Learning manual handling without direct supervision or support: a case study of home care workers

Palesy, Debra; Billett, Stephen

doi:10.1080/02615479.2016.1218457

Cited by 3 publications

(2 citation statements)

References 52 publications

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“…However, given the financial restrictions of many Australian home care service providers and the subsequent ad-hoc approach to training (Palesy & Billett, 2017), combined with a HCW workforce which is largely casualised and characterised by high staff turnover (Palesy et al, 2018), imposing HL training on top of what is already offered to HCWs is likely to be challenging. For these reasons, and in keeping with the HCWs' interview responses around curriculum and pedagogies, rather than delivering standalone HL training, some kind of training checklist that embeds HL enhancement strategies, that can be used by service providers when designing and delivering their existing in-house training might be worthy of consideration.…”

Section: Discussionmentioning

confidence: 99%

“…However, formal qualifications are not mandatory for entry into home care work (ANF, 2009). In Australia, larger providers usually offer systematic training programs, while smaller home care agencies provide much less and/or ad hoc training, often citing financial constraints or a pre-existing skill set of their workers as reasons for this (Palesy & Billett, 2017). Even when offered, formal training programs vary between training providers in terms of course content and delivery, are largely too short, and allow insufficient time in a workplace for sufficient skills development (ASQA, 2013;Lawn et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Health literacy training for Australian home care workers: Enablers and barriers

Palesy

Jakimowicz

2019

Home Health Care Services Quarterly

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The rapidly expanding Australian home care workforce represents an untapped resource for improving health literacy (HL) and health outcomes of their clients. Nine home care workers (HCWs) were interviewed for this study to gain data around their experiences of providing HL support to their clients, key HL needs and priorities, and training that would best these needs. Findings indicate that HCWs are providing HL support, and identify a number of enablers and barriers to providing this support. Core inclusions for a HL training checklist are suggested. Implications for future research are considered.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Health literacy training for Australian home care workers: Enablers and barriers

Palesy

Jakimowicz

2019

Home Health Care Services Quarterly

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Reflection Revisited: Educational Interventions for Advancing the Professional Disposition of Postgraduate Nursing Students

Palesy

Levett‐Jones

2020

Professional and Practice-Based Learning

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Супервизия: Прогрессивный Ресурс Формирования Профессиональных Компетенций Будущих Учителей Иностранного Языка

Kalugina,

Demakova,

Dovgopolova

et al. 2018

№4 (2019)

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Introduction. The article substantiates the urgency of a target supervision process for improving the efficiency of training of a foreign language future teachers during their pedagogical practice. Thepurpose of this article is to present the results of research on the professional competence formation offuture teachers of a foreign language by including the resource of supervision into the educational process. Materials and methods. Theoretical and empirical methods of psychology and pedagogy were used, which choice was due to the subject of our research. The analysis of philosophical, psychological, pedagogical, scientific and methodical literature on the research problem, normative documentation and legislative acts of the Ministry of Education and Science of the Russian Federation was carried out, empirical materials were generalized a systematic approach is used to disclose the essence of the problem and formulate a conceptual and terminological apparatus of the work. Results. The scale of the inclusion of supervision in modern education is indicated. The essence, forms and structure of supervision as the most important emergent component of professional competences formation of a foreign language future teacher are revealed, the analysis of the activity content is determined and the algorithm of the supervisor and the future teachers work is defined, the model of professional competences formation of future teachers of a foreign language by means of supervision is developed, the capabilities of the supervision resource for enhancing quality ofvocational training are identified. Discussion. In modern conditions the pedagogical practice should be a progressive form of professional training of a foreign language future teacher, aimed at the formation of professional competences, the acquisition of practical knowledge, skills and habits accumulation of personal experience in pedagogical activity and professional mobility mastering of modern training methods and technologies. The inclusion of supervision in the pedagogical practice will strengthen the practical training of a foreign language future teachers. Conclusion. The inclusion of a supervision resource into the educational process promotes theeffective professional competences development of future teachers of a foreign language and leads to an improvement in the quality of vocational training. Acknowledgments. Работа выполнена при финансовой поддержке ФГБОУ ВО Мордовский государственный педагогический институт имени М.Е. Евсевьева подоговору на выполнение НИР No 1/330 от 04 июля 2018 г. по теме Теория и практика подготовки специалистов в высшем образовании . Keywords: supervision, supervisor, future teacher of a foreign language, model of professional competences formation. Highlights: The notion of supervision is defined, the essential features of its inclusion into the educational process for the professional competences formation of the future teacher of a foreign language are analyzed The model of the professional competences formation of future teachers of a foreign language through supervision is developed and described The opportunities of the supervision resource for improving the quality of vocational training are revealed. Введение. В статье обоснована актуальность процесса целевой супервизии дляповышения эффективности подготовки будущих учителей иностранного языка в период прохождения ими производственной практики. Цель настоящей статьи представить результаты исследования по формированию профессиональных компетенций будущих учителей иностранного языка посредством включения ресурса супервизии в образовательный процесс. Материалы и методы. Основными методами являются анализ научной литературы, обобщение и систематизация педагогического опыта по проблеме, а также проектирование и описание модели формирования профессиональных компетенций, отражающей специфику включения ресурса супервизии в профессиональную подготовку будущего учителя иностранного языка. Результаты. Обозначены масштабы включения супервизии в современное образование. Раскрыта сущность, формы и структура супервизии как важнейшего эмерджентного компонента формирования профессиональных компетенций будущего учителя иностранного языка, проведен анализ содержания деятельности и определен алгоритм работы супервизора и будущего учителя, спроектирована модель формирования профессиональных компетенций будущих учителей иностранного языка посредством супервизии, выявлены возможности ресурса супервизии для повышения качества профессиональной подготовки. Обсуждение. Производственная педагогическая практика в современных условиях должна представлять собой прогрессивную форму профессиональной подготовки будущего учителя иностранного языка, направленную на формирование профессиональных компетенций, приобретение практических знаний, умений и навыков, накопление личного опыта педагогической деятельности и профессиональной мобильности, освоение современных методических приемов, методов и технологий. Включение супервизии в производственную практику позволит усилить практическую подготовку будущих учителей иностранного языка. Заключение. Включение ресурса супервизии в образовательный процесс способствует эффективному развитию профессиональных компетенций будущих учителей иностранного языка и приводит к повышению качества профессиональной подготовки. Благодарности. Работа выполнена при финансовой поддержке ФГБОУ ВО Мордовский государственный педагогический институт имени М.Е. Евсевьева по договору на выполнение НИР No 1/330 от 04 июля 2018 г. по теме Теория и практика подготовки специалистов ввысшем образовании . Основные положения: определено понятие супервизии, проанализированы сущностные особенности ее включения в образовательный процесс для формирования профессиональной компетенции будущего учителя иностранного языка разработана и описана модель формирования профессиональных компетенций будущих учителей иностранного языка посредством супервизии выявлены возможности ресурса супервизии для повышения качества профессиональной подготовки.

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Learning manual handling without direct supervision or support: a case study of home care workers

Cited by 3 publications

References 52 publications

Health literacy training for Australian home care workers: Enablers and barriers

Health literacy training for Australian home care workers: Enablers and barriers

Reflection Revisited: Educational Interventions for Advancing the Professional Disposition of Postgraduate Nursing Students

Супервизия: Прогрессивный Ресурс Формирования Профессиональных Компетенций Будущих Учителей Иностранного Языка

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