Social Work’s Participation in the Geriatric Education Centers Educational Evaluation: A Brief Report

2016 ◽  
Vol 38 (3) ◽  
pp. 406-411 ◽  
Author(s):  
Kristina M. Hash ◽  
Marla Berg-Weger ◽  
Daniel B. Stewart ◽  
David P. Elliott
Keyword(s):  
Social Work ◽  
Continuing Education ◽  
Social Workers ◽  
Online Survey ◽  
Educational Evaluation ◽  
Provider Education ◽  
Leadership Positions ◽  
Education Programs ◽  
Geriatric Education

This study was conducted to determine the level and types of participation of social workers in the activities of the Geriatric Education Centers (GECs). Through an online survey of GECs, the level of participation of social work professionals was compared with those in dentistry, nursing, medicine, and pharmacy, during the years 2010 to 2014. Thirty-one percent (14) of the 45 GECs completed the survey. The results found increases in participation for both social workers and nurses for both GEC activities and involvement in leadership positions within the centers. The GECs also identified caregiver and provider education and continuing education as activities in which social workers have had an increased interest in recent years. Implications from this study can inform the programming efforts of the new Geriatric Workforce Enhancement Program (GWEP) and other geriatric education programs.

scholarly journals Exploring How Practicing Social Workers Define Evidence-Based Practice

2019 ◽  
Vol 18 (4) ◽  
pp. 1237-1249 ◽  
Author(s):  
Jill M. Chonody ◽  
Barbra Teater
Keyword(s):  
Social Work ◽  
Continuing Education ◽  
Social Workers ◽  
Social Work Education ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Social Work Practitioners ◽  
Work Education

This research note presents findings from a study that sought to garner a better understanding of the way in which practicing social workers defined Evidence-Based Practice (EBP). As part of a larger quantitative study, 137 social work practitioners provided a definition for EBP through an online survey and indicated the extent to which they: consider themselves an evidence-based practitioner; believe practitioners should apply EBP in social work; and were prepared through their social work education to use EBP. Content analysis of the practitioners’ definitions of EBP revealed that the majority of respondents described EBP as an intervention or a product versus a process. Regardless of the definition that was provided, descriptive statistics revealed practitioners reported on average that they identified somewhat as an evidence-based practitioner, believed that practitioners should apply EBP in practice moderately to always, and felt only moderately prepared by their social work education for EBP. The findings suggest an opportunity in social work education may exist to further reinforce the process of EBP to delineate it from the evidence-based interventions that may also be taught, especially in clinical programs. Dissemination may also need to occur through mandated continuing education hours, much like ethics has been added as a requirement in some states.

The perceived importance of educational qualifications and professional development/continuous education for social work administrators: A case of the NASW-KY chapter

2021 ◽  
pp. 002087282110227
Author(s):  
Hamad A Alaslawi ◽  
Jeremiah K Garrett
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Continuing Education ◽  
Social Workers ◽  
Formal Education ◽  
Education Programs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Continuous Education ◽  
Perceived Importance

Social work administrators may be receiving inadequate training due to the undervalued importance of formal education and professional development. This study employed a cross-sectional survey on a sample of 150 members of the Kentucky chapter of the National Association of Social Workers. The majority were women (81%). Most held an MSW degree (68.5%). Correlation analysis revealed: (1) perceived capabilities of social work administrators correlated with the perceived importance of formal educational qualifications and (2) perceived qualities, skills, functions, and practices correlated with the perceived importance of professional development/continuous education. Understanding this perceived link and the gaps presented is an important step toward developing better professional development/continuing education programs.

scholarly journals Practice in a Pandemic: School Social Workers’ Adaptations and Experiences During the 2020 COVID-19 School Disruptions

2021 ◽  
pp. 104438942110098
Author(s):  
Michael S. Kelly ◽  
Rami Benbenishty ◽  
Gordon Capp ◽  
Kate Watson ◽  
Ron Astor
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Social Workers ◽  
Online Survey ◽  
Work Practice ◽  
School Social Work ◽  
Social Work Practice ◽  
Virtual School ◽  
School Social Workers ◽  
Traditional Practice

In March 2020, as American PreK-12 schools shut down and moved into online learning in response to the global COVID-19 pandemic, there was little information about how school social workers (SSWs) were responding to the crisis. This study used a national online survey to understand how SSWs ( N = 1,275) adapted their school practice during the initial 2020 COVID-19 crisis. Findings from this study indicate that SSWs made swift and (relatively) smooth adaptations of their traditional practice role to the new context, though not without reporting considerable professional stress and personal challenges doing so. SSWs reported significant concerns about their ability to deliver effective virtual school social work services given their students’ low motivation and lack of engagement with online learning, as well as significant worries about how their students were faring during the first months of the pandemic. Implications for school social work practice, policy, and research are discussed.

Safety Education: A Study of Undergraduate Social Work Programs

2007 ◽  
Vol 12 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Geraldine Faria ◽  
Mary Agnes Kendra
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Academic Programs ◽  
Safety Education ◽  
Education Programs ◽  
The Social ◽  
Client Violence ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The literature on client violence against social workers calls for social work education programs to teach students how to protect themselves and minimize the risk of verbal and physical harm. Although the social work literature cites examples of content that should be taught, there is little information on whether safety education is covered in academic programs and, if so, what exactly is taught. This study focused on nineteen baccalaureate programs and determined the extent to which they teach safety education. The study also identified the minimum safety education content that should be taught in baccalaureate social work programs.

scholarly journals Social Work Graduates Entering the Field of Gerontology During COVID-19: Exploring Perceived Readiness and Needs

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 390-390
Author(s):  
Susanny Beltran ◽  
Vivian Miller
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Social Workers ◽  
Disaster Preparedness ◽  
Online Survey ◽  
Training Needs ◽  
Cross Sectional ◽  
Term Care ◽  
Scarce Resources ◽  
Gerontological Social Workers

Abstract Gerontological social workers (GSW) are on the frontlines supporting the biopsychosocial needs of older adults in hospitals, communities, and long-term care settings. However, it is unclear whether social workers (SW) are trained to meet the emerging needs of older adults during COVID-19. This study describes training received, perceived readiness, and training needs of GSWs new to the field during 2020. A cross-sectional online survey was conducted with recent graduates from U.S. SW programs. Survey questions explored training received and ongoing needs, perceived self-efficacy (adapted from the Geriatric Social Work Competency Scale), demographics, and confidence in ability to work with populations 55+. A total of 15 recent SW graduates specializing in gerontology completed the survey. Fifty-three percent of the sample held MSWs and over half (53.3%) were licensed social workers or registered interns. Nearly all participants (73.3%) reported taking an introductory aging course, and almost half (46.7%) completed coursework in aging and diversity, aging policy, and end-of-life care/bereavement; 80% completed fieldwork in aging. Participants report moderate skill in assessing issues related to losses or transitions (46.7%), and physical functioning (53.3%), and advanced skill in assessing cognitive functioning (60.0%), and caregiver stress/needs (53.3%). Nearly half of respondents who rated their training as good-excellent indicate being very-extremely confident (42.8%) in their ability to practice with older adults. Training needs among participants include disaster preparedness, telehealth, and coordination of scarce resources. Curriculum development and continuing education are necessary to support emerging gerontological social workers in their practice during COVID-19 and other emergencies.

scholarly journals Reviewing the benefits and challenges of overseas practice: Reflections upon coming home

2019 ◽  
Vol 31 (1) ◽  
pp. 72-88
Author(s):  
Liz Beddoe ◽  
Allen Bartley
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Online Survey ◽  
Learning And Development ◽  
Aotearoa New Zealand ◽  
The Social ◽  
Opportunities For Learning ◽  
Workplace Cultures ◽  
Benefits And Costs

INTRODUCTION: Given the diversity of practice and understanding of social work across the globe and its distinctive shape in specific national settings, practitioners working in a new country encounter different community, professional and workplace cultures which may pose challenges. This current study contributes to a larger programme of work undertaken to address the transnational nature of the social work profession in Aotearoa New Zealand and elsewhere. METHOD: The study aim was to explore the experiences of Aotearoa New Zealand qualified social workers who have practised in another country and have returned home. Participants in an online survey were recruited via an invitation to all members of the Aotearoa New Zealand Association of Social Workers. The questionnaire was designed to obtain broad data about the experiences of social workers in their overseas employment and perceptions on their return home. FINDINGS: Many participants had layers of transnational experience having practised as social workers in multiple countries. Participants reported overall satisfaction with overseas experiences which had provided professional opportunities for learning and development, and better pay and conditions. Coming home presented new challenges and interesting perceptions of social work in Aotearoa. IMPLICATIONS: Adjustment to new practice locations and, as shown in this small exploratory study, returning “home” can be disruptive to professional perspectives. While overseas practice is enriching, it carries with it both relocation benefits and costs, confirming earlier research. Better employer recognition of the challenges of returning social workers, and the enhanced skills they bring home may offset any dislocation experienced. 

scholarly journals Understanding social work-force satisfaction

2019 ◽  
Vol 21 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Andrew Pithouse ◽  
Alyson Rees ◽  
Charlotte Brookfield ◽  
Alf Djupvik
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Work Experience ◽  
Online Survey ◽  
Social Cognitive ◽  
Work Force ◽  
Evidence Base ◽  
Wide Field ◽  
Sources Of Knowledge ◽  
The Uk

Summary A Guardian Newspaper survey of social workers in the UK published in 2015 suggested that ‘The happiest social workers are in Wales’. In exploring why this may be so, the authors undertook an in-depth national online survey in 2017 of all social workers in Wales registered ( n = 5564) as employed at that point and from which some 997 responded. The survey sought a wide field of information about the occupational experience, and this article reports on selected aspects of knowledge, evidence-base, aims, competence and quality as perceived by respondents. Findings The workforce, durable, mostly white, aging and female, consider their services of good quality despite insufficiencies in staff capacities and material resources. While most acknowledged the influence on their practice of psycho-social, cognitive and systems paradigms, they also cited as major sources of knowledge, their clients, work experience, colleagues, case-procedures and in-house training. There seemed much less affirmation of evidence-based techniques and relatively little use of social work journals, books and professional magazines once qualified and in practice. Applications The emphasis by many upon the bureau or department as both ‘habitus’ and heuristic for much everyday practice raises important questions for how we understand and enhance practitioner knowledge and ensure equivalent social worker competence across the workforce.

Sign in / Sign up

Export Citation Format

Share Document