Whiting & Birch (E-Journals)
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How the training level has influenced clinical year medical students’ approach towards learning and practising non‑technical skills
Full text linkThis study aimed to investigate the influence of non-technical skills (NTS) training on the clinical year students’ approach towards learning and practising these skills. The first objective of this study was to explore the understanding of NTS in clinical-year medical students. The second objective was to study the teachers’ perspectives on how possible insufficient NTS training has influenced students’ approach and attitudes towards learning and practising NTS. A qualitative study using the constructivist approach was conducted by interviewing 35 clinical-year medical students and 20 teachers. Data was analysed using thematic analysis and the Cochran’s-Q test. Only a few students (7 out of 35) showed NTS understanding, and a majority of the teachers (75%) also believed that most students do not have NTS knowledge. Homogeneity was found in responses indicating that NTS were not sufficiently taught as more focus was on teaching technical skills. Teachers perceived the undervaluing of NTS by students as a major impact of limited training. 88% of students showed a willingness to receive NTS training, of which 22% suggested training without assessment. Integration of NTS into the curriculum can be suggested as a possible solution to reduce the impact of training level
Interprofessional supervision: strengthening clinical supervision by utilising commonalities across professions: Interprofessional supervision
No full textAll health professions are unified by having the client at their core. Clinical supervision provides healthcare workers with opportunities to work across professional boundaries. Interprofessional supervision occurs when the supervisee and supervisor have different professional backgrounds. Unpacking this concept is likely to enhance healthcare workers’ understanding, and therefore its use. In this paper, the authors use the well-recognised Proctor’s model of clinical supervision, to reflect on the tendencies of different professions to embrace different aspects of clinical supervision (e.g., direct and reflective aspects), and recommend strategies for healthcare workers from different professions to collaborate more in the supervision context
Aprendizaje Servicio e inclusión social en la universidad:. Desarrollo de habilidades grupales entre universitarios y personas con discapacidad: Service learning and social inclusion at university. Development of group skills among university students and people with disabilities
No full textThis article reports the experience of a Service-Learning intervention (SL) carried out between students of the subject of Social Work with groups of the Degree in Social Work at the University of La Rioja, and students of the programme of Social Skills for professional performance within the Unidiversity Programme, co-financed by the European Social Fund 2014-2020. The aim is to learn about the learning and experiences most valued by the students participating in the SL project. It will also give an account of how the experience was conceived, designed, executed and evaluated so that it can be replicated in other universities, especially those in Europe and Latin America that host students with these characteristics. Through the SL methodology, actions have been carried out that focus on real needs, people and situations; generating common and inclusive spaces. Through the group, as an integrating element, we have managed to develop capacities, skills, behaviours, aptitudes and values in a double direction: that of the students of a university course adapted to students with intellectual disabilities and that of the students of a university degree. This activity could be considered as a good university practice, as it focuses on the value of developing active methodologies and achieving useful learning.
El presente artículo recoge la experiencia de una intervención de Aprendizaje-Servicio (APS) llevada a cabo entre estudiantado de la asignatura de Trabajo Social con grupos del Grado en Trabajo Social de la Universidad de La Rioja, y estudiantado del programa de Habilidades sociales para el desempeño profesional dentro del Programa Unidiversidad, cofinanciado por Fondo Social Europeo 2014-2020. El objetivo es conocer los aprendizajes y experiencias más valoradas por el estudiantado participante en el proyecto de APS. Asimismo, se dará cuenta de cómo se planteó, diseñó, ejecutó y evaluó la experiencia con la finalidad de que pueda ser replicable en otras universidades, especialmente en aquellas que acojan estudiando con estas características, tanto de Europa como de América Latina. Por medio de la metodología del APS se han realizado acciones que se centran en necesidades, personas y situaciones reales; generando espacios comunes e inclusivos. Por medio del grupo, como elemento integrador, se han conseguido desarrollar capacidades, destrezas, conductas, aptitudes y valores en una doble dirección: la del alumnado de un curso universitario adaptado a estudiantado con discapacidad intelectual y la del alumnado de un Grado universitario. Esta actividad podría ser considerada como una buena práctica universitaria, en tanto que pone en el centro el valor de desarrollar metodologías activas y alcanzar aprendizajes de utilidad
Supporting the researchers of traumatic experiences
No full textResearchers in the academic world may be exposed to various types of traumatic content that can lead to those staff experiencing symptoms of compassion fatigue, secondary traumatic stress, and vicarious trauma. Social science research has given little attention to the impacts of compassion fatigue, secondary traumatic stress, and vicarious trauma on researchers of traumatic content, and in turn, there is little documentation regarding best practices for addressing or mitigating those impacts (Chu & Dwyer, 2002; Nikischer; 2019; Williamson et al., 2020). This paper details a proposal for implementing a peer support group for researchers in academia who primarily work on projects focused on traumatic content areas. These specific researcher staff will benefit from a facilitated peer support group that aims to mitigate the symptoms of compassion fatigue, secondary traumatic stress, and vicarious trauma by providing space for discussions about individual concerns, personal experiences, and anxieties related to their research on traumatic content (Corden et al., 2005; Geoffrion, et al., 2016). Utilization of techniques such as guided imagery and relaxation techniques will encourage interpersonal social support amongst the research staff in the workplace, as well as the identification and sharing of strategies for coping and self-care (Corden et al., 2005; Geoffrion, et al., 2016)
The Health Variations Programme revisited
Full text linkThis contribution focuses on a period between 2000 and 2004 and centres on collaborative work funded by the ESRC health variations programme. This programme of research represented a shift in Peter’s work away from mental health in formal health settings towards a focus on the social determinants and amelioration of mental health problems. The social origins of mental health problems and how to tackle them has traditionally been a poor relation to the medical clinical institutional way in which most research and attention is placed. Thus this study marked a departure from the study of mental anguish in the closed systems of medicine including primary care to more open systems of the causes and potential solutions of mental health problems. It came at a point of optimism about regeneration and the social democratic social and welfare policies of new labour
Improving mental health and wellbeing of communities in the modern world: New approaches
Full text linkServices for people with mental disorders in the communities around the world remain less than satisfactory. This service gap can be reduced by enhancing skowledge and skills of frontline health workers in detection and managing mental ill-health of the people they serve. GMHAT/PC tool and training package, as outlined in the article, if used by primary care health workers, can be a way forward to implement community mental health programs
La participación en la intervención grupal con adolescentes y jóvenes: entre el control y el empoderamiento: Participation in group intervention with adolescents and youth: Between control and empowerment
No full textParticipation is a concept that is current in most social intervention projects with young people and adolescents. However, there are tensions in the daily practice of social intervention to promote participation. This article explores the tensions between the control and empowerment functions from the point of view of participants in social intervention programs with different characteristics.Through a qualitative methodology – discussion groups and process groups – the group practice with young people and adolescents is systematized from a critical perspective that aims to encourage reflection on the objectives of the practice and thus contribute to generate experiences that promote participation. It is concluded that the point of view of young people and adolescents can provide keys to overcome this dichotomy. Emphasizing a rights-based approach that contributes to social inclusion processes need not be at odds with the promotion of critical awareness and citizen participation in everyday spaces. Consideration and listening are the first steps in promoting participation.
La participación es un concepto que se encuentra vigente en la mayoría de los proyectos de intervención social con jóvenes y adolescentes. Sin embargo, existen tensiones en la práctica diaria de la intervención social para poder promover la participación. En este artículo se exploran las tensiones entre la función de control y de empoderamiento desde el punto de vista de participantes de programas de intervención social con características diferentes. Mediante una metodología cualitativa – grupos de discusión y grupos de proceso – se sistematiza la práctica grupal con jóvenes y adolescentes desde una perspectiva crítica que pretende fomentar la reflexión acerca de los objetivos de la práctica y por ende contribuir a generar experiencias que promuevan la participación. Se concluye que el punto de vista de jóvenes y adolescentes puede aportar claves para superar esta dicotomía. Poner el énfasis en un enfoque de derechos que contribuya a procesos de inclusión social, no tiene por qué estar reñido con el fomento de la conciencia crítica y la participación ciudadana en los espacios cotidianos. La consideración y la escucha es el primer paso para el fomento de la participación
Mental Health Clinical Placement of Social Work Students in Greece: Learning Outcomes and Impact on Future Career in the Mental Health Field.
Full text linkEducation in the mental health field allows the evaluation of factors that are shaped during the period of studies and thus affect students before their placement in a psychiatric setting. In particular, theoretical training, attitudes towards mentally ill people, the degree of preparedness, and the desire to pursue a future career in this field are important factors associated with mental health education. This study included 101 Greek undergraduate social work students who completed their clinical placement in the settings of the 1st Psychiatric Clinic of the National and Kapodistrian University of Athens (NKUA) – Eginitio Hospital. By filling out the P/MHCPS scale, these students evaluated their placement experience on the first and last day of placement. Significant differences were recorded at the second measurement time point in terms of attitudes, course effectiveness, preparedness for mental health field, and negative stereotypes. The students’ theoretical background, degrees of preparedness and self-confidence, more positive attitudes, career interest in mental health, and satisfaction with the working environment are factors that enrich the social work students’ learning journey and confirm the positive impact of their clinical placement in the mental health field
