Social Work Continuing Education: A Statewide Case Study

Gianino, Mark; Ruth, Betty J.; Geron, Scott Miyake

doi:10.1080/08841233.2016.1206053

Cited by 6 publications

(2 citation statements)

References 21 publications

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“…CSWE began to include a need for "life-long learning" in their Educational Policy and Accreditation Standards (EPAS) in 2015 (CSWE, 2015). Gianino et al (2016) have suggested this may lead to increased feelings of relevance and commitment to continuing education from schools of social work, yet our findings suggest this may not be the case, at least not for suicide education.…”

Section: Discussionmentioning

confidence: 55%

Are Social Work Students Being Adequately Prepared to Intervene With Suicide?

Mirick

2023

ASW

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Suicide is a major public health issue in the United States, but it is unknown how many social work programs have courses specializing in this topic. The purpose of this study was to establish baseline knowledge of suicide-focused course offerings in social work programs in the United States. A survey of CSWE-accredited programs (n=151) in the United States was used to collect data on social work programs’ suicide content in their curricula at three levels: baccalaureate, graduate, and continuing education. While only 6% of programs offered a required course on suicide, 13.9% offered an elective focused on suicide, and courses with substantial suicide content were available in 25.2% of programs. Continuing education offerings with a focus on suicide were present at 26.5% of programs. The implications for social work education are discussed, including the need for more courses specializing in suicide, especially within MSW programs, and for future research to better understand the factors which limit the development of such courses.

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Section: Discussionmentioning

confidence: 55%

Are Social Work Students Being Adequately Prepared to Intervene With Suicide?

Mirick

2023

ASW

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“… Thyer and Pignotti (2016) point to the absence of standards that ensure that social work continuing education programs are evidence-based, and not reliant on “pseudoscience”. Others suggest that continuing education programs suffer from quality control issues, do not lead to transferable skills, and often result in a sense of frustration and disappointment ( Gianino et al, 2016 ). To this end, Nissen et al (2014) suggest that educators need to be “deliberate and intentional about building updated lifelong learning models into social work practice frameworks and educational structures” (italics in original) (p. 386).…”

mentioning

confidence: 99%

Comparing an In-Person and Online Continuing Education Intervention to Improve Professional Decision-Making: A Mixed Methods Study

Regehr

Birze

Palmer

et al. 2023

Research on Social Work Practice

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Purpose: This paper compares two iterations (in-person and online) of a multi-stage continuing education program for improving high-risk decision-making among mental health workers. Methods: The mixed-methods study analyzed the following: (1) physiological and psychological arousal during simulated patient interviews; (2) physiological and psychological arousal recorded during real-time decision-making over four months; and (3) thoughts on the process and outcomes of the intervention raised in reflective interviews. Findings: Quantitatively, there were no statistical differences in stress measures between in-person and online simulated interviews or decision-making logs, suggesting they were effective in eliciting reactions commonly found in challenging clinical situations. Qualitatively, participants in both iterations indicated that the intervention caused them to reflect on practice, consider a wider range of factors related to the decisions, and enact approaches to improve decision-making. Conclusions: A carefully constructed online continuing education experience can result in outcomes for experienced social workers that are equivalent to an in-person iteration.

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Characteristics of research into professional learning across professions: A mapping review

Baumfield

Bethel

Dowek

et al. 2023

Review of Education

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Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, ‘What does the research literature tell us about the characteristics of research into professional learning across professions?’ We identified and synthesised primary research involving post‐qualification professionals' professional learning. We searched seven databases using terms such as ‘professional learning’, ‘professional development’ and ‘continuing education’ from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross‐professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in ‘style’ between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication.

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Social Work Continuing Education: A Statewide Case Study

Cited by 6 publications

References 21 publications

Are Social Work Students Being Adequately Prepared to Intervene With Suicide?

Are Social Work Students Being Adequately Prepared to Intervene With Suicide?

Comparing an In-Person and Online Continuing Education Intervention to Improve Professional Decision-Making: A Mixed Methods Study

Characteristics of research into professional learning across professions: A mapping review

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