Knowledge Outcomes Within Rotational Models of Social Work Field Education

This study assessed knowledge outcomes among concurrent, concurrent/sequential, and sequential rotation models of field instruction. Posttest knowledge scores of students (n = 231) in aging-related field education were higher for students who participated in the concurrent rotation model, and for those who completed field education at a long-term care facility. Scores were also higher for students in programs that infused a higher number of geriatric competencies in their curriculum. Recommendations are provided to programs considering rotation models of field education related to older adults.     

Optimizing Geriatric Social Work Education: Program and Individual Characteristics That Promote Competencies

Since 1998, the Hartford Partnership Program in Aging Education (HPPAE) has been implemented in over 70 graduate social work programs. This study examined whether program and individual student characteristics are associated with students' knowledge, skills, and values in aging. We conducted a secondary analysis of national program evaluation data. Results from hierarchical linear models indicated greater gains in knowledge of aging among full-time students, as well as students in programs that had defined field rotation models and/or that made greater use of geriatric social work competencies. Implications for efforts to enhance graduate social work education in aging are discussed.     

Increasing Competency,Self-Confidence,and Connectedness Among Foster Care Alumni Entering a 4-Year University: Findings from an Early-Start Program

Research shows that few foster care alumni enroll and complete post-secondary education. For those who do enroll, many experience challenges associated with academic and social adjustment and are at risk of dropping out. Many college-based programs are being developed and are available to foster care alumni to support them during their post-secondary education. This study used pre-tests, post-tests, and journal entries of seventeen participants to evaluate a strengths-based, resilience-oriented early-start program for newly enrolled students at a large public university that provides knowledge about the institution, resources (e.g., tutoring), and social support necessary for foster care alumni to make a smooth transition into college life and to increase short and long-term student success. Quantitative and qualitative findings indicate that students who participated in the early-start program showed increased confidence and competency in academic and social adjustment. Findings also showed personal growth (e.g., building resiliency) and an increased connectedness among students who participated in the program. Study findings can inform the development of new on-campus support programs and help enhance existing programming. Future research should address short and long-term outcomes and experiences of students who are former foster youth who have participated in on-campus support programs.     

Developing geriatric social work competencies for field education

Preparing social workers to effectively practice with the growing older population requires the identification of geriatric competencies for the profession. The John A. Hartford Geriatric Social Work Initiative provided the impetus and direction for a national strategy to improve the quality of preparation of geriatric social workers. The Geriatric Social Work Practicum Partnership Program (PPP) is the project with the Hartford Initiative that emphasizes field education. The Geriatric Social Work Education Consortium (GSWEC), one of the PPP programs, initiated the development of competencies for work with older adults. GSWEC utilized Geriatric Social Work White Papers and the pioneering work of the Council on Social Work Education's (CSWE) Strengthening Aging and Gerontology Education for Social Work's (SAGE-SW) comprehensive competency list as well as conducted focus groups locally to delineate key competencies for field education. The Coordinating Center for the PPP, located at the New York Academy of Medicine, led in collaboratively developing knowledge based skill competencies for geriatric social work across all 6 demonstration sites (11 universities). The competencies adopted across sites include skills in the following five major domains: values and ethics; assessment (individuals and families, aging services, programs and policies); practice and interventions (theory and knowledge in practice, individual and family, aging services, programs and practice) interdisciplinary collaboration; and evaluation and research. The identified competencies have proven effective in evaluating students (n = 190) pre- and post PPP field education. The implications for further development of competency driven education for geriatric social work are discussed.     

Mentoring in a Post-Affirmative Action World

Mentoring can be an effective strategy in improving retention of college students and faculty from fields where historical underrepresentation has occurred. This article reviews the benefits of mentoring in higher education, and identifies components of effective mentoring strategies that promote educational and career advancement. It illustrates how effective programs can be institutionalized and scaled through consortial and national collaborations. Traditional and alternative mentoring models are described through four successful programs designed to increase the academic and professional success of undergraduates, graduate students, and junior faculty. The article concludes with a set of general recommendations and caveats gleaned from the literature and programs reviewed.     

The DASH Pilot Project: Developing Community-Based Nutrition Education for Older Adults

ABSTRACT

Nutrition-related chronic health conditions among older adults are a growing concern. In this study, nutrition education materials were created for use in senior centers by graduate nutrition students. After the materials were presented, focus groups were conducted with participants (n = 62) to obtain feedback on the content and presentation. Findings related to the participant’s knowledge of nutrition-related information, strategies to improve future class sessions, and participant recruitment will be discussed. These findings will be useful to program administrators as they develop nutrition programs for older adults who are vulnerable to nutrition-related health problems.     

Social Work Student Interest in Nursing Home Employment: A North American Study

Nursing homes (NHs) are a primary setting for gerontological social work; yet, little is known about social workers' career interest relative to this setting. This article reports the findings of an online survey of social work students (177 US and 91 Canadian) that sought to identify personal characteristics and beliefs that influence NH employment intentions. Students who were enrolled in bachelors programs, lacked previous practice experience, and had already had a NH field placement or wanted this experience were more likely to express employment intent. The implications of these findings for social work education and research are discussed.     

The Role of Pre-collegiate Partnership Programs in Environments Ambivalent about Affirmative Action: Reflections and Outcomes from an Early Implementation

Preparing underrepresented students for college success though pre-collegiate partnership programs is one alternative to affirmative action programs. This article describes the Multicultural Excellence Program (MEP), a partnership program between an urban school district and 22 four-year higher education institutions. MEP, begun in 1987, targets 7th–12th-grade students from groups historically underrepresented in higher education. It helps them plan how to prepare themselves for continuing on to a four-year college. Analyses evaluating program effectiveness examined outcomes of over 4,000 secondary students and 243 college students. Despite substantial turnover, particularly at transition points, MEP has been very successful in enrolling its high school graduates immediately in four-year colleges. Although many MEP students have thrived in college, a smaller proportion has struggled.     

小语种专业大学生信息素养教育研究--广东外语外贸大学西语、东语学院信息素养教育实践

小语种专业大学生的信息素养教育是一个难点,游离于常规信息素养教育之外。本文结合广东外语外贸大学图书馆西语、东语学院信息素养教育实践,探讨了小语种专业大学生信息素养教育的内容和教学模式,包括教学内容的设计原则,教学的主要内容是信息素养通识教育和小语种信息资源,及以专题培训为主要形式的本研分层教学模式等。最后反思了小语种专业大学生信息素养教育的发展。     

Professional social work education in end-of-life care: contributions of the Project on Death in America's Social Work Leadership Development program

Social work education in both BSW and MSW level courses is missing vital content about end-of-life care, palliative care, and bereavement. End-of-life care training opportunities through continuing education programs have also been limited. This deficit is significant because a vast number of social workers are already confronted with end-of-life issues on a daily basis in a variety of practice settings. Through the Project on Death in America, Social Work Leadership Development Awards initiative, many programs and models for professional social work education and training in end-of-life care have been developed and are presented in this article. These include: end-of-life care courses, symposia, training manuals, certificate programs and fellowships. Although the curricula continue to be refined, many of these programs are available to practitioners to advance their knowledge and skills and their curricular models are available to social work educators for possible replication.     

PARTICIPATION AND INCLUSION - A DISCOURSE OF WELFARE OR A DISCOURSE OF RIGHTS?

Research among students with physical and sensory disabilities who have succeeded in continuing their education at post-compulsory level as far as higher education, revealed that they have a high level of perceived personal control. This is strongly linked with educational attainment irrespective of severity of disability. The emphasis of these students upon self-help groups, and institutional response to student needs within a discourse of rights, rather than of welfare, has lessons for equity policy and practice with respect to other disadvantaged groups. The wider implications of intervention strategies and compensation programs which label and further marginalise members of disadvantaged groups are explored in the paper, in the context of the social construction of categories of disadvantage and difference, the analysis of competing discourses and social trends of individualisation and globalisation.     

Professional Social Work Education in End-of-Life Care

Abstract

Social work education in both BSW and MSW level courses is missing vital content about end-of-life care, palliative care, and bereavement. End-of-life care training opportunities through continuing education programs have also been limited. This deficit is significant because a vast number of social workers are already confronted with end-of-life issues on a daily basis in a variety of practice settings. Through the Project on Death in America, Social Work Leadership Development Awards initiative, many programs and models for professional social work education and training in end-of-life care have been developed and are presented in this article. These include: end-of-life care courses, symposia, training manuals, certificate programs and fellowships. Although the curricula continue to be refined, many of these programs are available to practitioners to advance their knowledge and skills and their curricular models are available to social work educators for possible replication.     

家庭背景、学业表现与研究生教育机会获得

随着高校毕业生数量的逐年攀升和经济发展对高端人才需求的增长,越来越多的本科毕业生选择继续接受研究生教育以提高自己在劳动力市场中的竞争优势。本文对首都大学生成长追踪调查数据进行了实证分析,研究发现,2010年和2012年毕业于北京高校的本科生中,约有三分之一的学生选择了继续接受研究生教育,而且读研学生的家庭背景和学业表现都要显著地优于毕业后直接就业的学生。进一步的分析表明,在国内研究生教育机会获得中,家庭背景变量基本上是通过影响本科就读高校的类型和学业表现来发挥作用的,而比较海外留学与国内读研这两种选择,本科就读学校类型和学业表现对此并没有显著的影响,主要是家庭社会经济地位在起作用。上述研究发现对于当前中国的研究生教育招生和培养工作具有重要的政策意涵。     

公选课模式对高职大学生营养教育效果的研究——以广州城市职业学院为例

研究了公选课模式对高职大学生营养教育干预的效果,用自行设计的调查问卷,在营养教育前后进行调查。结果表明:营养教育后大学生对9项基本营养知识的认知有了明显提高,对5项营养态度有了明显端正,对8项营养行为有了明显规范,与营养教育前相比,差异达到极显著水平(P<0.01)。特别是"对七大营养素的认识"、"对营养知识的兴趣"和"经常饮水"三大指标的提高最为明显。因此,运用公选课模式对大学生进行营养教育,效果是显著的。     

Cultivating Interest and Competency in Gerontological Social Work: Opportunities for Undergraduate Education

Undergraduate social work programs are well-positioned to recruit students to gerontology, but little is known about how well curricular activities help foster students' commitment to the field. This study considers whether a small group of undergraduate students' interactions with older adults positively impacts students' plans to work with older adults; perceptions of skills; and feelings of comfort and competency in working with older adults. Experiences from this study suggest that experiential learning can positively impact students' perceptions of work with older adults, but may not be enough to draw students to the field. Implications for undergraduate education are discussed.     

高职专业教学与培养高职生自信心的途径探讨

高职大学生是近十年来新形成的学生群体。目前,因我国的高职教育处于改革发展阶段,各方面的因素导致高职生普遍缺乏自信心,其中专业课程成绩差是高职生不自信的主要原因。为此,高职专业教师要转变陈旧的教学理念,改革专业教学内容,创新课程模式和教学方法,抓好影响学生自信的各教学环节,发挥其主体作用,合理组织教学,创设平等民主的教学气氛,通过循序渐进的教学安排,多元化的学习评价体系,使学生在教学中不断获得成功体验,从而树立他们在专业领域的自信心,成为具有全面素质和综合职业能力的人才。     

Strengthening field education in aging through university-community agency partnership: the Practicum Partnership Program

The Practicum Partnership Program (PPP), an innovative field education model developed and implemented by six demonstration sites over four years (2000-2004), uses a structured university-community partnership, or consortium, as the foundation for designing, implementing, and evaluating internships for graduate social work students specializing in aging. This paper describes the site consortia and PPP programs, presents evaluation findings, and identifies future directions for the PPP. Student learning outcomes were positive and both students and consortia agencies reported positive PPP experiences. The PPP model underscores the value of the community agencies as equal partners in educating future geriatric social workers.     

个性化、多元化教育理念与高校人才培养战略

21世纪将会是以知识经济和信息技术为标志的时代,新的时代要求我们要有不断更新的知识体系,勇于发展和创新的奋斗精神,这就给作为人才培养基地的高等学校提出了新的教育理念——个性化、多元化的教育理念。要培养个性化人才,就需要实行高等教育的多元化,多元化是实现个性化教育的手段。同时,二者又是统一的,共同体现当代社会对高等教育的发展要求。因此,实施个性化、多元化培养战略,其作用在于:确立了受教育者在高等教育中的主体地位,有助于大学生整体素质的提高,实现教育资源的整合。