The Importance of Feedback in Preparing Social Work Students for Field Education

Kourgiantakis, Toula; Sewell, Karen M.; Bogo, Marion

doi:10.1007/s10615-018-0671-8

Cited by 68 publications

(37 citation statements)

References 49 publications

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“…Schools of social work should consider the use of simulation to prepare students for field education and to enhance the teaching of clinical social work practice when field education settings are not available as they once were (Kourgiantakis et al 2019b ). Simulation provides opportunities to practice the reflective process, for clinical practice skill development, and for students to be observed and receive feedback (Kourgiantakis et al 2019a ).…”

Section: Implications For Field Education and Clinical Social Workmentioning

confidence: 99%

Faculty Respond to COVID-19: Reflections-on-Action in Field Education

et al. 2021

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The field placement process has become increasingly challenging for schools of social work, particularly for large graduate programs situated in urban centers with competing schools. The unprecedented circumstances created by the COVID-19 public health crisis further strained the placement process, revealing a delicate balance of interdependent systems that schools must address when confronted with an unforeseen disruption of field education. This paper reflectively examines the steps taken by the field faculty and department of one large school of social work to address the impact of the pandemic on field education and its placement process. Utilizing crisis and shared trauma perspectives, the field disruptions, continuity of learning, contingency plans, and the attendant anxiety caused by COVID-19 are discussed, as are the lessons learned. Though COVID-19 has significantly altered the placement process, this reflective frame allows faculty to take the lessons emerging from the crisis and use them to improve services and learning opportunities for students in the future.

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Section: Implications For Field Education and Clinical Social Workmentioning

confidence: 99%

Faculty Respond to COVID-19: Reflections-on-Action in Field Education

et al. 2021

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“…interviewers). While the importance of quality feedback given to interviewers has been identified as an essential element of simulation-based learning (Kourgiantakis et al, 2019b), our data also suggested that observers might experience reinforcement-both positive and negative-vicariously through the interviewers' experience in simulation. Thus, feedback not only impacts the learning of the interviewers, but also of the observing students.…”

Section: Discussionmentioning

confidence: 52%

“…In this pedagogy, students are provided with opportunities to link theoretical knowledge into actual practice behaviors and receive constructive feedback from instructors. While empirical evidence on simulation-based social work education is growing (Kourgiantakis et al, 2019b), the costs and time required for hiring and training professional actors to serve as simulated clients (SC) pose significant barriers (Asakura et al, 2018;Kourgiantakis et al, 2019b). This has prohibited social work educators from being able to offer students an opportunity to work directly with a SC.…”

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confidence: 99%

“…Similar to the literature on experiential learning (Hoover & Giambatista, 2009), research on simulation-based education has focused almost exclusively on the learning benefits of direct engagement with SCs (Kourgiantakis et al, 2019b), thus, leaving a significant knowledge gap in the roles of observational learning. Simulation-based education literature from other healthcare fields (e.g.…”

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confidence: 99%

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Observational learning in simulation-based social work education: comparison of interviewers and observers

Asakura

Lee

Occhiuto

et al. 2020

Social Work Education

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Simulation-based learning is gaining attention in social work education. While research suggests clear pedagogical benefits for those who engage simulated clients as interviewers, little is known about the learning processes among observers of simulation teaching. Using social learning and social cognitive theories as a theoretical framework, we examined observational learning in simulation by comparing the experiences of students who participated as an interviewer versus students who participated as an observer. An online survey was administered to Bachelor and Master of Social Work students (N = 66) to collect quantitative and qualitative responses (N = 107) about their learning experience from the perspective of either an interviewer or an observer. Quantitative analyses revealed that interviewers perceived simulation with SCs to be more beneficial to their clinical learning compared to observers. No other differences were found between the two groups. A thematic analysis of qualitative data showed the following three unique learning processes among observers: (1) emotional distance from practice, (2) observation of the relationship between theory and practice, and (3) vicarious learning from peers. Results suggest that educators leverage student learning opportunities in observing roles and actively engage them during simulation debriefing sessions. Implications for simulation-based education and further research are discussed.

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“…Due to the increased focus in the health professions on competency-based training and the pressures of the modern medical environment, single-session competencies may be best assessed through clinician observation. 8,21,22 Recorded simulation (ie, recording of structured role-plays with trained actors as standardized patients) is a particularly effective means of clinician observation. As an education tool, it allows for both active (ie, in the moment) and reflective (ie, watching recordings) observation and assessment of a learner's understanding of the material and practice competencies.…”

Section: Simulation For Allied Health Educationmentioning

confidence: 99%

<p>Describing a Clinical Group Coding Method for Identifying Competencies in an Allied Health Single Session</p>

Craig¹,

McInroy²,

Eaton³

2020

JMDH

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Introduction: Competencies that integrate research findings and practice expertise are necessary to maintain comprehensive evidence-based practice for allied health professions, such as social work. The context of modern multidisciplinary healthcare, especially in acute or emergency settings, means that an individual clinician may only have a single session with a patient. Maximizing the benefit of single sessions requires advanced competence that extends beyond diagnostics and biomedical treatments to the impact of social systems on health outcomes; multilevel advocacy for reduction of existing health disparities and equity in access to health and mental health services; and "working knowledge" of non-pharmacological treatments. Methods: This study employed a practice-based research methodology whereby health social workers group coded 32 simulation videos, drawn from an advanced social work practice course, to develop a practice-based competency framework that incorporates these advanced skills. Constructivist grounded theory was employed through a cyclical coding process of viewing video data, identifying and discussing skills and competencies, and summarizing/synthesizing the discussions for critical reflection. Results: The resulting Clinician Group Coding Method utilized systematic and collaborative group coding of practice simulation videos by three clinicians and two researchers to identify relevant competencies for a single session. Emphasis was placed on the progressive phases of single-session patient interactions (eg, joining, working, ending), a practice format that frequently occurs in social work and other allied health professions. These phases include themes of preparing, agenda setting and refining, addressing context, providing education, planning the next steps, and encouraging success. Discussion: The group coding process allowed for immediate discussions and clarifications, supporting the clinicians to synthesize their experiences toward shared understandings of "best practices" in single-session healthcare contexts. This approach facilitated the understanding of critical actions that allied health clinicians could undertake to improve singlesession interactions. This practice-based competency framework may have significant utility for multidisciplinary healthcare education and practice.

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The Importance of Feedback in Preparing Social Work Students for Field Education

Cited by 68 publications

References 49 publications

Faculty Respond to COVID-19: Reflections-on-Action in Field Education

Faculty Respond to COVID-19: Reflections-on-Action in Field Education

Observational learning in simulation-based social work education: comparison of interviewers and observers

<p>Describing a Clinical Group Coding Method for Identifying Competencies in an Allied Health Single Session</p>

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