scholarly journals Social Work Students’ Attitudes and Skills Self-Efficacy Toward Collaborative Practice Improve After Interprofessional Opioid Use Disorder Case Discussion

2020 ◽  
Vol 20 (2) ◽  
pp. 204-215
Author(s):  
Isok Kim ◽  
Diane E. Elze ◽  
Patricia J. Ohtake
Keyword(s):  
Social Work ◽  
Self Efficacy ◽  
Social Work Students ◽  
Opioid Use Disorder ◽  
Opioid Use ◽  
Case Discussion ◽  
Before And After ◽  
Students Attitudes ◽  
Work Education ◽  
Work Student

Few studies have examined social work student outcomes after engagement in interprofessional (IP) learning experiences. We examined self-reported attitudes and skills self-efficacy among social work students before and after their engagement in IP Forums. The data comes from social work students who participated in 2016-2018 Fall IP Forums focusing on opioid use disorder. Using the Interprofessional Attitudes Scale (IPAS) and the Interprofessional Collaborative Competency Attainment Scale, revised (ICCAS), we assessed students’ self-reported attitudes (IPAS) and skills self-efficacy (ICCAS) before and after the Fall IP Forums. Paired t-tests identified significant changes in IPAS and ICCAS scores. Students reported increases in their IP attitudes and skills self-efficacy following participation in the IP Forum as measured by pre-IPAS score (n=236, M=4.56, SD=0.29) to post-IPAS score (M=4.68, SD=0.27; t(156)=-5.31, p<.001). Post-ICCAS score also increased (n=48, M=4.26, SD=0.69; t(33)= -5.75, p<.001) from the pre-ICCAS score (M=3.55, SD=0.92). The 2015 Council on Social Work Education Accreditation Standards require that social work students learn how to value and engage in interprofessional teams. Given the self-reported increases in IP attitudes and skills self-efficacy seen in this study, IP Forum participation will help foster greater engagement and contribution to overall IP experiences for social work students.

Perceived Skills, Self-Efficacy, and Attitudes Toward Technology: A Pilot Study of BSW Students

2014 ◽  
Vol 19 (1) ◽  
pp. 65-81
Author(s):  
Laura Ting ◽  
Marcela Sarmiento Mellinger ◽  
Katherine Morris
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Technology Use ◽  
Self Efficacy ◽  
Social Work Students ◽  
Future Research ◽  
Attitudes Toward Technology ◽  
Before And After ◽  
Work Education

The Council on Social Work Education has called for the increased use of relevant technology; however, limited research is available on social work students’ perceived skills, self- efficacy, and attitudes toward technology. This study examined 215 BSW students’ perceived confidence, skills, attitudes, and self- efficacy regarding technology use before and after taking a social work and technology course. Significant differences were found in all factors except attitude. Age was negatively correlated with perceived skills and self- efficacy. Qualitative data on how students felt about technology in their future roles as social workers identified six themes: better service provision, changes in communications, improved access and productivity, client involvement, concerns with confidentiality, and role of technology. Recommendations for future research and implications for social work education and practice are discussed.

scholarly journals Animal Assisted Intervention at The Nelson ARK: A social work placement reflection

2020 ◽  
Vol 32 (4) ◽  
Author(s):  
Letitia Meadows ◽  
Karen Howieson ◽  
Tessa Bashford ◽  
Brooke Silke-Atkins
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Field Education ◽  
Positive Development ◽  
Work Placement ◽  
Human Animal ◽  
Work Education ◽  
Animal Assisted Intervention ◽  
Work Student ◽  
And Training

The involvement of animals in aspects of social work assessments and interventions has been touted as a positive development. Yet, little attention has been given to the potential for animal involvement in social work education and training. This practice reflection describes social work student placements at The Nelson ARK, where Animal Assisted Intervention (AAI) is employed in programmes for youth. Social work placement coordinator, Letitia, and The Nelson ARK manager, Karen, provide the background to this initiative, while students, Tessa and Brooke, share a snapshot of their placement experiences that highlight a fresh appreciation of human–animal relations. From our collective experiences, the authors propose that field education in services that provide AAI affords novel and valuable learning for social work students.

Students and Faculty as Co-Teachers: Processes of Self-Efficacy and Educational Empowerment

1996 ◽  
Vol 2 (1) ◽  
pp. 133-150 ◽  
Author(s):  
Marceline M. Lazzari ◽  
Nancy A. Banman ◽  
Robert L. Jackson
Keyword(s):  
Social Work ◽  
Self Efficacy ◽  
Research Study ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Social Work Educators ◽  
Roles And Responsibilities ◽  
Qualitative Research Study ◽  
Professional Experiences ◽  
Work Education

When students and faculty share teaching roles and responsibilities, an innovative and challenging learning environment emerges. This paper presents findings from a qualitative research study that sought to explicate the meaning of co-teaching from the perspectives of student co-teachers. Thirty-six undergraduate social work students were interviewed. Student co-teachers reported that their social work education, knowledge, values, and skills were positively affected and their relationships with faculty and students enhanced. The data hold relevance for all social work educators who are interested in creating learning opportunities that more closely replicate the world of practice. In so doing, it appears that processes of self-efficacy and educational empowerment become reciprocally engaged and result in personal/professional experiences that expand the boundaries of traditional educational approaches.

scholarly journals Preparing Social Work Students for International Interdisciplinary Practice: A Teaching Model and Its Impact on Self-Efficacy

2016 ◽  
Vol 16 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Pinar Zubaroglu ◽  
Marciana Popescu
Keyword(s):  
Social Work ◽  
International Development ◽  
Self Efficacy ◽  
Social Work Students ◽  
Teaching Model ◽  
International Social Work ◽  
International Social Work Education ◽  
Knowledge And Skills ◽  
Work Education ◽  
International Social

To promote international social work education and prepare MSW graduates for international careers, several teaching models have been developed, including intensive teaching in international settings, hybrid teaching with study abroad components, and applied learning through service learning and international internships. Benefits of international social work education range from increased knowledge and skills in addressing global issues through policy and advocacy, to significant improvements in multi-cultural competence and awareness upon participation in structured cultural immersion programs. Current challenges for social workers in international development careers point to the need for an interdisciplinary approach to best address complex global social issues. This paper proposes an international interdisciplinary teaching model that aims to prepare social work students for international development practice. Based on a pilot study of the proposed model, students showed significant increases in the self-efficacy of interdisciplinary international knowledge and skills. 

Educational Correlates of Antigay Bias: A Survey of Australian Social Work Students

2014 ◽  
Vol 19 (1) ◽  
pp. 1-20
Author(s):  
Jill Chonody ◽  
Nilan Yu
Keyword(s):  
Social Work ◽  
Gay Men ◽  
Undergraduate Students ◽  
Sexual Minorities ◽  
Social Work Students ◽  
Lesbian Women ◽  
Students Attitudes ◽  
Work Education ◽  
The University ◽  
The Relationship

The study reported here examined three educational correlates of students’ attitudes toward gay men and lesbian women: coursework prior to attending the university that included information about sexual minorities, coursework at the university that included information about sexual minorities, and identification with one's degree. Undergraduate students enrolled in social work courses in an Australian university were surveyed. Of the three correlates examined, two variables— exposure to education prior to attending the university and identification with degree— were significant, but only in relation to attitudes toward gay men. The relationship with previous education about sexual minorities is remarkable in that it seems counterintuitive: Those who reported more exposure to education about sexual minorities prior to attending the university exhibited greater bias against gay men; however, the effect size was small. Consistent with study hypotheses, greater identification with one's degree was correlated to less antigay bias. Implications for social work education are considered.

scholarly journals An Examination of Service Learning and Self-Efficacy for Masters Students Engaging in Substance Use Education

2019 ◽  
Vol 11 (4) ◽  
pp. 82
Author(s):  
Stephanie Rose ◽  
Johanna Thomas ◽  
Samantha Christian ◽  
Duston Morris ◽  
Anita Sego
Keyword(s):  
Substance Abuse ◽  
Substance Use ◽  
Social Work ◽  
Service Learning ◽  
Self Efficacy ◽  
Addiction Treatment ◽  
Social Work Students ◽  
Before And After ◽  
Substance Abuse Disorders ◽  
Project Data

This study explored perceptions of social work students before and after a service-learning project in which they worked with clients with substance abuse issues. Two areas were explored: (1) social work students&rsquo; perceptions of treating clients with substance use before and after the course &ldquo;Addiction Treatment in Social Work&rdquo; and the required service-learning project component; and (2) social work students&rsquo; self-efficacy before and after the addiction, service-learning project. Data-collection occurred through a pre-post self-efficacy survey, a questionnaire about interests in working with clients struggling with addiction and a course assignment. Students also completed a demographic questionnaire. Data were analyzed using Dedoose for the qualitative data component and SPSS for the quantitative components. Overall, findings from the quantitative and qualitative analyses were very positive. Although there were no significant increases in self-efficacy from pre-post-test the average scores did increase nearly 3.5 points. Students also indicated they were more willing to work with both individuals and groups/families dealing with addiction issues. Moreover, students reported an increase in insight, skills, community engagement and meaningful experiences even though they reported having feelings of doubt initially. Based on the findings, specialized training and service-learning opportunities in addictions for social work students is beneficial. Training should target appropriate skills, the distinct needs of people who are suffering from substance abuse disorders, and self-reflection regarding perceptions of substance use disorders.

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