Resources ancillary services and classroom instruction: thoughts of a deaf-blind social work student and her teacher

This article is the story of a social work instructor and her deaf-blind student. The chapter includes: (a) an overview of Gallaudet University, focusing on the Social Work Program and the Office of Students with Disabilities program, (b) personal background information about the student and her professor, and (c) perspectives of the educational process by both the student and her instructor. The article concludes with recommendations to both students and instructors for addressing the needs of deaf-blind students in the classroom and university setting.     

Resources Ancillary Services and Classroom Instruction

Abstract

This article is the story of a social work instructor and her deaf-blind student. The chapter includes: (a) an overview of Gallaudet University, focusing on the Social Work Program and the Office of Students with Disabilities program, (b) personal background information about the student and her professor, and (c) perspectives of the educational process by both the student and her instructor. The article concludes with recommendations to both students and instructors for addressing the needs of deaf-blind students in the classroom and university setting.     

Reflections on International Certified Nursing Assistants

The author, a former university faculty member who taught English to speakers of other languages and now a nursing home resident, shares her observations about how English language proficiency, culture, and religious differences affect her care. She provides examples of communication challenges that can be annoying or cause harm, her coping strategies, and reasons many certified nursing assistants might never be fully fluent in English. She explains how international certified nursing assistants can benefit residents because of skills developed by family-centered care in their countries of origin. She also discusses related issues—the importance of being culturally competent about U.S. culture. She points out how religiousness not only affects residents but is a buffer for staff against the stress of physically and emotionally demanding low-wage work. Overall, the author likes receiving care from individuals from other countries, finding reward in comparing how her personal struggle with illness and paralysis resonates with the trauma of migration and how learning firsthand about varying beliefs and attitudes clarifies her identity and place in world history.     

护理专业语文教学改革探讨

护理专业的语文教学工作要主动适应护理专业需求,结合受体特征,不仅培育学生的语文运用能力和人文情怀,还须培育学生的职业素养,建设有护理专业特色的中职语文教学体系。以现有语文教材为载体,将护理专业所需能力要求嵌入语文教学中去,并结合专业特色将日常应用文、护理应用文的写作纳入语文课堂的训练之中。语文课应加强学生的口语训练,以培养合格适用的护理人才为根本目的,通过系统的课堂实训,保证学生掌握护士工作所必需的基本口语表达技能。     

Commentary

It is a privilege to be invited by your editor to comment upon Mrs. Chamberlain's excellent paper. Her finding that the typology has potential for use in the process of objectifying student evaluation is naturally of great interest to me. Most educators would agree that we are very much in need of a firmer base for objective evaluation, especially in the area of field performance. I find myself in complete agreement with Mrs. Chamberlain's interpretations of her findings as presented in her article. To begin with one of the statements in her concluding paragraph, I would support wholeheartedly her opinion that objective measurements are no substitute for “an evaluation arrived at in collaboration with the student in a supportive supervisory relationship”. This, however, in no way lessens the importance of underpinning such an evaluation with as much objective data as possible.     

‘Sitting on the Mourning Bench’: Mental Health Workers and an Elderly Client

Abstract

The present article documents the experience of a first year social work student on fieldwork placement in an Aged Persons Mental Health Service. The student was part of a team providing service to a long-term client of the service when he was diagnosed with a life-threatening illness. The student's compassionate response to the client raises questions about grief and professionalism, which she explored through a journal and in discussion with her supervisor and other team members working with the client. As part of their reflective practice, the student, her supervisor and the client's mental health workers formed a collective to document their experience and present a staff education session. This article is the outcome of these processes and explores important grief issues in Aged Psychiatry and demonstrates the valuable contribution made by a student to the work of the team in the rich learning environment of a fieldwork placement in aged psychiatry. It is published with the kind permission of the client's next of kin.     

Research and Teaching of Casework

Older patients discharged from nursing homes were randomly assigned to student teams from medicine, nursing, and social work (C.A.R.E.) or to no specific aftercare. Patients seen by student teams had significantly more knowledge about community resources than did control patients, but showed no difference in rate of readmission or level of adjustment. The 24 students in the program developed significantly better attitudes toward the aged than control students. A student team approach offering services to the elderly may be one way of positively shaping attitudes of young preprofessionals in the health field.     

Psychiatric nursing recruitment. Roles for educators and nursing staff

Recruiting new nurses to a relatively unpopular specialty in the midst of a nursing shortage is challenging. However, the literature offers educators and clinical nursing staff important insight regarding the promotion of student interest in psychiatric nursing. Clearly, a collaborative effort is needed. Educators and clinicians should work together to provide students with a satisfying psychiatric nursing experience. Through a combination of effective, intellectually stimulating classroom instruction and positive, welcoming clinical experiences, educators and clinical nursing staff may increase the number of nursing graduates who pursue this rewarding specialty.     

Confronting Academic Dishonesty

At some time in his or her career, almost every instructor will be confronted with student academic dishonesty. The misconduct may take several forms: plagiarising, cheating on an examination, reusing one of his or her papers or someone else’s for credit, or falsifying data for some project. This article explores the issue of academic dishonesty, focusing primarily on plagiarism. Legal cases involving dishonesty are reviewed; one school of social work’s policy on student academic misconduct is presented; and other avenues of intervention and prevention are discussed.     

An ethnic-sensitive approach to supervision and staff development-part II

This paper has two main parts. Its subject is the complementary experience of teaching overseas students on a Higher Degree course in social work, and of being an overseas student taught on such a course. After an introduction which surveys our knowledge about the experiences of overseas students generally in the UK it describes the particular experiences of a cohort of Hong Kong students at the University of Hull, and then, in a modest experiment with style and form, concludes with a section by two of the authors, Leung (a student) and Harris (an academic who selected and supervised her during her course), which constitutes a personalised account from the perspectives of consumer and provider.     

DIFFICULTIES IN HOLDING THE ROLE OF THE OBSERVER

This is the second of two linked papers on learning from infant and child observation in social work qualifying training (linked with Linnet McMahon & Steve Farnfield ‘Too Close In Or Too Far Out’). A former student reflects on her own observation experience. She considers the anxieties aroused and their containment, which became possible initially through reflection in the seminar group and ultimately through her internalisation of the reflective process. She discusses the value of her learning in subsequent practice in palliative care.     

Test-taking anxiety among nursing & general college students

This study examined whether nursing students experience an unusual amount of debilitative anxiety in academic achievement, compared to general university students and provided senior psychiatric nursing students with a hands-on experience in research. A nonprobability convenience sample of 225 students was drawn from a university in the eastern United States. Alpert and Haber's Achievement Anxiety Test was administered to 94 nursing students and 131 general university students. Results indicated that nursing students do not have a statistically significantly higher debilitative anxiety than the general student population. However, all students experienced significantly higher levels of debilitative anxiety than were found by Alpert and Haber. Implications for academic nursing are discussed.     

Developing programs for older adults in a faith community

I have worked in all areas of nursing, from staff and head nurse positions to faculty and administrative positions, but my work as a parish nurse, particularly with our community of older adults, is one of the most challenging and rewarding areas of nursing practice I have ever experienced. Recently, one of our independent older adult parishioners, Marge, suddenly had a marked decrease in her ability to function, which was precipitated by two trips to the hospital and surgery. She went from living independently to living in a skilled care unit, no longer able to walk or perform activities of daily living without assistance. I had known Marge for only 2 years. When she became ill, I visited her weekly during the last 4 months of her life, as she had no family in the area. During my visit one evening as I helped Marge get ready for bed, she left me with a very poignant memory. After sharing some hair-raising stories about her care at this facility, she said, "Georgine, you're my best friend. You're the only one I can tell these things to and I know you understand."     

Finding a Sociological Voice: The Work of Mirra Komarovsky*

This article offers a biographical sketch of Mirra Komarovsky in the framework of an analysis of her work as a researcher, writer, teacher and feminist. It demonstrates how the cultural conflicts that existed while she was a college student laid the foundation for her later sociological research. It also illustrates the particular dynamics of a woman's career in sociology, especially with regard to the influence of social supports on a woman's sense of “finding her voice.” Her work after retirement suggests that this period may have particular significance in the lives of academic women. The theoretical foundation and methodological characteristics of her work are additional foci of this article.     

Making it real: using standardized patients to bring case studies to life

With increases in the overall number of individuals with posttraumatic stress disorder (PTSD), nurse educators must provide experiences that help nursing students learn how to better communicate and care for individuals with this disorder. This article describes how two learning strategies-case studies and standardized patients-were combined to facilitate the development of therapeutic communication and assessment skills. Two case studies on PTSD were written, and actors were trained to portray the individuals in the case studies. Fourteen baccalaureate nursing students enrolled in a senior-level psychiatric nursing clinical course participated in this pilot alternative learning activity. This article describes the learning activity and presents student evaluations of the assignment.     

Linda Richards at the Kalamazoo State Hospital

Linda Richards was the first nursing graduate in America and a major pioneer in nursing education. Moral therapy was the major treatment at the Kalamazoo Asylum and its use persisted into the early 20th century under the supervision of Richards, one of its adherents. Richards added district nursing experience in the City of Kalamazoo to the curriculum and the school was described by the Trustees as being in vigorous condition during her leadership.     

Potential for violence toward psychiatric nursing students: risk reduction techniques

1. Nursing students could be vulnerable targets of violence in their psychiatric nursing clinical rotations by virtue of their predominant gender, and meek, insecure attitudes. 2. Nurses are taught to put the patients' needs first and students may blame themselves or minimize situations where they have been threatened or assaulted by a patient. Priority consideration must also be given to our own safety and that of our students, given the risk for occupational injury in the nursing workplace. 3. Affiliating agencies may restrict disabled students from patient care areas. Allowing a disabled student to participate in a clinical rotation on a psychiatric unit could put staff at unnecessary risk of violence if called on to protect the vulnerable student.     

The Story of Carrie and Anne

Abstract

When a woman in a forty-two year old lesbian relationship becomes disabled, her partner becomes her primary caretaker. However, when the caretaker becomes ill, distant family members take over decision-making responsibilities and without regard to their wishes, separate the women in two different nursing homes. A lesbian social worker realizes the nature of the relationship and advocates with the respective families to have the two women placed together shortly before one partner dies.     

Conformists & mavericks: introducing IT-enabled plurilingual pedagogy informed by the CEFR in high school French immersion

This exploratory case study investigates pathways taken by a Canadian French immersion high school teacher invested in pedagogical change. To fairly evaluate the successfulness of her attempt to effect change, Cummins’ ‘framework of coercive and collaborative relations of power manifested in macro- and micro-interactions’ was employed. Its use shed light on the structural adaptations needed for the innovation she was attempting to introduce to succeed. The teacher wanted to introduce plurilingual pedagogy informed by the Common European Framework of Reference for Languages (CEFR) into a French-medium content-based course by drawing on student ease with using technology such as i-Movie. The findings gained through an analysis of classroom-based observation, interviews, documents and artefacts suggest the structural challenges she faced led her to make decisions at odds with her beliefs and goal of implementing innovative pedagogy (she modified a key aspect of a social justice task). They further suggest a mismatch between what she anticipated student reactions to the innovation would be as compared to their actual reactions. Students welcomed the chance to draw on their out-of-school digital knowledge to reflect their (linguistic) identity through their work, suggesting IT-enabled plurilingual pedagogy informed by the CEFR merits further exploration.