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Publisher: Whiting and Birch   (Total: 3 journals)

Groupwork     Full-text available via subscription   (Followers: 2, SJR: 0.142, h-index: 4)
J. of Practice Teaching and Learning     Full-text available via subscription   (Followers: 2, SJR: 0.127, h-index: 2)
Social Work & Social Sciences Review     Open Access   (Followers: 13, SJR: 0.167, h-index: 5)
Journal Cover   Journal of Practice Teaching and Learning
  [SJR: 0.127]   [H-I: 2]   [2 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1759-5150
   Published by Whiting and Birch Homepage  [3 journals]
  • Editorial
    • Authors: Helena Low, Mark Doel
      Pages: 3 - 7
      Abstract: Editorial to the Special Isse
      PubDate: 2015-08-17
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • Sustaining partnership working in practice learning: An exploration of the
           perspectives of practice teachers and students
    • Authors: Ian Brodie, Brian Coyle
      Pages: 8 - 21
      Abstract: This paper reports the findings of a small-scale study undertaken by one university – Glasgow Caledonian University- to test the state of ‘partnership working’ between the university and placement providers. The study was conducted in two stages with 35 practice teachers responding to an on-line survey in stage one, and 16 practice teachers and students participating in interviews at stage 2. Overall findings indicate that the university has managed to sustain effective partnership working, despite organisational changes and resource constraints but that a number of improvements should be made to existing arrangements so that partnership working and the quality of practice learning can be further enhanced. It is evident that ‘independent practice teachers’ and ‘work-based supervisors’ have an increasing presence on the practice learning landscape, requiring a careful examination of their roles and responsibilities.


      PubDate: 2015-08-14
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • What do you say after ‘hello’? Connecting social work
           students to placement
    • Authors: Stuart Eno
      Pages: 22 - 31
      Abstract: Practice learning placements are profound experiences for students. Starting placement is daunting, regardless of the student’s stage in their programme. This paper draws on change and transition theory, along with practice evidence, to understand some of the process issues facing students moving from academic to service settings. It then describes an introductory morning that has been developed to acknowledge these aspects and support the students’ arrival in the agency.


      PubDate: 2015-08-14
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • Sustaining a good model of practice education in challenging times
    • Authors: Jackie Reed, Eileen Walsh, Rena Lyons
      Pages: 45 - 56
      Abstract: The Bacon Report (2001) recommended an increase in the numbers of occupational therapists, physiotherapists, and speech and language therapists in Ireland. As a result four new programmes were introduced in 2003. These new programmes, along with the existing programmes, resulted in a significant increase in placement requirements, against a backdrop of public service reform and a challenging economic environment. A National Steering Group for Practice Education was established to oversee the development and implementation of a national model of practice education. Three key principles underpinned the development and implementation of this model i.e., the use of an organisational development approach, promotion of an interprofessional approach, and innovative models for delivering practice education. First, the use of an organisational development approach involved key stakeholders in all aspects of the process, thus promoting ownership and collaborative problem-solving.Second, the use of an interprofessional approach promoted collaborative working and the achievement of quality outcomes within relatively short time-frames. Third, the exploration of innovative models of placement delivery has been helpful in relation to increasing placement capacity. As well as benefitting students, some of these models have been positive for patients. The learning from these experiences may be useful for other health and social care professions.


      PubDate: 2015-08-15
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • Reflections on delivering interprofessional education in practice
    • Authors: Sundari Joseph, Lesley Diack, Fiona Garton, Jenni Haxton
      Pages: 45 - 57
      Abstract: The interprofessional education (IPE) programme in Aberdeen has been in existence since 2003. Commencing with undergraduate students from medicine and pharmacy, it expanded to include: applied biomedical science; diagnostic radiography; dietetics; midwifery; nursing; nutrition; occupational therapy; physiotherapy and social work. To cater for these different courses the programme has been diversified using blended learning strategies and innovative technologies. Models for practice delivery have been tried and tested, and research evidence has underpinned the development. This paper will highlight three of these tested models that can be used to deliver IPE in practice namely: simulation using gaming; face-to-face IPE in practice and the creation of virtual communities for student learning. A critical factor to enhancing the excellence of this curriculum development was the quality of the partnership working between the Universities and the practice settings. Fundamental to this was the staff development in IPE facilitation and training. Students demonstrated transferable skills from university to placement settings, applying their learning to interprofessional and inter-agency working. These formal and informal learning approaches have been crucial to the students’ acceptance of each other as equal partners in delivering health and social care.


      PubDate: 2015-08-14
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • Two sides of the one coin: Assessment of students who have previously
           failed a placement and the role of the practice teacher
    • Authors: Ruth Murray, Marguerita McGovern
      Pages: 58 - 72
      Abstract: Abstract: Why does a student fail? What will be the student’s learning needs in any repeat placement? How does the student reflect on their previous placement experience?  Can the Practice Teacher provide the appropriate learning experience and facilitate the student to attain the competencies needed to pass a repeat placement? So many questions for all of those concerned with the reality of a failed and repeat placement.
      This paper emanates from a presentation by both authors at the Glasgow Conference on Practice Teaching and Field Education in Health and Social Work in April 2014. It  will examine the processes of social work placement failure and the task involved in finding a repeat placement for the student. Interesting topics for discussion include: What prompts  Practice Teachers to take students who have previously failed?  What preparations and conversations take place  previous to the student started the repeat placement? How important is the involvement of the student’s Tutor in the planning of this next placement? A small sample of practice teachers’ experiences who offered placements to students (who had previously failed a placement) will be explored, as will  conversations with students who had themselves previously failed. The conclusions attained by the authors both of whom are University Fieldwork Coordinators in researching this topic will be presented, with some interesting results.
      PubDate: 2015-07-14
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • Concepts of justice and the non-traditional placement
    • Authors: Nick Pollard
      Pages: 79 - 93
      Abstract: This paper is based on a presentation given at the 10th International Conference on Practice Teaching and Field Education in Health and Social Work in April 2014. Occupational Therapy student non-traditional placements are an important element of developing autonomous practitioner skills. This paper considers the changes which have led to an increase in the use of non-traditional placements, and the significance of their basis in the third sector for a profession with origins in social justice and reform in the light of present health and social inequalities. It considers the advantages these placements bring to students and their universities, but also argues that the benefits to all stakeholders, including third sector organisations and their clients are critically reviewed.


      PubDate: 2015-08-14
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • The dialectics of change in social work education
    • Authors: Graeme Simpson, Ani Murr
      Pages: 94 - 117
      Abstract: The aim of this paper is to explore the dialectics of change in social work education. Beginning with a brief outline of the dialectic, it acknowledges the contested nature of social work, and identifies historical tensions between major stakeholders (government, regulators, employers, academics and educators). It examines inherent contradictions in the understanding of ‘good’ social work in the conflict over the social work curriculum, and in approaches to the assessment of practice at institutional and individual levels. Significant disconnections between stakeholders identified through the social work degree are described and the potential for reconnection through the reform process in England is recognized. The paper concludes by questioning whether such reconnection (synthesis) is possible in the context of divisive historical tensions (thesis and anti-thesis) and suggesting where new forms of connectivity may emerge


      PubDate: 2015-08-15
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • Learning to work collaboratively to improve the quality of care for
           
    • Authors: Elizabeth Howkins, Helena Low
      Pages: 118 - 130
      Abstract: This article explores some of the issues that face the practice educator in providing and facilitating inter professional learning opportunities for their student during a practice placement experience. A brief overview of IPE is provided to show how it provides a platform for learning for effective collaborative practice Issues highlighted and discussed include: the unique factors which have to be taken into account when facilitating learning of mixed professional groups; the enhanced and additional skills needed by teachers and facilitators; the challenges of finding appropriate interprofessional learning opportunities in limited and diverse practice settings; the preparation, strategies and changes which are needed to support practice educators in their interprofessional teaching role.
      For the purpose of this article the role of the practice educator refers to a formal role in which the qualified health professional has formal responsibilities for facilitating the learning of pre-registration trainees.
      PubDate: 2015-08-17
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • Enhancing the practice learning experiences of BME students: Strategies
           for practice education
    • Authors: Prospera Tedam
      Pages: 131 - 146
      Abstract: Practice learning, also known as field education or practicum is central to social work education not only in the UK, but also in countries such as the United States of America, Australia, New Zealand, Canada and South Africa. It presents students with opportunities to integrate academic learning and practice experience with people, their families, communities and environments, and enables the development and enhancement of key skills and social work values. In England, recent studies have highlighted the disparity between black students and white students in terms of progression and attainment on social work qualifying programmes, and practice placements are becoming notorious as sites of difficulty for many students from black and minority ethnic (BME) backgrounds. This paper focuses on a sub-group (black African students), an ethnic minority group with a unique set of characteristics which have been found to contribute to their specific experiences of practice education in the UK.
      This paper outlines some strategies which have been proposed by black African students as necessary and central to enhancing their practice learning experiences and outcomes on social work programmes. This article was developed from a paper presented to the International Conference on Practice Learning in Scotland (4-7 April 2014).


      PubDate: 2015-08-15
      Issue No: Vol. 13, No. 2-3 (2015)
       
  • How does storytelling within higher education contribute to the learning
           experience of early years students?
    • Authors: Sarah Flanagan
      Pages: 146 - 168
      Abstract: Background and rationale. Reading stories telling stories is a familiar practice within primary education; furthermore there is recognition that stories are used within higher education. This study seeks to understand how storytelling within higher education contributes to the learning experience of early years students. It is anticipated that a deeper understanding of stories and storytelling in this context will lead to a greater appreciation of this resource and its enhanced use.
      Design/methods. A qualitative methodology was used. The participants included 45 early years students. All students involved in the study were employed as early years workers contributing to the care and education of children aged 0–5. Semi structured interviews and non-participant observations were completed to collect the data and thematic analysis was used in its interpretation.
      Findings. Participants saw multiple contributions of story and storytelling including the facilitation of learning, the enhancement of reflective practice and the reinforcement of professional/group culture. Story and storytelling provided opportunities for relaxation, entertainment and had a significant social impact. Certain activities encouraged storytelling and the most engaging stories were those that the listener could relate to
      PubDate: 2015-08-17
      Issue No: Vol. 13, No. 2-3 (2015)
       
 
 
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