The Journal of Practice Teaching and Learning

Supporting Students on Placement to Develop a Diligent Attitude to Social Work Student Supervision

2023-03-30T06:25:34-07:00

Social work students in England undertake two placements in their qualifying course. They are supported by a practice educator, who provides regular (often weekly) supervision. This is a protected time for students to explore their learning from their practice, but as it is undertaken in a private space it is rarely subject to scrutiny. The objective of the research was to identify what contributed to the development of knowledge and skills in social work student supervision. The methodology was a Narrative Inquiry, which enabled the use of a range of data collection methods: eight supervisions were observed and audio recorded, creating supervision transcripts and field notes, and both supervision participants were interviewed immediately afterwards. A theme of diligence was identified, where a commitment to and organisation for and within social work student supervision by both parties was critical. This article will focus on the finding that students became more diligent as they developed an understanding that supervision would enhance their knowledge and skills. It will offer recommendations for students, practice educators and social work educators that support students’ development of a diligent attitude to social work student supervision.

The impact of a massive open online course on levels of awareness of patient centred care in UK-based diagnostic radiographers.

2024-02-06T07:35:05-08:00

Introduction

The new Health and Care Professions Council (HCPC) Standards of Proficiency for Radiographers have significantly increased the focus on patient care by centralising the role of the service user (HCPC, 2023). However, recent research has found that many barriers exist to patient centred care (PCC) within imaging departments (Hayre et al, 2016; Hyde & Hardy, 2021a; Hyde & Hardy, 2021b; Hyde & Hardy, 2021c), including continued high demand for imaging examinations, departmental pressures for greater efficiency, and budget constraints. To support diagnostic radiographers to take a more PCC approach, a massive open online course (MOOC) was developed in 2021. The MOOC was designed to support clinical radiographers, and other members of the imaging department team, to increase their awareness, and use, of PCC approaches. To assess the impact of the MOOC an evaluation was carried out in the 2022/23 academic year to measure levels of awareness of PCC in a group of diagnostic radiographers in the UK, before and after completing the MOOC.

Methods

Ethical approval was obtained from University of XXXXX (ETH2223-0177) and University of XXXXX (RETH(S)22/034) for the evaluation. Participants were diagnostic radiographers working in clinical practice in the United Kingdom (UK). Participants were invited to take part in the evaluation and complete the MOOC via email and social media promoted by academic colleagues from four UK Universities who deliver diagnostic radiography education. Survey data were collected using a Microsoft Forms survey tool as advocated by Braun et al. (2020). Data was analysed using thematic analysis methods as advocated by Braun and Clarke (2006, 2019). Once the themes were identified, basic descriptions were developed and repeated phrases that best described the themes were agreed.

Results

The evaluation was advertised and open for participation for radiographers for eight weeks between February 2023 and April 2023. Twenty-nine diagnostic radiographers completed survey 1 (the pre-MOOC survey) and went on to complete the MOOC. Only six radiographers completed the MOOC and both surveys. Anecdotal feedback from potential participants who did not complete all elements of the evaluation suggested was that this was due to workload pressures, and low morale. Despite the low completion rate, it was felt that the data would be valuable to understand attitudes towards and engagement with PCC.

Discussion

The response rate to the evaluation was disappointing. Anecdotal feedback from potential participants, and those that started but did not complete the MOOC, suggests that workload pressures and low morale were contributory factors to both the low response and poor completion rate. However, it is important to remember that there was considerable interest in completing the first survey, and that the MOOC has been completed by over 1000 learners (figure correct as of 4^th August 2023) to date. This shows that there is an interest in PCC within the UK diagnostic radiography community. The evaluation team are committed to finding ways to reach radiographers who are interested in PCC and supporting them to complete the MOOC.

Conclusion

Whilst the rate of participation in this evaluation was disappointing, it is heartening to see the number of learners completing the MOOC steadily increasing. The evaluation team will continue to promote the MOOC as a valuable continuing professional development activity for staff working in an imaging department.

Using the generative Artificial Intelligence (AI) chatbots of Perplexity and ChatGPT as a teaching and learning tool for practice teachers and students within social work placement

2024-03-21T02:43:34-07:00

Abstract:

Artificial intelligence (AI) is the simulation of human intelligence processes by machines or computer systems. As large language generated pretrained transformers, when given a prompt the chatbot system rewards the user with a ‘human-like’ response from their massive dataset of information. Their velocity, scope and capabilities become immense. This article is an illustrative analysis focusing on the rise of AI and its applications within industry, health and in particular, social work placement. The suggestion is to encourage practice teachers and students within supervision to use the chatbots ChatGPT or Perplexity in order to enhance critical thinking. To further consider the areas such as language, power, intuition, confidentiality, ethics, values and beliefs in this brave new world. Limitations of chatbot use within supervision is explored and a balanced conclusion recognising the worth of social work as a profession but not denying the speed of artificial intelligence development is recognised. From a social work placement perspective this article considers how working from a new evidence base, the application of critically analysing digitally produced knowledge, can be a relevant teaching tool within placement supervision.

Using an interprofessional decision-making model to determine the level of collaborative decision-making in a virtual learning environment

2024-03-17T15:25:29-07:00

Medicine and pharmacy students benefit from interprofessional education that supports the learning of collaboration skills for medicines management decision-making. However, if and how students undertake collaborative decision-making processes in interprofessional student teams has not been investigated. The aim of this study was to determine the level to which pharmacy and medical students collaborate to make medicines management decisions in a learning activity.

Eight pharmacy and 13 medical students completed a 9-item survey to evaluate a interprofessional learning activity. A secondary analysis of survey data using a deductive approach, according to the Model of Interprofessional Decision-Making was undertaken.

Different levels of collaboration were identified in the students’ responses ranging from the first and lowest level in the model, Individual Decision Making, to the fourth and highest level, Shared Decision. Most student responses were categorised as level three-Deliberation.

Findings from this study indicate that pharmacy and medical students collaborate to different levels with each other to make patient care decisions. Further examination is required to see if this is usual variation or related to the design of the learning activity.

An investigation into when and how to train medical students for the most effective learning of non-technical skills: A qualitative study

2024-07-27T01:33:34-07:00

This study aimed to explore the undergraduate level at which the non-technical skills (NTS) should be taught. The objectives were to explore teachers’ perceptions of the effectiveness of simulation for NTS training and designing NTS simulation sessions to achieve student competence. A qualitative design was adopted, by interviewing 30 teachers and then using 5 focused group discussions for data triangulation and confirmation of responses. Thematic analysis was conducted to analyse the data by focusing on the ideas, experiences, opinions and meanings presented by the participants. Most of the participants strongly believed in the benefits of teaching NTS from pre-clinical years. Teachers’ consensus was to train students in communication, situation awareness, teamwork and leadership skills from pre-clinical years. However decision-making and stress management were agreed to be trained from clinical years as they require clinical knowledge. The use of simulation was found to be most effective for training among other methods like didactic sessions, case-based discussions and video-assisted learning. Simulation sessions integrating technical and NTS, fewer learning outcomes and effective debriefing were considered advantageous for effective learning. Simulation-based education using a spiral curriculum approach, starting training from pre-clinical years and gradually increasing difficulty through intricate exercises in clinical years can be suggested to achieve the desired competence of NTS.

Groupwork with disadvantaged communities in North West, Lokaleng village in South Africa- social responsibility

2022-09-26T00:50:12-07:00

North West University has in its many community engagement endeavours and projects developed a “We deliver” project to give back to the community as part of its social responsibility initiative.

The department of social work used this platform to advance self-help, education, mutual aid, social relief and general development within the community. Generalist approach of Kirst-Ashman, (2002) was particularly used which incorporated multiple levels of intervention. Attempts at improving the life of the disadvantaged involves imparting of knowledge about the manifestation of social problems like poverty, unemployment and self-defeating behaviours like teenage pregnancy, teenage alcohol abuse and drug misuse. Social group work as one of the primary methods was used to reach the community through learners focusing on empowerment and skilling. The latter was provided by the relevant stakeholder Department of Social Development (DSD). The target group which served as a link to the community was high school learners in Lokaleng Village near Mafikeng, North West Province. The results were shared with the leaders of the community who served as gatekeepers and who will ensure sustainability.

Keywords: group work, community, disadvantaged, social responsibility, sustainability

Interprofessional supervision: strengthening clinical supervision by utilising commonalities across professions

2023-07-22T10:47:42-07:00

All 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.

Strategies to use online forums to teach social work students critical reflection

2024-02-12T00:14:00-08:00

Without critical reflection, social work students would struggle to improve their social work practice. This skill is thus regarded as a significant aspect of social work training. The literature on social work covers the importance of critical reflection and presents a number of frameworks for how to reflect critically, but how this skill should be taught given its complexity and sensitivity has not been investigated, in particular as regards distance learning students. This skill is essential not only for students’ academic work but for their whole careers. This paper therefore presents a research study that explores strategies used by social work tutors in online forums to teach critical reflection at a distance. The participants were 15 tutors from a distance learning social work course in England who applied a number of teaching techniques to engage their distance learning students in becoming critically reflective. This research suggests that the role of tutors is pivotal in enabling social work students to acquire the skill of critical reflection. They play a number of roles in supporting students academically, emotionally and practically, acting as facilitators, educators, assessors, guides, mentors and coaches. The paper concludes with a discussion of the practical implications.

Scoping the Development of Implementing an Undergraduate Operating Department Practitioners Buddy Scheme

2024-02-27T04:06:17-08:00

Introduction: In England, higher education institutions (HEIs) are modifying their processes to implement support strategies to decrease attrition rates. Some HEIs offer student buddy schemes to foster support networks, and knowledge exchange, build friendships, and increase confidence. Buddy schemes include peer-to-peer support coordinated by institutions, pairing experienced and non-experienced individuals aimed to provide support, advice, and training. At present, there is a lack of evidence capturing Operating Department Practitioner (ODP) students’ opinions about the implementation of a buddy scheme to improve student retention. Thus, to address this gap, a qualitative study with second year ODP students was undertaken.

Methods: Nine second year ODP students in the Midlands, England attended two focus groups. Questions relating to students’ thoughts and perceptions of barriers, and facilitators to a buddy scheme guided the discussion. All focus groups were audio-recorded and transcribed verbatim, and data were analysed using reflexive thematic analysis.

Results: All students regarded the buddy scheme to be potentially advantageous. The reflexive thematic analysis identified three main themes: (1) the value of having a buddy in supporting wellness; (2) the sharing of students’ experiences; and (3) the structure of the buddy scheme.

Implications For Practice: All participants agreed that a buddy scheme would greatly support fellow students both academically and professionally. ODP students see buddy schemes as critical for support and shared experience in completing their studies. Co-design is vital for developing the buddy scheme for ODP students, and further studies are needed to inform the effectiveness of evidence-based buddy schemes.

Using student stand out moments to reclaim school-based social work placement

2024-06-01T11:58:26-07:00

During the pandemic, one university experienced considerable challenge sourcing placements for student social workers. In response, they developed the SWIS project through which placed nearly 50 students in schools. To capture their experiences in practice learning, students were invited to participate in a reflective workshop. This paper focuses on one activity where students were asked to reflect on ‘stand out moments’ (SOM) when undertaking their school-based placement. The paper is underpinned by transformative learning theory, through which we explore the journey or process in practice learning which can facilitate growth and change. The data was collected as part of a wider action research study, with findings reasserting the centrality of direct work and relationship-based practice. The discussion section highlights how school-based placements provided significant opportunities for learning and development, such as being afforded the ‘freedom’ to be creative in developing child focused interventions. This paper has implications for revisiting the potential for school-based practice learning, as settings with wide ranging learning opportunities, which can inspire and empower students.