and Simulation Delivery Framework.
No full textIntroduction
The existing delivery method for skills training is very task focused and delivered in large groups with limited time for actual ‘hands on’ practice of skills. Simulation was only included, sporadically, within the curriculum.
Methods
A questionnaire was designed to ascertain the student’s existing level of experience in skills and simulation, in addition to their opinion as to how effective the current method of delivery was in relation to a positive learning experience, and generation of knowledge. Their viewpoint was also sought as to any thoughts they may have in relation to changing the delivery of skills and simulation.
Results
The results demonstrated that, overall, there was a negative response from the students in relation to the current delivery of skills and simulation.
Conclusion
The study identified further areas for research in relation to the delivery and integration of skills and simulation within a pre-registration nursing curriculum.
Key Words
Nursing education, simulation-based educatio
Reminiscence groupwork and autobiographical memory as part of meaningful activities
Get PDFThe current paper describes a reminiscence group activity session held as part of meaningful activities engagement for older adults. Topics of reminiscence included both autobiographical memories and memories of broader historical events from the past. Participants included those with memory impairment and those without, and participants with healthy memory were helpful in prompting memories in participants with memory impairment. Semantic and episodic autobiographical memory were assessed at baseline and following the end of both group activities, using the Episodic Autobiographical Memory Interview (EAMI) and quality of life was assessed using the Quality of Life AD-scale (QOL-AD). The reminiscence intervention did not significantly affect autobiographical memory recall or quality of life. However, oral reminiscence was reported to have increased outside of the reminiscence sessions
Engaging in Feedback: Students as Recipients and Providers of Feedback in an In-class Activity
Get PDFDespite the positive impacts of providing and receiving peer-feedback, students remain ill-prepared to engage in feedback processes. I report on an action research that was employed to addresses students’ reluctance to providing peer-feedback. The aim was to promote a learning atmosphere that values feedback by having students as active participants in the feedback process. As part of an in-class peer-feedback activity, students provided feedback to their peers’ final assignment by identifying areas of strengths and for improvement. Based on observations and a focus group, students positively experienced the peer-feedback activity. They reported utilizing the feedback in improving their work, extended the feedback application to other contexts and were able to practice and engage actively in the process of feedback. Keen attention and further efforts are necessary to be taken towards actively and strategically integrating peer-feedback within curricula. Recognizing peer feedback as a preparation for practice learning while creating multiple practice opportunities would maximize the transferability of peer-feedback as a skill to the professional context.
Keywords: peer-feedback, master’s students, qualitative, students’ experiences, practice learning
An evaluation of a unified practice assessment document for student nurses: Students’, mentors’ and academics’ views and experiences
Get PDFAssessment of students’ performance in practice is an essential part of a health and social care education programme. In the United Kingdom, most nursing practice assessment documentation is specific to each university, leading to concerns about consistency. This paper’s aim is to present the development and evaluation of a unified practice assessment document. Nine London universities worked collaboratively with stakeholders to develop a pan-London practice assessment document, which aimed to increase consistency and quality of practice assessment. The evaluation aimed to investigate the views of nursing students, mentors and academics regarding implementation and use of the document in practice. Focus groups were conducted with students (n=46 in 6 groups), mentors (n=46 in 7 groups) and academic staff (n=42 in 6 groups) and the data were analysed using the framework approach. Four themes are presented: a robust and consistent approach; assessing professional values; essential skills acquisition; service user involvement. The new document was considered to foster consistency, reduce confusion and workload for mentors, and promote standardisation for practice assessment of student nurses across London.