scholarly journals Risk of Injury Events in Patients With Visual Impairments: A Swedish Survey Study Among Hospital Social Workers

2021 ◽  
pp. 0145482X2110466
Author(s):  
Jörgen Lundälv ◽  
Charlotta Thodelius
Keyword(s):  
Social Workers ◽  
Practical Knowledge ◽  
Low Vision ◽  
Visual Impairments ◽  
Point Of View ◽  
Survey Study ◽  
Residential Setting ◽  
Hospital Social Workers ◽  
Perceived Experiences ◽  
Numeric Data

Introduction: People with visual impairments (those who are blind or have low vision) are exposed to risks in everyday life, especially injury risks. This study aimed to examine experiences and practical knowledge among hospital social workers in Sweden concerning meetings with patients with visual impairments who have been affected by injury events in residential environments. Methods: Swedish hospital social workers specializing in patients with visual impairments ( n=30) answered a questionnaire comprising 14 questions. Both fixed and open-ended questions were included, allowing an analysis of both comparable numeric data and subjectively perceived experiences and opinions. Results: A majority of the respondents had met patients who had been injured in the residential setting; the most common injury mechanism reported was tripping or falling on the stairs, or accidentally stumbling into furniture. The hospital social workers acknowledged that they could work more preventively in their professional role by encouraging patients to use orientation and mobility devices such as long canes, increasing collaboration with other professions, and conducting home visits to enable trustful dialogues with both patients and relatives. Discussion: According to these specialized hospital social workers, the provision of education and information to patients with visual impairments could potentially prevent future injury. However, in order to achieve this, there is a need to first enable a trustful dialogue between social workers and patients. Implications for practitioners: This study provides a better understanding of the importance of trustful dialogue between hospital social workers and patients with visual impairments, from the point of view injury prevention. It also offers a summary of the knowledge of hospital social workers about risks and injury events in residential settings for patients with visual impairments.

A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use when Providing Orientation and Mobility Services

2021 ◽  
pp. 0145482X2110180
Author(s):  
Nora Griffin-Shirley ◽  
Laura Bozeman ◽  
The Nguyen ◽  
Vitalis Othuon ◽  
Anita Page ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Online Survey ◽  
Low Vision ◽  
Visual Impairments ◽  
Teaching Techniques ◽  
Preparation Programs ◽  
Self Advocacy ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Immersion Training

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percentage of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

scholarly journals Exploring the role of an emotional support and counselling service for people with visual impairments

2013 ◽  
Vol 31 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Suzanne Hodge ◽  
Wally Barr ◽  
Louise Bowen ◽  
Martina Leeven ◽  
Paul Knox
Keyword(s):  
Emotional Support ◽  
Service Providers ◽  
Low Vision ◽  
Visual Impairments ◽  
Well Being ◽  
Service Users ◽  
Social Changes ◽  
Psychological Well Being ◽  
Mixed Methods Evaluation

There is growing evidence of the need for services to address the emotional support needs of people with visual impairments. This article presents findings from a mixed methods evaluation of an emotional support and counselling (ESaC) service delivered within an integrated low vision service, focusing primarily on the qualitative findings. Data collected using a standardised measure of psychological well-being (Clinical Outcomes in Routine Evaluation–Outcome Measure; CORE-OM) show an improvement in the psychological well-being of clients of the service between baseline and follow-up assessment. Qualitative findings from interviews with service users and service providers help to illustrate and explain the experiences underlying the quantitative findings. The ESaC services are shown to be helpful to service users in two particular ways: helping them to normalise their experiences by talking to an impartial listener and helping them to accept and adapt to the physical, emotional and social changes in their lives resulting from their visual impairment.

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

2021 ◽  
Vol 115 (1) ◽  
pp. 28-41
Author(s):  
Lauren J. Lieberman ◽  
Katie Ericson ◽  
Maria Lepore-Stevens ◽  
Karen Wolffe
Keyword(s):  
Focus Group ◽  
Independent Living ◽  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
Structured Learning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Expanded Core Curriculum ◽  
Children With Visual Impairments

Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

Effects of a Disability Simulation Activity on the Achievement, Efficacy, Attitudes, and Interests of Preservice Professionals

2021 ◽  
pp. 0145482X2110466
Author(s):  
Alexandra Hollo ◽  
Carla B. Brigandi ◽  
Casey M. Jelsema ◽  
Mingming Shi
Keyword(s):  
Visual Impairment ◽  
Skill Acquisition ◽  
Professional Education ◽  
Low Vision ◽  
Visual Impairments ◽  
Cluster Randomized Trial ◽  
Single Class ◽  
Related Services ◽  
Disability Simulation ◽  
Experimental Group

Introduction: Disability simulation activities are commonly used for various purposes in higher education; however, instructors may be unaware of controversies regarding their use. The purpose of this research was to assess the effects of an activity using low vision goggles to simulate visual impairment in the context of an undergraduate course in special education. We highlight the need for instructors to consider the appropriateness of disability simulation activities given possible countertherapeutic effects. Methods: In this cluster-randomized trial, 11 classes (248 students) of preservice education and related services professionals were randomized to experimental (lecture + simulation) or control (lecture only) conditions. During a single class session, all students received basic information about visual impairment and watched a video on being a human guide. Students in the experimental group then practiced guiding and being guided while wearing low vision goggles. At the end of class, students completed three Likert-type surveys and later completed a quiz using publisher-developed materials. Results: Results showed individuals in the experimental group reported higher levels of interest and enjoyment than those in the control condition; however, there were no statistically significant differences in attitudes toward persons with visual impairments, confidence or self-efficacy for working with students with visual impairments, content knowledge, or perceptions of activity usefulness. Discussion: Findings of positive engagement in the absence of harmful effects indicate that disability simulation activities should be neither promoted nor denigrated wholesale; instead, instructors must weigh carefully potential benefits and drawbacks. Discussion includes considerations for professional education programs in using such simulations to promote skill acquisition via positive and respectful learning experiences. Implications for practitioners: Instructors who use disability simulation activities are encouraged to consider whether to discontinue this practice or incorporate principles recommended by the disability community and assess outcomes to ensure they are not perpetuating harmful stereotypes.

Hospital Social Workers and Self-Help Groups

1985 ◽  
Vol 10 (2) ◽  
pp. 95-103 ◽  
Author(s):  
Rita Beck Black ◽  
Diane Drachman
Keyword(s):  
Social Workers ◽  
Hospital Social Workers ◽  
Self Help ◽  
Self Help Groups

scholarly journals Landscape Design of University Campuses and User Satisfaction

2021 ◽  
Author(s):  
Deniz Gozde Ertin Tezgor ◽  
◽  
Beste Karakaya Aytin ◽  
Keyword(s):  
Public Space ◽  
User Satisfaction ◽  
Point Of View ◽  
Green Spaces ◽  
Survey Study ◽  
User Needs ◽  
University Campus ◽  
Art And Design ◽  
University Campuses ◽  
User Space

University campus gardens provide the integrity of the environment with educational buildings, connect the users and buildings, and provide liveable spaces for users. Campuses serve as a public space for academic, administrative and technical staff, especially students, as well as incoming visitors. As a public space, the ability of students to meet all their recreational, social and cultural needs is directly related to the content and designs of the open and green spaces of the campuses. It is essential to ensure the landscape designs of these spaces, in line with the structural and planting design principles, and with the successful composition of the user-space relationship where the user needs and desires are determined. From this point of view, it is aimed to evaluate the landscape designs of the two campuses of Trakya University, where art and design-oriented education is realised, in terms of user satisfaction. For this purpose, it was revealed by a survey that measures the satisfaction of the users of the two campuses where determined the spatial and landscape requirements of design-based education. In the survey, the users' duration and purpose of use of the campus, feelings created by various equipment on users, the usage the building and gardens and the current conditions of the campuses were determined. The frequency percentages of the data obtained in the survey study were evaluated using the SPSS 26.0 program. As a result, suggestions have been developed to improve the current use of the two campus gardens and to ensure the sustainability of the spaces.

scholarly journals Hospital Social Workers in the US

2017 ◽  
Vol 7 (2) ◽  
pp. 62-69
Author(s):  
Helena Lustová
Keyword(s):  
Social Workers ◽  
Hospital Social Workers ◽  
The Us

scholarly journals Challenges for learning neuroradiology in undergraduate medical school: analysis from the students’ point of view

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Esther de Alencar Araripe Falcão Feitosa ◽  
Luiz Henrique Costa Neto ◽  
Carina de Oliveira Gregório ◽  
Letícia Nobre Limas ◽  
Paulo Goberlânio de Barros Silva ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Mobile Application ◽  
Practical Knowledge ◽  
Good Alternative ◽  
Point Of View ◽  
Basic Knowledge ◽  
Clinical Neurology ◽  
Didactic Material

Abstract: Introduction: The teaching of neuroradiology in undergraduate medical school must be seen as an integration tool for the interdisciplinary study of radiology, anatomy and neurology. In practice, there is a limitation on the part of students in acquiring such knowledge, either due to “neurophobia”, or due to the lack of previous anatomical-radiological knowledge and also due to the lack of integrated didactic materials aimed at undergraduate school. However, there are few studies reporting the difficulties encountered by students in learning neuroradiology. Objective: To assess the perception of medical students about learning difficulties in neuroradiology. Method: Quantitative study, carried out with medical students enrolled in the second and seventh semesters of a university in Fortaleza. Data were obtained through a structured questionnaire with 12 yes or no answer questions. The questions addressed the possible difficulties encountered in acquiring neuroradiological knowledge, among them: the lack of targeted didactic material, the lack of integration with neurology, the need for basic radiological and anatomical knowledge, the large volume of content to study, and the limitations of active and traditional methodologies. Results: 181 questionnaires were analyzed. Most students report as difficulties: the need for basic knowledge of radiology (80.1%); neuroanatomy (77.5%); and to correlate radiology and neuroanatomy (70.9%). When comparing the 2nd semester and 7th semester groups, there was a greater tendency to point out the lack of practical knowledge of neurology by 2nd-semester students as a factor of greater difficulty in learning neuroradiology (82.6% versus 67.4 %, with p <0.0018). When asked about the usefulness of creating an e-book aimed at undergraduate students for learning neuroradiology, 85.6% of the students answered affirmatively; in the case of a mobile application, 92.3% agreed. As for the correlation between neuroradiology and medical practice, 98.3% answered that it is useful and necessary knowledge. Conclusion: In the students’ opinion, previous knowledge of neuroanatomy and clinical neurology is important for learning neuroradiology. The development of material such as an e-book or mobile application focused on integrating the teaching of these disciplines is considered a good alternative to facilitate the understanding of neuroradiology.

scholarly journals Hospitals and cultural diversity: social worker experiences and reflections

2017 ◽  
Vol 29 (2) ◽  
pp. 96-107 ◽  
Author(s):  
Doris Anne Testa
Keyword(s):  
Social Workers ◽  
Cultural Values ◽  
Narrative Analysis ◽  
Cultural Sensitivity ◽  
Culturally Sensitive ◽  
Small Scale ◽  
Structured Interviews ◽  
Frontline Workers ◽  
Hospital Social Workers ◽  
Culturally Sensitive Practice

INTRODUCTION: Social work accrediting bodies mandate that workers analyse ways in which cultural values and structural forces shape client experiences and opportunities and that workers deconstruct mechanisms of exclusion and asymmetrical power relationships. This article reports the findings of a small-scale qualitative study of frontline hospital social workers’ experiences and understanding of their mandate for culturally sensitive practice.METHODS: The study involved one-hour, semi-structured interviews with 10 frontline hospital social workers. The interviews sought to understand how frontline workers and their organisations understood sensitive practice. Drawing on their own social cultural biographies, workers described organisational policy and practices that supported (or not) culturally sensitive practice. Narrative analysis was used to extract themes.FINDINGS: Data indicate that frontline hospital social workers demonstrated their professional mandate for culturally sensitive practice. Workers were firm in their view that working with the culturally other requires humility as well as a preparedness to value and engage the multiple cultural meanings that evolve in the patient–worker encounter.CONCLUSION: The findings highlight that mandating cultural sensitivity does not necessarily result in such practice. Cultural sensitivity requires an understanding of how cultural and social location may be implicated in sustaining the dominant cultural narrative and signals the need for workers, systems and organisations to facilitate appropriate learning experiences to explore culturally sensitive practice.   

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