The green and the grey: the differing professional development needs of early and mid/late career substance use workers

Roche, Ann; Skinner, Natalie; McEntee, Alice

doi:10.1080/09687637.2021.1898546

Cited by 4 publications

(3 citation statements)

References 40 publications

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“…I think that the university could win a lot by better pre-planning". The issue of full-time working learners lack of time has also been pointed out as a crucial issue in other studies on professional development [21], [22].…”

Section: 82mentioning

confidence: 99%

Reinforcing Work-Integrated Learning With Technology Enhancement and the Concept of Bringing Your Own Data

Mozelius¹,

Olofsson²,

Lindqvist³

2022

INTED2022 Proceedings

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In the contemporary digitalisation, the reinforcement of professional development and organisational upskilling in a business is essential. The shift to a knowledge society requires technology enhanced and work-integrated professional development aimed at developing the staff's domain-specific knowledge as well as profession-based digital competence. With this short backdrop, the aim of this paper is to describe and discuss how academia collaborated with companies and organisations in the Swedish BUFFL-project. This was a two-year collaborative project for professional development for insurance and bank company staff and a specific focus on organisational development. The project was carried out as a cross-disciplinary collaboration between researchers from different departments in three universities and six companies. The overall research question to answer was: "What are the course participants' attitudes towards technology enhanced, and work-integrated professional development involving 'Bringing Your Own Data' (BOYD)?". The BYOD approach was part of a course design rule in the BUFFL-project meaning that all course modules should include at least one assignment related to the course literature, and one assignment based on the involved companies' own brought data. This study used a mixed method approach combining a descriptive statistical analysis of Likert-questions with a deductive thematic analysis. The analysed data was extracted from evaluation questionnaires for 14 course modules in the BUFFL-project. Results have been grouped into the categories of 'Technology enhancement' and 'Work-integrated learning with participant brought data'. Findings indicate that the quality of technology enhancement is critical, and that the minor technical issues in some course batches have disturbed the teaching and learning activities. However, in general participants seemed to portray a general positive attitude towards the BUFFL model for technology enhanced professional development. Finally, the concept of Bringing Your Own Data appears to have a potential to reinforce work-integrated learning.

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Section: 82mentioning

confidence: 99%

Reinforcing Work-Integrated Learning With Technology Enhancement and the Concept of Bringing Your Own Data

Mozelius¹,

Olofsson²,

Lindqvist³

2022

INTED2022 Proceedings

View full text Add to dashboard Cite

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“…There are free-text comments such as "The study guide and the course setup are for students, not for full-time working", and the Likert-scale question on the pace of study gets the lowest mean and median value of all with (2.56, 3). This study plan needs rethinking and redesign, to address an issue that also has been identified as critical in other recent studies on professional development (Roche et al, 2021).…”

Section: Work-integrated Learningmentioning

confidence: 99%

Opening up the University for a Multi-directed Lifelong Professional Development

Mozelius

2022

EJKM

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In a time when most countries are facing a rapidly emerging knowledge society, the investment in human resources is essential for companies and organisations. In parallel, technology enhanced learning has enabled more flexible forms of professional development with work-integrated learning, an interesting shift that also challenges the traditional university model. An interesting concept for realising the work-integrated learning principle of solving practical problems in the industry with the use of theory from academia, is to let participants and companies to bring their own data (BYOD). This study was based on the BUFFL project, where BYOD activities have been an essential part of course design and learning activities for bank and insurance company staff. A project that is a cross-disciplinary collaboration between six companies, three universities, and researchers from different university departments. The aim of this study is to present, analyse and discuss the design and implementation of a pilot project for a technology enhanced and multi-directed lifelong professional development. The main research question to answer was: "What are the bank and insurance company staff perceptions of the BUFFL project design of technology enhanced professional development, and the idea of bringing their own data to course activities?" Data for a preliminary project evaluation has been gathered by course evaluation questionnaires from 14 instances of 9 course modules. Questionnaires comprised 30 questions with a mix of Likert-scale questions and questions with open-ended free-text answers. In a strive to find the data that have a potential to answer the research question 10 Likert-scale questions and 4 free-text questions were selected. Results from the Likert-scale questions were presented as a descriptive statistical analysis that discusses frequency, central tendency and variation. Open-ended free-text answers have been categorised in an deductive thematic analysis and compared to the results from the Likert-scale questions. Findings indicate that a technology enhanced and workplace integrated course design is appreciated, when information and communication technologies work. On the other hand, technology incidents have caused irritation and the provisional support model needs a further development that also could survive the project span. The earlier complaints on too theoretical course literature, and that course design lacks adaption to the participants actual workplace situations are contradicted by the result of the quantitative analysis. However, there are also indications that universities have to open up further, in a shift to a more multi-directed communication and knowledge sharing between academia, industry and society. Finally, even if course modules are given on a 25% pace, the current workload can be demanding for full-time working participants.

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“…Implementing TIC in residential treatment may reduce the risk of re‐traumatisation, enhance individual treatment outcomes and improve staff confidence with managing trauma [ 20 , 21 ]. However, while AOD workers have identified trauma training as an area of priority [ 22 ], less than two‐thirds have received it [ 21 ]. Further, limited research has examined the perceptions, knowledge and required skills of staff providing TIC in residential AOD services.…”

Section: Introductionmentioning

confidence: 99%

Client and staff perceptions of the integration of trauma informed care and specialist posttraumatic stress disorder treatment in residential treatment facilities for substance use: A qualitative study

Mefodeva

Carlyle

Walter

et al. 2022

Drug and Alcohol Review

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Introduction Comorbid posttraumatic stress disorder (PTSD) is prevalent among people seeking residential treatment for substance use disorders (SUD). We examined client and staff perceptions of the relationship between trauma and SUDs, and the integration of trauma‐informed care (TIC) and specialist‐delivered treatment for PTSD in residential alcohol and other drug (AOD) treatment facilities. Methods Individual semi‐structured interviews were conducted with frontline staff (n = 20) and clients (n = 18) in two residential AOD treatment facilities in Queensland, Australia. Interviews were audio recorded, transcribed and shared client and staff data was analysed using thematic analysis. Results Major staff and client themes emerged: PTSD was perceived as an underlying cause of SUD, where AOD is used to cope with and avoid PTSD and related symptoms (Theme 1). Residential facilities were perceived to provide a safe and supportive environment for clients (Theme 2). Psychoeducation on SUD and PTSD was also highlighted to normalise experiences associated with comorbid SUD/PTSD and promote help‐seeking pathways for specialist PTSD treatment. Concurrent treatment of SUD and PTSD in the residential setting was sought after and was perceived to enhance treatment outcomes (Theme 3). Staff saw the need for implementing TIC into the organisation and perceived TIC as a multi‐faceted and consistent approach of service delivery. Discussion and Conclusions Both clients and staff perceive comorbid SUD/PTSD as a challenge in residential treatment, that may be overcome through integrating TIC and PTSD treatment in residential treatment facilitates for substance use. Organisational and practical implications are discussed.

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The green and the grey: the differing professional development needs of early and mid/late career substance use workers

Cited by 4 publications

References 40 publications

Reinforcing Work-Integrated Learning With Technology Enhancement and the Concept of Bringing Your Own Data

Reinforcing Work-Integrated Learning With Technology Enhancement and the Concept of Bringing Your Own Data

Opening up the University for a Multi-directed Lifelong Professional Development

Client and staff perceptions of the integration of trauma informed care and specialist posttraumatic stress disorder treatment in residential treatment facilities for substance use: A qualitative study

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