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11.
Fran Wiles 《European Journal of Social Work》2017,20(3):349-360
ABSTRACTDeveloping professional identity is a key aim of social work education. This paper argues that the Professional Capabilities Framework (PCF) – a holistic, capability approach to student assessment used in England’s social work education programmes – is ideally placed to promote the development of students’ professional identities. The paper discusses two research studies, each of which was stimulated by significant policy changes in England’s social work profession. The author draws out the implications of both studies for supporting social work students to develop their professional identities. It is concluded that the PCF is valued by practice educators as an assessment and teaching tool, while acknowledging that its future is uncertain due to the lack of continuity impacting on England’s social work profession. This paper is equally of relevance for social work educators outside the UK who may be developing and evaluating their assessment approaches and also for those experiencing the impact of rapid policy changes in their own countries. 相似文献
12.
ABSTRACTThe portable, accessible nature of technology affords social workers opportunities to venture outside traditional service contexts by engaging in the virtual realm. This qualitative article uses two small-scale exploratory case studies to investigate the concept of ethical challenges in online peer networking and blogging by a social work student and social work practitioner. The article seeks to address the opportunities for and complexities of navigating technology and social media, while also emphasising the need for social workers to acquire a range of skills and competencies, and use well-established frameworks to engage in ethical online practice. 相似文献
13.
Linda Sweet Maryam Bazargan Lois McKellar Joanne Gray Amanda Henderson 《Women and birth : journal of the Australian College of Midwives》2018,31(1):59-68
Background
There is no current validated clinical assessment tool to measure the attainment of midwifery student competence in the midwifery practice setting. The lack of a valid assessment tool has led to a proliferation of tools and inconsistency in assessment of, and feedback on student learning.Objective
This research aimed to develop and validate a tool to assess competence of midwifery students in practice-based settings.Design
A mixed-methods approach was used and the study implemented in two phases. Phase one involved the development of the AMSAT tool with qualitative feedback from midwifery academics, midwife assessors of students, and midwifery students. In phase two the newly developed AMSAT tool was piloted across a range of midwifery practice settings and ANOVA was used to compare scores across year levels, with feedback being obtained from assessors.Findings
Analysis of 150 AMSAT forms indicate the AMSAT as: reliable (Cronbach alpha greater than 0.9); valid—data extraction loaded predominantly onto one factor; and sensitivity scores indicating level of proficiency increased across the three years. Feedback evaluation forms (n = 83) suggest acceptance of this tool for the purpose of both assessing and providing feedback on midwifery student’s practice performance and competence.Conclusion
The AMSAT is a valid, reliable and acceptable midwifery assessment tool enables consistent assessment of midwifery student competence. This assists benchmarking across midwifery education programs. 相似文献14.
Tania Fleming Debra K. Creedy Roianne West 《Women and birth : journal of the Australian College of Midwives》2017,30(3):245-252
Background
Cultural safety in higher education learning and teaching environments is paramount to positive educational outcomes for Aboriginal and/or Torres Strait Islander (hereafter called First Peoples) students. There is a lack of research evaluating the impact of continuing professional development on midwifery academics' awareness of cultural safety.Aim
To implement and evaluate a continuing professional development intervention to improve midwifery academics' awareness of cultural safety in supporting First Peoples midwifery students success.Methods
A pre-post intervention mixed methods design was used. Academics (n = 13) teaching into a Bachelor of Midwifery program agreed to participate. The intervention consisted of two workshops and five yarning circles across a semester. Data included the Awareness of Cultural Safety Scale, self-assessment on cultural safety and perceptions of racism, evaluation of the intervention, participants’ journal entries, and researcher’s reflections.Findings
Responses on the Awareness of Cultural Safety Scale revealed significant improvement in participants’ awareness of cultural safety. There was an upward trend in self-assessment ratings. Participants reported high levels of satisfaction with the intervention or workshops and yarning circles. Participants’ journal entries revealed themes willingness to participate and learn, confidence as well as anger and distress.Conclusion
Increased awareness of cultural safety can be transformative for midwifery academics. Workshops and yarning circles can support academics in moving beyond a ‘sense of paralysis’ and engage in challenging conversations to transform their learning and teaching and in turn foster a culturally safe learning and teaching environment for First Peoples midwifery students towards success. 相似文献15.
16.
Kathryn Farrow 《Social Work Education》2014,33(6):805-818
Course leaders have adopted a relatively cautious approach to involving service users and carers in Post-Qualifying (PQ) social work management education programmes in the UK, looking for opportunities in which it ‘makes sense’ for them to be included. Whilst there is, to a certain extent, the belief that involving service users and carers in PQ social work education is ‘a good thing’, it has proved challenging to implement. This research study sought to explore, through interviews with ‘experts’ in the field, why this process had proved so challenging. A term which emerged during the research was the importance of ‘meaningful involvement’. The research explored what ‘meaningful involvement’ might mean for managers, for academics and also for service users and carers; what it looks like and how might it take forward the understanding of and the preparation for PQ social work management education. 相似文献
17.
Helen Scholar Hugh McLaughlin Su McCaughan Allison Coleman 《Social Work Education》2014,33(8):998-1016
Drawing upon findings from a national evaluation of student social workers' experiences of ‘non-traditional’ placements with a national charity, this article considers what such placements can contribute to the development of an individual and collective sense of professional identity for social work. This is explored against the background of current developments in social work education in England, including changes to the requirements for practice placements and the introduction of ‘fast-track’ routes to qualification, preparing students for social work in statutory children's services. The article suggests that with the establishment of The College of Social Work and the development of the Professional Capabilities Framework, relevant to all social workers throughout their careers, the profession has an opportunity to promote a concept of social work in England beyond that required by statutory sector employers; and that practice learning in non-statutory and non-traditional settings has an important role to play in this. 相似文献
18.
This paper explores the current status of professionalization of communication management practice which emerged from a content analysis of 360 responses to questions exploring the nature of practitioner identity (or dis-identity) with communication management. The results revealed that positive identification arose from an ability to influence, emulate the professional values of peers, and cohesion with the wider practitioner community. Conversely, dis-identification arose from the poor performance of colleagues, advice not being taken, and media ‘spin’. 相似文献
19.
Using survey responses of 577 public relation practitioners, this article examines role conceptions in Chilean public relations, as well as the effects that different individual and organizational factors have on their professional worldviews. The results show that how Chilean practitioners perceive their roles can be grouped into four different types: the long-term strategic, the short-term technical, the passive-complaisant, and the active-vigilant. In general terms, Chilean public relations practitioners distance themselves from the passive-complaisant role, giving greater importance to the other three. The findings also reveal that gender, education level, job commitment, perceived autonomy, organization type, and geographical location are the factors that better predict Chilean PR professional roles, while hierarchy level and organization's reach do not directly affect their perceptions. 相似文献
20.