scholarly journals Before and After: Digital story telling with social work students in Northern Ireland

2019 ◽  
Vol 16 (1-2) ◽  
pp. 51-67
Author(s):  
Denise MacDermott ◽  
Caoimhe Harkin-MacDermott ◽  
Siobhan Wylie
Keyword(s):  
Social Work ◽  
Northern Ireland ◽  
Digital Storytelling ◽  
Social Work Students ◽  
Team Work ◽  
First Semester ◽  
Self Evaluation ◽  
Before And After ◽  
Practice Teaching ◽  
Digital Stories

Abstract: This article is developed from a presentation given at the 12th International practice teaching conference in Oxford (2018). The authors share their experiences as academics and practice educators of using digital storytelling with social work students in Northern Ireland. Storytelling took place at two distinct points of the students’ learning journey before and after placement. Undergraduate social work students (n=40) in their first semester of year one teaching participated in classroom based digital storytelling with the first author. Placement students created digital stories at two key points during their placements, at the beginning (first to third week of placement) and at the end (16th to 18th week of placement). Several themes emerged including; self-evaluation and reflection, producing and receiving feedback and team work. This collaborative article offers a basis for practice development and professional discussions across disciplines on the use of digital storytelling with students studying for a professional qualification.

Before and After: Digital story telling with social work students in Northern Ireland

2020 ◽  
Vol 16 (1-2) ◽  
Author(s):  
Denise MacDermott ◽  
Caoimhe Harkin-MacDermott ◽  
Siobhan Wylie
Keyword(s):  
Social Work ◽  
Northern Ireland ◽  
Digital Storytelling ◽  
Social Work Students ◽  
Team Work ◽  
First Semester ◽  
Self Evaluation ◽  
Before And After ◽  
Practice Teaching ◽  
Digital Stories

This article is developed from a presentation given at the 12th International practice teaching conference in Oxford (2018). The authors share their experiences as academics and practice educators of using digital storytelling with social work students in Northern Ireland. Storytelling took place at two distinct points of the students’ learning journey before and after placement. Undergraduate social work students (n=40) in their first semester of year one teaching participated in classroom based digital storytelling with the first author. Placement students created digital stories at two key points during their placements, at the beginning (1st – 3rd week of placement) and at the end (16th – 18th week of placement).  Several themes emerged including; self-evaluation and reflection, producing and receiving feedback and team work. This collaborative article offers a basis for practice development and professional discussions across disciplines on the use of digital storytelling with students studying for a professional qualification.

scholarly journals Exploring the experiences of practice teachers who are not social workers

2012 ◽  
Vol 9 (2) ◽  
pp. 33-56
Author(s):  
Chris Laycock ◽  
Laura Walker ◽  
Laura Heath
Keyword(s):  
Social Work ◽  
Focus Group ◽  
Social Workers ◽  
Social Work Students ◽  
The Social ◽  
Practice Teaching ◽  
The Uk ◽  
Work Student ◽  
And Training

Professionals without a social work qualification have been involved in the practice teaching of social work students since the days of CCETSW (the former education and training body for social work in the UK). Historically this has always happened more in the voluntary sector. With the advent of the Social Work Degree in England, the 50% increase in demand for placements in a variety of settings has seen reliance on practice teachers who are not social workers.This raises some interesting questions about how professionals who are not social workers should be trained and supported in the role of practice teacher.We will attempt to explore these questions, drawing on responses to a questionnaire sent to a range of practice teachers in a county in northern England as well as feedback obtained from a focus group drawn from respondents to the questionnaire. The participants in the research came from a range of work backgrounds in the voluntary and statutory sectors. The experiences discussed in the research, in the main, relate to the Diploma in Social Work (the former UK qualification) as the degree only started in 2003- 2004. We will refer to research participants as Practice Teachers. The key criterion for involvement was that all participants in the study had had sole responsibility for at least one social work student.

scholarly journals Even When No One Is Looking: Students’ Perceptions of Social Work Professions. A Case Study in a Northern Ireland University

2019 ◽  
Vol 9 (3) ◽  
pp. 233
Author(s):  
Denise MacDermott
Keyword(s):  
Social Work ◽  
Northern Ireland ◽  
Quantitative Research ◽  
Free Market ◽  
Social Work Students ◽  
Small Scale ◽  
Face To Face ◽  
Word Clouds ◽  
Professional Social Worker

Public perceptions, increased scrutiny and successive governments’ reshaping and attempting to define what is and what is not social work has eroded the progressive and radical force of the profession. This article explores how students’ perceive the profession and presents evidence from a small-scale study conducted in a Northern Ireland University with 37 undergraduate social work students and 25 postgraduate student social workers (training-as-practice educators) on their perceptions of the characteristics of a professional social worker. A quantitative research design was used, consisting of a face-to-face survey distributed to respondents following an input on the Place Model, (Clarke, 2016). Respondents also shared their perceptions in relation to Freidson’s (2001) three logics: professionalism, bureaucracy and the free market, with Ternary graphs and word clouds used as a novel way to present this data. Several themes emerged as important characteristics of social work professionals including reliability, accountability, ethics and appearance. At the other end of the scale, respondents identified unprofessional, de-personalised and cynical as the least aspirational qualities of the profession.

An Educational Intervention Incorporating Digital Storytelling to Implement Family Nursing Practice in Acute Care Settings

2020 ◽  
Vol 26 (3) ◽  
pp. 213-228
Author(s):  
Patricia Beierwaltes ◽  
David Clisbee ◽  
Sandra K. Eggenberger
Keyword(s):  
Educational Intervention ◽  
Digital Storytelling ◽  
Nursing Practice ◽  
Acute Illness ◽  
Nursing Knowledge ◽  
Family Nursing ◽  
The Family ◽  
Before And After ◽  
Quasi Experimental ◽  
Digital Stories

This project describes implementation of an educational intervention designed to initiate practice changes that support families and nurses during acute illness. An academic–practice partnership and digital storytelling methodology provided a foundation. A quasi-experimental research design included quantitative and qualitative measurement before and after the educational intervention. Themes identified in digital stories of nurse experiences caring for families provided direction for the educational intervention including the digital stories, empirical evidence, and proposed changes in nursing practice focused on families. Nurse participants ( n = 160) in the educational intervention reported positive responses on a qualitative questionnaire. Comparing pretest and posttest results of the Family Nurse Practice Scale reflected positive, though not significant change. Family members ( n = 49) reported significantly improved perceptions of support on 7 of the 14 items on the Iceland Perceived Family Support Questionnaire. This project highlighted digital storytelling’s power to promote family interventions and move family nursing knowledge into practice.

Undergraduate Social Work Students' Participation in an Interprofessional Group Project

2018 ◽  
Vol 23 (1) ◽  
pp. 197-212
Author(s):  
Jaylene K. Schaefer ◽  
Frederick R. Browne ◽  
Lisa S. Jutte ◽  
Stephanie Donauer
Keyword(s):  
Health Care ◽  
Social Work ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Social Work Students ◽  
Group Project ◽  
Professional Programs ◽  
Accreditation Standards ◽  
Before And After

Interprofessional education is being used in many professional programs to help students develop interprofessional collaboration skills. This article examines baccalaureate social work students' participation in an interprofessional group project. Students worked in assigned interprofessional teams to research and report on a designated health-care profession. The project was developed by faculty members in other disciplines to meet their accreditation standards. Students' perceptions before and after the project were measured using a modified Readiness for Interprofessional Learning Scale. Results indicated that social work students benefited from participating in the project. They reported improved understanding of the role of other professions in teams and, more important, social work students had the largest increase in their perceived importance of learning communication skills with students from other health-care disciplines. Results are discussed in light of the 2015 Educational Policy and Accreditation Standards competencies related to interprofessional practice.

scholarly journals Digital Storytelling for Social Work Interventions

Social Work ◽  
2019 ◽  
Author(s):  
Chitat Chan ◽  
Carmen Yau
Keyword(s):  
Social Work ◽  
Digital Storytelling ◽  
Community Organization ◽  
Future Research ◽  
Technology Application ◽  
Academic Networks ◽  
Work Intervention ◽  
Digital Stories ◽  
Sustainable Organizations ◽  
Social Work Interventions

Digital storytelling is a storytelling method that is interwoven with digitized images, texts, sounds, and other interactive elements. It can be used for social work intervention purposes. Digital storytelling activities can be applied at different levels of practice: i) micro-level: individuals, families, and small groups; ii) meso-macro-level: community, organization, society, and culture; and iii) multiple-level: targeting micro, meso, and macro levels in the same intervention. Digital storytelling practice emerged with the advent of accessible media production hardware, editing software, and media sharing platforms. In addition, there are sustainable organizations that have gradually developed their unique methods and funding models. This growing network has popularized the concept of digital storytelling. Further, there are academic networks studying the phenomenon, which have further positioned the field in scholarly discussion. Digital storytelling faces challenges that are common to all other forms of technology application in social work, but a key debate is over the extent to which digital stories are representations of service users’ voices. Since digital storytelling practices adopt diverse terminologies with various media tools and methods, future research is suggested to have rigorous experimental designs, theoretically based research, and critical appraisal of its effectiveness. The references here were selected based on their quality, as well as their contrasting differences. In order to illustrate the development of the field, the annotated references introduced are generally discussed in a chronological order.

An exploration of issues affecting the assessment of social work students on practice placement in England

2020 ◽  
Vol 16 (1-2) ◽  
Author(s):  
Bridget Caffrey
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Student Groups ◽  
Practice Teaching ◽  
New Ideas ◽  
Training And Support ◽  
The Impact

Abstract;This PN explores issues affecting assessment of social work students on practice placements in England.  The authors have many years of experience in this area of social work and aim to highlight concerns about the complexity of assessment in practice settings. The PN reports on research presented by (author) at the 12th International Conference on Practice Teaching and Field Education in Health and Social Work, September 2018 to consider student perspectives. These highlight a sense of feeling powerless and judged. The PN also explores the wider issues potentially impacting on the assessment of students practice. Acknowledging the challenges of all assessments the PN considers how assessment of student practice may be further complicated by factors including the role and demands of universities, the impact of training and support for practice educators and pressures within current social work practice. The PN highlights longstanding inequalities within social work assessment on placements for some student groups, including BAME students. The authors draw on Brookfields (1998) reflective lenses and encourage the social work profession to reflect and consider how current practice might be improved. The authors invite ideas and feedback to stimulate a professional debate and new ideas.

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.

‘Keeping the ‘heart’ in practice: the importance of promoting relationship-based practice in practice learning and assessment’.

2021 ◽  
Vol 17 (3) ◽  
pp. 82-114
Author(s):  
Sarah Jean McCulloch
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Theoretical Concept ◽  
Assessment Process ◽  
Good Relationship ◽  
The People ◽  
Practice Teaching ◽  
Successful Outcomes

Abstract: This article will explore the importance of sound relationship-based practice in the supervision and assessment of social work students in practice learning. It will consider the origins of relationship-based practice and explore and analyse the literature and most notable theorists in this area. It will go on to explore the links between attachment theory and relationship-based practice in order to demonstrate its pivotal importance to social work practice. It will draw parallels between good relationship-based practice in the supervision of social work students and the formation of successful and meaningful working relationships between the students and the people they support on placement, giving attention to the theoretical concept of parallel process. It will provide practice examples from student supervision sessions to model how sound relationship-based practice compliments the assessment process with students, and leads to good partnership working and shared goals on placement. By providing practice examples it will demonstrate that good relationship-based practice between student and supervisor can lead to successful outcomes for students on placement which, in turn, can lead to successful outcomes for the people the students go on to support. It will argue that good relationship practice is the basis for all good social work practice and its foundations should be laid early within the practice teaching relationship between supervisor and student. Keywords: relationship-based practice; social work students; practice teaching; supervision; assessment

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