Work Practice Course Research Articles

Development of Product Quality Control Instruments Student Learning Results in Practice Courses Wood Work at Universitas Negeri Padang

The product of student learning outcomes in wood working practice courses currently does not have an instrument to determine its quality control. This is based on the discovery of several defects in the products of student learning outcomes in the Wood Work Practice course at the Department of Civil Engineering, Universitas Negeri Padang. This study aims to develop a quality control instrument on student learning products in wood working practice courses and find out how much validity the quality control instrument for student learning products in wood working practice courses. The research was conducted at the Department of Civil Engineering, Universitas Negeri Padang. The type of research used is Research and Development (research and development) or abbreviated as R & D. This is a type of research used to produce certain products, and test the effectiveness of the product. The research stages include (1) Decide, (2) Design, (3) Development, (4) Evaluate. The data collection technique used a questionnaire filled out by expert lecturers of the Wood Work Practice course. The resulting data is processed using the Microsoft Excel application to determine the validity of the product. The result of this research is a guidebook for filling in wooden furniture Quality Control instruments with a validity percentage of 87% so that the product is declared valid and suitable for use.

Development of a QR Code-based Woodworking Practice Jobsheet

This research was motivated by the need for the development of jobsheets to support the learning process in the Wood Working Practices course at the Department of Civil Engineering, Faculty of Engineering, Padang State University. The purpose of this research is to produce a QR code-based jobsheet that is valid and practical to use as a learning support medium in the Wood Working Practices course. The research method used is Research and Development (R&D) with the DDD-E development model, which consists of Decide, Design, Develop, and Evaluate stages. The instrument used in this research is a questionnaire to test the validity and practicality of the product. The research subjects consisted of three lecturers or experts of the Wood Working Practices course who acted as assessors in the product validity level test, and 16 students of the Building Engineering Education study program who took the Wood Working Practices course in the July–December 2023 semester who played a role in the product practicality level test stage. The results of the validation test of the QR Code-assisted Wood Working Practice job sheet showed a high level of validity, with a rating of 94% for Media Expert 1, 92% for Media Expert 2, and 99% for Media Expert 3. As for the student usability test of the QR Code-assisted Wood Work Practice jobsheet, a score of 93% was achieved in the highly usable category. Based on the results of this study, it can be concluded that the QR Code-assisted Wood Work Practice jobsheet can be said to be valid and practical for use in the learning process of the Wood Work Practice course at the Department of Civil Engineering, Faculty of Engineering, Padang State University.

Job Safety Analysis (JSA) of Work Accidents on Wood Work Machines in the Construction Workshop

This research was motivated by the occurrence of work accidents that occurred in wood construction workshops and also the magnitude of potential hazards that might cause work accidents. The purpose of this study is first; To reveal how many types of static machines there are in the wood construction workshop. Second; Reveal the forms of accidents that have the potential to occur in woodworking machines. Third; Conduct JSA on the form of potential hazards of work accidents that may occur in the use of wood work machines. This type of research is quantitative descriptive with a survey method using the Guttman scale which produces percentages. This research was conducted on lecturers of wood work practice courses along with technicians of the Wood Construction Workshop of the Department of Civil Engineering FT UNP. The findings of this study are that first; The number of types of static wood work machines used routinely by students / lecturers in wood construction workshops is 6 (six), namely armed-arm circular saws, flattening crabs, thickening crabs, tabled circular saws, chisels, and combination crabs. Second;Forms of work accidents that may occur include the use of machines exceeding normal limits, machine layout, machine maintenance processes, experience of machine use processes, maintenance on machines, the occurrence of short circuit sources on machines, cleanliness of the work environment, and implementation of machine usage procedures. Third; JSA in this study is to control aspects of machine operation including by requiring all students to use complete personal protective equipment, giving obligations to lecturers of courses and practices along with technicians or instructors to strictly supervise the use of machines that have the potential to cause accidents.

Teaching Note—Substance Use Education to Improve Harm Reduction Attitudes: Preparing Social Workers to Advance Public Health

ABSTRACT Social workers can help advance public health through increased acceptability of harm reduction principles and practices. This study evaluated Master of Social Work students’ attitudes towards harm reduction before and after a substance use and social work practice course and assessed differences in students’ attitude outcomes across multiple course instructors. Harm reduction attitudes were assessed using the Harm Reduction Acceptability Scale (HRAS). Results indicated that students exhibited more favorable attitudes towards harm reduction after course completion and experienced consistent learning about harm reduction across multiple sections/instructors. This has implications for integrating standardized health-related content within social work curricula to improve attitudes towards harm reduction and to encourage more widespread adoption of public health approaches for substance use.

Development of RPS using a STEAM Learning Approach in the Wood Work Practice Course Building Engineering Education Program

In the Wood Work Practice and RPS lectures used in the Building Engineering Education study program, several discrepancies were found between the RPS and the current Wood Work Practice lectures. In this research the researcher wants to reveal the procedure for developing the Wood Work Practice RPS which is in accordance with the STEAM learning approach in the Department Civil Engineering, Faculty of Engineering, Padang State University. And reveals the level of validity of the development of RPS using the STEAM learning approach in the Wood Work Practice course In the Faculty of Engineering at Padang State University, within the Department of Civil Engineering, the approach employed for this study falls under the category of Research and Development. The development model used is DDD-E consisting of Decide, Design, Development, Evaluation. The research results revealed that the RPS assessment of 6 expert lecturers in the Wood Work Practice course was in the good category with a validation value of 0.86, because this value had exceeded the minimum limit of validity value, namely 0.4, this value was obtained from finding the average of the lecturers' assessments. using the Aiken V formula, these results fall into the practical category. So this RPS is suitable for use in Woodworking Practices.

Teaching Intersectionality to Enhance MSW Students’ Understanding of Oppression and Privilege

ABSTRACT Despite the growing importance of teaching about diversity and its connection to intersectionality, privilege, and oppression in social work education, few studies have examined whether teaching interventions could enhance students’ knowledge of oppression. Thus, this study assessed the extent to which students assimilated content related to intersectionality, privilege, and oppression after an enhanced teaching intervention. Using a one-group pretest/posttest research design, this study measured the effect of an enhanced lecture and modified assignments on knowledge of intersectionality, privilege, and oppression among 30 MSW students enrolled in a generalist social work practice course at a public university in the Southwestern United States. Using the Diversity and Oppression Scale (DOS) and open-ended questions, non-parametric test results revealed a moderate-to-strong effect of the intervention indicating increased knowledge of diversity and oppression (Z = 3.30, p < .001, r = .43). Additionally, results from open-ended questions corroborated quantitative findings, as several students indicated that TED talks and interactive exercises were helpful learning modalities. Despite the limited sample size, findings from this study suggest that combined teaching interventions including pre-lecture activities, interactive lectures, and modified assignments may improve knowledge of diversity and oppression though additional research is needed to replicate these findings.

Animating pedagogies of discomfort and affect for anti-racism and decolonizing aims in social work education

ABSTRACT This dialogic composition captures the interconnected experiences of two racialized doctoral students co-teaching a critical social work practice course in a Bachelor of Social Work (BSW) program parallel to undertaking a doctoral independent study on anti-racism and decolonizing curriculum and pedagogies. The undergraduate course sought to articulate the distinct desires of and connections between anti-racism and decolonization by drawing on pedagogies of discomfort and affect to support students in engaging difficult knowledges. This paper animates the layered entanglements of multiple actors: two doctoral students, a BSW student, and a faculty member. To capture these layered understandings and constitution of social work education through critical reflection on teaching practices, we weave together our various voices as a way of making visible the need for relationality within higher education. Through our experiences of holistic (un/re)learning, we reflect on tensions, resistance, and (im)possibilities that emerge when curriculum, pedagogies, and bodies collide.

Social Work Practice Courses: A Teaching Note

This paper reviews current teaching methods in Social Work Practice courses. It offers an innovative approach to improve Social Work Practice courses in higher education. It centers on the use of evidence-informed approaches by teachers and students as a way of learning and improving social workers entering the field.

Enhancing New Media Literacies of Social Work Students through a Participatory Learning Environment

Social workers must have the requisite new media literacies to engage in social work practice in the modern digital age and increase their digital competence. This article demonstrates how students can obtain the necessary digital competencies for their future social work practice through an enhanced participatory learning environment based on 12 specific new media literacies situated in a master’s level macro social work practice course. A description of the learning assignments and participatory activities is provided along with results from a mixed-methods evaluation of the student’s experiences. Findings indicate statistically significant results in increasing new media literacies among students and that participatory learning activities enhanced student knowledge and skills. Discussion and implications related to new media literacies and the future of social work education are also provided.

A Reflection on Special Challenges and Amending Pedagogy in Clinical Social Work Practice Courses During the COVID-19 Pandemic.

Due to the COVID-19 pandemic, many social work students and educators had to switch gears quickly and replace face-to-face courses with online delivery. While most had had experience with remote learning, the unexpected and immediate transition was challenging. Students and educators who had chosen in-person instruction had to adapt quickly to a learning paradigm for which they had not planned, while simultaneously coping with the anxieties brought on by the pandemic, such as economic hardships, threat of illness, and new family responsibilities. The pandemic has engendered fear, trauma, grief, and loss, all of which negatively affect instruction and learning. This reflection paper identifies special challenges and issues with regard to teaching and learning in social work clinical practice courses brought on by the pandemic. Utilizing the theoretical frameworks of ambiguous loss, interpersonal neurobiology, and the here and now approach, this paper suggests effective teaching methods and collaborative learning strategies to inform social work education during academic disruption in this and future emergencies (e.g., natural disasters). It is suggested that social presence, as well as group cohesion among students and between students and instructors, can serve as a protective factor to ensure continued productive motivation for teaching and learning while facing the challenges that are experienced during such times.

Teaching Note—Teaching Socially Just Culturally Competent Practice Online: Pedagogical Challenges and Lessons Learned During the Pandemic

ABSTRACT Centering social justice into social work practice is vital to the profession, but both what and how to accomplish this task are pedagogical challenges in social work education. This teaching note introduces an elective course open to both Master of Social Work and doctoral students to develop holistic competence for socially just and culturally competent social work practice. We describe how the course originally designed in an in-person format was redesigned and adapted to an online format during the COVID-19 pandemic. Another consideration during this transition is how this requires social work students who are adult learners to balance family, work, and school demands while attending virtual classrooms in a personal space during physical distancing. We explain metacompetence and procedural competence, which are two competence dimensions conceptualized in the holistic competence model. Each competence dimension was targeted through a variety of synchronous and asynchronous virtual teaching approaches (e.g., intergroup dialog, digital storytelling, and virtual simulation). While these teaching approaches may be applicable to other online courses, we highlight specific considerations for teaching social justice online. We close with a discussion of challenges and new lessons from teaching social justice in social work practice courses online and provide recommendations for future teaching and research.

Developing holistic competence in cross-cultural social work practice: Simulation-based learning optimized by blended teaching approach

ABSTRACT Integrating anti-oppressive practice (AOP) into clinical interactions is critical for embodying social justice values and promoting equitable and socially just interventions in social work practice. Therefore, training social work students to perform this task is invaluable and pedagogically challenging. Social work education scholars note that students’ knowledge and attitudes are not automatically translated into well-demonstrated professional behaviors and thus encourage to develop the holistic competence inclusive of both meta- and procedural competencies in students. Toward this pedagogical goal, this paper elaborates the development of a cross-cultural social work practice course to foster students’ holistic competence. Following the Council of Social Work Education’s Education Policy and Accreditation Standards and AOP scholarship, we outline students’ learning outcomes and the expected competencies in embodying socially just and culturally competent practice (SJCCP). Using blended learning, this course maximizes both online and in-person interfaces to foster social work students’ competencies in SJCCP. We provide details of how we incorporated simulation-based learning into various teaching methods (i.e., intergroup dialogue, digital storytelling, and role plays) and present a case illustration that highlights cross-cultural social work encounters. We close with discussing challenges and new lessons learned from teaching AOP in clinical practice and future teaching recommendations.

사회복지실천론 교과목에 대한 플립러닝 교수법 적용의 효과: 사회복지실천과정 면담을 중심으로

사회복지실천론 교과목에 대한 플립러닝 교수법 적용의 효과: 사회복지실천과정 면담을 중심으로

&lt;p&gt;Describing a Clinical Group Coding Method for Identifying Competencies in an Allied Health Single Session&lt;/p&gt;

IntroductionCompetencies 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; multi-level advocacy for reduction of existing health disparities and equity in access to health and mental health services; and “working knowledge” of non-pharmacological treatments.MethodsThis 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.ResultsThe 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.DiscussionThe 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 single-session interactions. This practice-based competency framework may have significant utility for multidisciplinary healthcare education and practice.

Teaching Practice Skills to Online MSW Students

As social work considers teaching practice in a fully online environment, more consideration may need to be given to blended or hybrid learning formats for practice course delivery. There is a dearth of literature on the use of skills labs for teaching social work practice courses, particularly using a blended or hybrid model approach. Using Carman’s five key constructs of blended learning (live events, online content, collaboration, assessment, and reference materials), the purpose of this paper is to examine the use of a blended skills lab model for teaching social work practice skills to online MSW students. As the number of online programs continues to expand in social work education, the blended skills lab model will be used as a case study, offering implications for others to consider as they formulate similar models for online MSW students.

Adopting e-Social Work Practice: Pedagogical Strategies for Student Decision Making to Address Technology Uncertainty

ABSTRACT Student technology uncertainty was investigated in an introductory e-Social Work (e-SW) practice course. e-SW practice includes technology-mediated advocacy, research, and services delivery. A convergent parallel mixed methods design included pre- and post-test e-SW self-efficacy surveys and student reflections. There were significant measurable changes in the practice self efficacy scale and sub-scales. Thematic analysis demonstrated the course addressed student needs for increasing their knowledge and confidence prior to engaging in e-SW practice. Privacy and security regulation compliance showed the least increase in self-efficacy and should be an area for further development in future e-SW courses. The findings contribute to a growing literature supporting the need for investment in harnessing technology for future growth in the field of social work.

Transforming Classroom Learning Through Community Study Projects in Macro-Social Work Practice Courses

This article describes the use of an experiential community study project in teaching a macro-practice course with focus on community engagement in an advanced generalist practice Master of Social Work (MSW) programme in the USA. Implemented in stages, this project is designed to provide students an opportunity to develop community practice knowledge and skills. Quantitative and qualitative data collected from students show how this project developed in them the ability to analyse community characteristics and problems as well as helped them become more culturally sensitive. In developing community profiles and assessing community needs, students could also enhance their analytical and critical thinking skills. These experiential projects are very relevant and useful for social work students and programmes which do not have an opportunity for community practice in their field placement as part of their education. The author argues that such initiatives are likely to reduce the marginalisation of macro-practice courses in social work programmes. Pedagogical and practice implications for macro-practice courses and social work education are also discussed.

A Study on the Improvement of the Guideline for the Course of Social Work Practice - Focused on the Delphi Method -

한국 사회복지실천교육의 문제점은 오랫동안 다양한 측면에서 제기되어 왔는데, 실천학문으로서 사회복지학이 현장을 반영하고 있지 못하다는 비판이 대표적이다. 이에 본 연구는 실천현장에서 필요한 사회복지사의 역량에 기초한 “역량기반 교육”을 위하여 사회복지실천론 교과목에서 다루어야 할 사회복지사의 역량, 교육목표와 내용을 델파이방법을 통해 도출하고자 하였다. 조사에 응한 델파이 패널은 전국 대학에서 사회복지실천론을 강의하는 전임교수 42명이었으며, 1~3차에 걸쳐 주관식, 객관식 질문에 의한 조사가 이루어졌다. 연구결과에 따르면 ‘통합적 사회복지실천에 대한 이해와 적용역량’ 등 10대 역량은 모두 합의가 된 반면, 교육목표는 ‘사회복지실천의 개념과 목적에 대한 이해’등 16개중 13개, 세부내용은 ‘사회복지전문직의 역할과 정체성’등 28개중 11개 항목에서만 전문가 합의가 이루어졌다. 조사를 통해 제시된 주요 연구결과를 토대로 현 교과목지침서의 개선방안을 논의하고 추후 연구를 위한 과제를 제언하였다.The problems of social work practice education in Korea have been raised in various aspects for a long time. The main criticism is that the education of social work, which is a practical study, does not reflect the field. The purpose of this study is to develop a guideline for Social Work Practice course for competency-based social work education. We tried to derive the competencies, goals, and contents that should be covered in Social Work Practice through the Delphi method. For this purpose, a panel composed of 42 professors teaching Social Work Practice at universities across the country was surveyed three times. As a result of the survey, the panel agreed on all 10 competencies such as ‘understanding and practicing generalist social work . However, the panel agreed on 13 out of the 16 goals, such as ‘understanding the concept and purpose of social work practice . The panels agreed on only 11 items, including ‘the role and identity of social work professions’among the 28 contents. Based on the results of the survey, we discussed the improvement of the current curriculum guidelines and suggested the tasks for future research.

Teaching Note—Social Work Week: Harnessing the Potential of Group Practice to Achieve Transformational Learning

ABSTRACTTransformative learning approaches in social work education emphasize the importance of bringing together experience, critical reflection, and dialogue to promote individual and social change. An experiential learning assignment, Social Work Week, was designed to sharpen undergraduate students’ group practice skills and introduce them to the range of macro practice available to social workers using a transformational teaching approach. Social Work Week required students to work together in task groups to plan, implement, and evaluate this university-wide collaborative project that featured 11 student-led events over 5 days. Transformational teaching approaches place unique demands on students and the instructors. We share lessons learned and propose recommendations for adapting this project to further student learning in social work practice courses.

Perspectives on Aging among Graduate Social Work Students: Using Photographs as an Online Pedagogical Activity

The United States is experiencing an aging of the population, and by 2030, 20% of Americans will be 65 years or older (Federal Interagency Forum, 2010). However, for many helping professions, including social work, medicine, and nursing, student interest in gerontological practice is quite low. One international study found that only 5.4% of the more than 1,000 social work students who were surveyed indicated that working with older people was their primary area of interest (Author, 2014a). Finding ways to improve student interest and break down biases against older adults is essential to improve student interest, and incorporating evidence-based activities that can be incorporated into courses that are offered in an online format are increasingly needed as this mode of instruction continues to expand. The current exploratory study sought to pilot a two-part photo-activity in an online graduate social work practice course focused on working with older adults. Quantitative and qualitative results suggest that the activities helped students’ process their views on aging and older people, and most students reported at least some change in their attitudes. The development of innovative ways to engage students online by repurposing technology that they are already using can advance online pedagogy and facilitate critical thinking.