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 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.

scholarly journals Aboriginal World Views as Challenges and Possibilities in Social Work Education

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Cyndy Baskin
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Educational Needs ◽  
Aboriginal Peoples ◽  
World Views ◽  
Definition Of ◽  
Work Education ◽  
Schools Of Social Work

As Aboriginal peoples gain more access to schools of social work, the academy needs to respond to their educational needs. This involves incorporating Aboriginal world views into social work education. This paper focuses on one definition of world views according to Aboriginal epistemology. It also critiques both the role of social work in the lives of Aboriginal peoples and the goals of social work education. It raises key components that need to be addressed in the academy and provides ways in which this can be achieved. In addition, the paper stresses the importance of this content being taught to all social work students.

Centring Aboriginal Worldviews in Social Work Education

2005 ◽  
Vol 34 ◽  
pp. 96-106
Author(s):  
Cyndy Baskin
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Aboriginal Peoples ◽  
The World ◽  
Definition Of ◽  
Work Education ◽  
Schools Of Social Work ◽  
Reciprocal Process

AbstractAs Aboriginal peoples gain more access to schools of social work, the academy needs to respond to their educational needs. This involves incorporating Aboriginal worldviews and research methodologies into social work education. This paper focuses on one definition of worldviews according to Aboriginal epistemology and implements an anti-colonial discursive framework in its analysis of education. It also critiques both the role of social work in the lives of Aboriginal peoples and the goals of social work education. Through the findings of a recent research project with Aboriginal social work students in Ontario, Canada, it raises key components that need to be addressed in the academy and provides ways in which this can be achieved. The overall theme flowing through this paper is that of decolonisation whereby reclamation of the belief that all peoples of the world have much to offer one another and life is a reciprocal process comes to the surface. In addition, the paper stresses the importance of this content being taught to all social work students and its relevance to all areas of Indigenous humanities.

The Role of a Study Abroad Course in Undergraduate Social Work Education

1998 ◽  
Vol 4 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Elisabeth Reichert
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Social Work Education ◽  
Social Work Students ◽  
Cross Cultural ◽  
Important Place ◽  
Work Education

Developing an instructive and useful study abroad course for undergraduate social work students presents an unusual challenge. In this paper, the author addresses issues involving the study abroad course and concludes that such a course can occupy an important place in social work education. The author also provides a model for assisting educators in designing their own study abroad course. Cross cultural and educational exchanges fostered by a study abroad course can promote an ongoing involvement by students and faculty in the international arena of social work.

Social work as a recognised profession in the Pacific region

2017 ◽  
Vol 62 (2) ◽  
pp. 712-725 ◽  
Author(s):  
Jioji Ravulo
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Pacific Region ◽  
The Pacific ◽  
Work Education

This article explores how social work is understood as a profession in the Pacific region, alongside forces of globalisation and the consequent neo-colonialism that can emerge where Western models are perceived as superior to indigenous models of social work. Eight Western Sydney University social work students who completed their final 500-hour field practicums in Fiji and Samoa between 2013 and 2015 provided feedback on their experience. Issues include the lack of recognition of social work as a profession, as it is often perceived to occur naturally within Pacific cultures, and the role of social work education in preparing qualified practitioners.

The 5-Year BSW–MSW Program: A New Curricular Option

2010 ◽  
Vol 15 (1) ◽  
pp. 67-82
Author(s):  
Shirley Simon ◽  
Edward Gumz ◽  
Susan Grossman ◽  
James Marley ◽  
Yolanda Golden
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Potential Role ◽  
Faculty Members ◽  
Specific Information ◽  
Admission Process ◽  
Msw Students ◽  
School Of Social Work ◽  
Work Education

This article describes and analyzes the development and implementation of a 5-year BSW–MSW program at a Midwestern school of social work. Key pedagogical and programmatic considerations in the development of such programs are identified. Specific information about the admission process and curricular pathway is provided. Five-year and traditional MSW students are compared on their performance in foundation-level MSW courses. The results of evaluative surveys of faculty members and 5-year students are also presented. The potential role of 5-year programs in social work education is discussed.

Issues for the future of international social work education

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
Full Range ◽  
International Social Work ◽  
International Social Work Education ◽  
The Future ◽  
Work Education ◽  
International Social

The chapter presents a content analysis and discussion of interviews with most of the awardees and of biographies of others who received the Katherine Kendall Award, focused on their views on the future of international social work and its education. Debate on the future role of the International Association of Schools of Social Work is also reviewed. Weaknesses in the representation of the full range of international social work education by the Association and the Award are considered. Ways of strengthening representation through greater involvement from the Global South and better funding of representation are explored.

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