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Technology in Social Work Field Education According to the Standards: A Field Instructor Perspective on the Benefits, Challenges, and Implications for Student Learning
Get PDFThis study utilized a qualitative phenomenological approach to gather the insight and perceptions of social work field instructors about the role and effect of technology on the student field practicum experience. Through convenience and purposeful sampling techniques, social work field instructors from the seven accredited social work programs in West Virginia were chosen to participate in this study. Semi-structured interviews were conducted with 22 field instructors to gather their perspective on the integration of technology into the supervision of field students. Thematic analysis was utilized to organize and interpret the information gathered from these interviews. It was found that technologies such as videoconferencing programs, written communication methods, and agency specific technology and documentation programs were commonly utilized in placement experiences. Trainings, various supervisory techniques, ethical standards, and agency policies were all incorporated to train, monitor, and evaluate student usage of technology. The efficiency, conveniences, and potential for improved engagement provided by the addition of technology was seen by field instructors to improve student field experiences, yet service delivery issues, internet instability, lack of accessibility, ethical concerns, distractions, and trouble building rapport were found to be challenges. Findings suggest field instructors believe students are still getting quality field experiences when technology is incorporated and overall support the use of technology in field, especially when combined with in-person face-to-face experiences or as a hybrid model
Experiences in Remote Learning: Perceptions of West Virginia Educators During the COVID-19 Pandemic
Get PDFIn March 2020, the threat of illness caused by Covid-19 prompted West Virginia Governor Jim Justice to abruptly close public schools statewide. Instruction was delivered remotely for the remainder of the 2019 – 2020 school year and sporadically across the state during the 2020-2021 school year with educators holding class meetings and delivering instruction where technology and a reliable internet connection were available. Gaining understanding as it relates to a teacher’s remote learning experience may provide insight into how administrators can prepare for future interruptions in in-person instruction. Identifying specific areas teachers felt were challenging or stressful may provide a point in which to focus attention when creating an action plan. The purpose of this descriptive, nonexperimental study was to examine the perception of West Virginia’s public educators as they relate to their remote learning experience. Using a web-based survey, data reflected student interaction decreased and instructional methods changed dramatically throughout the remote learning period. Data also found teachers relied on specific software to deliver instruction and gained technological competence as a result of their experience. Educators felt confident in their ability to teach remotely but lacked confidence reaching unmotivated students or encouraging students to attend class. Data reflects educators’ intention to remain in public education despite the stress of the remote learning period. Specific stressors of the remote learning experience include concern for students’ and teacher’s mental health and student physical well-being. Numerous statistically significant differences were found among four demographic variables: sex, experience level, instructional level taught, and prior technology training. Lastly, major professional challenges are identified including fear of the unknown and internet and technology concerns
Surgical Fixation of Complex Rib Fractures to Sternum for Flail Chest: A Case Report
Get PDFRib fractures are among the most common injuries found in a patient presenting from blunt trauma. They are associated with significant morbidity and mortality, largely due to pulmonary complications. Open reduction and internal fixation (ORIF) has been the mainstay treatment for patients with multiple rib fractures. In this report, we present a case of a patient that sustained blunt thoracic trauma with multiple anterolateral rib fractures, including a flail segment. This fail segment involved the costal cartilage and required fixation of ribs to the sternum in order to restore chest wall stabilization and integrity. This was achieved using the Zimmer Biomet rib plate system. The approach utilized should be considered in patients with rib fractures associated with segments of displaced costal cartilage
The Role of Familiarity and the Age-based Double Standard in Evaluating Memory and IADL Errors
Get PDFResearch suggests that errors committed by older adults are viewed as more problematic than identical errors committed by younger adults. This study is the first to examine whether these age-based biases are found when evaluating social partners. The current study (N = 162) used a 2 X 2 (target age: young vs. old; familiarity: hypothetical vs. social partner) between-subjects design to assess the extent that familiarity influences the evaluations of errors committed by others. Findings suggest that age-based biases do not differ when evaluating social partners compared to hypothetical targets. Implications for counselors and other healthcare professionals are included
20220714: Office of Assessment, Program Reviews, 2005-2012
Get PDFThese items include materials from the office of Academic Affairs at Marshall University from 2005-2012. Items were received prior to 2021 but were accessioned in 2022 include program reviews for various program reviews for BA/BS, MA/MS, and doctoral programs. This is not an exhaustive list. Please download the finding aid for a full list of contents
League of Women Voters of the Huntington Area E-mail Bulletin, September 2022
Get PDFThe Bulletin is published by the League, which is a nonpartisan political organization that encourages the informed and active participation of citizens in government and influences public policy through education and advocacy.https://mds.marshall.edu/lowv_newsletter_2020-2029/1013/thumbnail.jp
