SOCW 6060 Social Work Theories

SOCW 6060 Social Work Theories

Week 1: What Are Social Work Theories?

Discussion 1: Are Theories Necessary?

Your classmates are also your colleagues and a social support system. Similarly, the other social workers you may work with in your agency will become colleagues and a social support system.

As colleagues, you may discuss sometimes controversial issues in the field of social work. Remember, you can agree to disagree with respect—which is key as you discuss and debate. As evidenced by Drs. Simon and Thyer, even the role of theories in social work can lead to disagreements.

In this Discussion, you take this opportunity to get to know one another and learn about topics upon which you may agree or disagree.

To upload your media to this Discussion thread, use the Kaltura Media option from the mashup tool drop-down menu. Refer to the Kaltura Media Uploader area in the course navigation menu for more information about how to upload media to the course.

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POST-Just write it out and make sure it is 2-3 minutes and I will record

For this graded Discussion, record a 2- to 3-minute video introducing yourself to your colleagues. Your video should include responses to the following:

•    Your name
•  Your geographic location and what you did for fieldwork
•  A brief reaction to Dr. Barbara Simon’s article about theories being necessary in social work as you think about her position in relation to your fieldwork experience
• A brief reaction to Dr. Bruce Thyer’s article about theories not being necessary in social work as you think about his position in relation to your fieldwork experience
•        Do you tend to agree with Dr. Simon or Dr. Thyer? Why?

SOCW 6060 Social Work Theories Discussion 2: Sources of Knowledge

Social workers make decisions in practice settings based on different sources of knowledge, including their intuition, personal experiences, tradition, authority, and theories and research evidence. These sources of knowledge can be used together to contribute to decisions. Which source(s) of knowledge do you rely on?

What are the strengths and limitations of each source of knowledge, and how will they affect your social work practice? For example, think about the sources of knowledge you used when you made decisions in your field experience. In this Discussion, you consider the sources of knowledge that inform your practice decisions.

To prepare: Complete the “Situations 1 and 2: Making Decisions About Interventions” handout. (Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)

Post

• Explain how and why your choices differed in Situations 1 and 2.
• Evaluate when using intuition or personal experiences is advantageous in making clinical decisions. Provide an illustration of this from your fieldwork experience.
• Analyze when using theories and research evidence is advantageous in making clinical decisions. Provide an illustration of this from your fieldwork experience Therapeutic communication is central to baccalaureate nursing practice.

Learning Theories and Diversity Essay

As a nurse educator, I would want to offer a course on Palliative Care in Nursing at a university. This course is intended to teach nursing students the ideas and practices of palliative care, as well as how to offer holistic care to patients with life-shortening diseases. The course will be taught in a classroom environment using various teaching methods such as lectures, group discussions, case studies, and audiovisual aids. In addition, to obtain practical experience, students will be expected to engage in clinical practicums in various palliative care settings, such as hospices and palliative care units.

This course is aimed at nursing students in their last year of study or nurses who have finished their basic program and want to specialize in palliative care. The course will be developed to suit the requirements of students with a variety of learning styles and levels of experience, and it will utilize a variety of teaching tactics to address those goals.

The concepts of palliative care, symptom management, communication skills, ethical and legal challenges, spiritual and cultural considerations, and grief and bereavement support will all be covered in the course. Upon completing the course, students will have a thorough understanding of the concepts and practices of palliative care, as well as the skills and knowledge required to offer holistic care to patients with life-threatening diseases.

Palliative Care

Palliative care is a subspecialty of medicine that focuses on alleviating the physical, emotional, social, and spiritual pain commonly accompanying life-limiting diseases. It is a treatment method that tries to improve the quality of life for patients and their families dealing with major illnesses such as cancer, heart failure, dementia, and other chronic ailments. A palliative care course at a university is aimed at providing nursing students with a thorough grasp of the concepts and practices of palliative care.

The program addresses themes such as palliative care ideology, symptom management, communication skills, ethical and legal challenges, spiritual and cultural considerations, and grief and bereavement support (Abel & Kellehear, 2022). Advanced subjects like end-of-life care, pain management, and the use of technology in palliative care are also covered in the course.

It is important to note to the students that palliative care focuses on symptom management, such as pain, nausea, and shortness of breath, as well as emotional support, counseling, and aid with advanced care planning (J. Abel & Kellehear, 2022). Palliative care is frequently delivered with other medical treatments targeted at curing the underlying illness, such as chemotherapy, radiation therapy, or surgery.

Palliative care is a comprehensive approach to treatment that can be delivered at any stage of a serious disease, not simply towards the end of life. Palliative care assists patients and their families in living as comfortably and completely as possible, with dignity and respect, and in making informed decisions about their care. Palliative care takes a patient-centered and comprehensive approach, with an emphasis on fulfilling the physical, emotional, and spiritual needs of the patient and their family.

The Teaching And Learning Environment That You Will Utilize For Teaching Palliative Care Course

According to Thrane (2020), to effectively teach a palliative care course, the teaching and learning environment should facilitate student involvement and interaction, promote effective learning, and support the course aims. The classroom setting should be inviting, expansive, and well-lit, with suitable seating arrangements and teaching and learning tools. To optimize learning, audiovisual equipment such as multimedia projectors, computer workstations, and whiteboards should be provided.

The teaching and learning strategy should be diversified and geared to engage the students’ unique learning styles(Thrane, 2020). Traditional teaching approaches like lectures, debates, and case studies are also included. In order to encourage active learning and skill development, interactive and experiential learning approaches such as group work, role-playing, and simulation exercises must be used.

To offer students with practical experience in palliative care settings, clinical practicums in hospices and palliative care units will be incorporated into the course. This will allow students to apply classroom information to real-world circumstances and develop their abilities in caring for patients with life-threatening conditions. The course, further, will be designed to foster collaborative learning and involvement from all students.

Group work, case studies, and group presentations must all be used to encourage peer learning and cooperation. Simultaneously, the learning environment should generate a good and respectful learning environment that encourages an open exchange of ideas and critical thinking, as stated by Zhou et al. (2021). As the course teacher, I must provide students with regular feedback and be ready to offer further assistance and help as required.

Intended Audience For The Course

A palliative care course would primarily target nursing students in their last year of study or nurses who have finished their basic training and want to specialize in palliative care. Nevertheless, other healthcare professionals involved in the care of patients with life-limiting conditions, such as physicians, social workers, chaplains, and therapists, may find the training helpful. The course would be tailored to accommodate students with a variety of learning styles and levels of expertise. 

Students with prior expertise in palliative care may benefit from the advanced subjects addressed in the course, while those with little to no experience may benefit from the course’s core ideas and practices. Students who are compassionate, sensitive, and interested in caring for people with life-limiting conditions will benefit from this course. The course would especially benefit students who are comfortable working in an interdisciplinary team and have excellent communication abilities (J. Abel & Kellehear, 2022). Students should have a thorough grasp of the concepts and practices of palliative care at the completion of the course, as well as the skills needed to give compassionate care to patients and their families during end-of-life care.

Constructivism

Constructivism is a learning theory that can be employed in nursing education to promote active and collaborative learning while also assisting nursing students in developing the information, skills, and attitudes required for nursing practice (Abualhaija, 2019). Constructivism stresses the significance of student-centered learning in nursing education, where students are encouraged to develop their knowledge via reflection, inquiry, and cooperation. 

In a constructivist learning environment, nursing students are encouraged to engage in active learning activities such as problem-solving, case-based learning, and simulations. Students are encouraged to collaborate, participate in critical thinking debates and exercises, and reflect on their experiences and understanding of nursing practice (Abualhaija, 2019). Students will be better prepared to apply their knowledge and abilities to real-world settings, such as caring for patients in a clinical environment if they develop their own concept of nursing practice. The instructor’s job in a nursing school that employs constructivist theory is to foster learning rather than merely deliver knowledge.

Teachers may serve as facilitators, coaches, or mentors, assisting students in determining their own learning objectives, developing their own learning techniques, and reflecting on their own learning experiences. The use of constructivism in nursing education has been shown to be helpful in developing nursing students’ critical thinking, problem-solving, and clinical reasoning abilities (Barbour & Schuessler, 2019). Constructivism encourages lifelong learning and continual professional growth, which are crucial for nursing practice in today’s fast-changing healthcare environment, by enabling students to create their knowledge and understanding of the nursing practice. 

Constructivism is one educational paradigm that might be used to influence the construction of a palliative care course.   Learning is an active and social process in which learners develop their understanding via reflection, inquiry, and cooperation, which is one of constructivism’s core themes(Barbour & Schuessler, 2019). According to constructivism, learning is more than merely acquiring information; it is a process of building on prior knowledge and experiences to create new understandings and meaning.

Constructivism is an excellent theory to inspire the creation of a palliative care course since it emphasizes the significance of active and participatory learning, which is essential for acquiring the skills and knowledge required to provide compassionate care to patients with life-threatening illnesses(Epp et al., 2021). Palliative care is a complicated and multifaceted topic that necessitates a thorough understanding of patients’ physical, emotional, and spiritual requirements, and constructivism gives a framework for students to build their own understanding of the subject matter.

Potential Diversity In The Group That You Anticipate Teaching And How To Address Them

While designing and conducting a course, it is critical to consider student diversity, including elements such as multiculturalism, age, gender, ethnicity, socioeconomic background, Limited English Proficiency (LEP), or other cultural challenges. It is critical to evaluate each student’s specific requirements and problems and develop solutions to address these concerns to establish an inclusive learning environment that fits the demands of a varied student body (Jeffries, 2022). This essay will cover possible diversity among palliative care students and how to approach these challenges in the classroom.

Multiculturalism is an integral part of diversity in nursing education, and it is critical to identify and appreciate students’ diverse cultural origins, views, and experiences. To address diversity in the learning environment, instructors can use several culturally sensitive and appropriate teaching tactics for varied student groups. This might involve using case studies or role-playing exercises that represent the experiences and attitudes of other patient populations or incorporating cultural diversity into class discussions and activities (Portes & Zady, 2020). Teachers should also encourage students to express their personal palliative care experiences and opinions, which can improve cultural competency and boost understanding of varied patient groups.

Another aspect influencing the learning environment relates to age since students in a palliative care course may range from standard undergraduate students to nontraditional adult learners. Teachers can handle age variety by designing a learning environment responsive to various age groups’ demands. This might involve using technology such as online learning platforms or virtual simulations to allow students to access course materials and engage in class discussions at their own speed (Portes & Zady, 2020). Teachers can also use a number of teaching tactics, such as small group discussions, that are suited to different age groups’ learning styles and preferences.

When addressing diversity in a palliative care course, gender and ethnicity are also significant issues to consider. By fostering gender equity and recognizing the distinctive contributions of many ethnic groups, instructors may foster an inclusive learning environment. This may involve using gender-neutral terminology and incorporating varied viewpoints into class discussions and activities. Teachers should also encourage students to express their personal palliative care experiences and opinions, which can improve cultural competency and boost understanding of varied patient groups. 

Socioeconomic status is another aspect that might influence the learning environment since students from low-income families may experience difficulties acquiring course materials or engaging in class discussions. To address socioeconomic diversity, teachers can give accessible and cheap resources and support services to all students, such as free or low-cost textbooks or access to digital tools (Portes & Zady, 2020). Teachers may also foster an inclusive and respectful atmosphere in the classroom, which helps foster a helpful learning environment for all students.

Limited English Proficiency is a cultural barrier that can affect the learning environment because students who do not speak English well may struggle to grasp course materials or participate in class discussions (Portes & Zady, 2020). Instructors can address LEP by providing resources and support services targeted to the requirements of non-native English speakers, such as bilingual course materials or language support services. Teachers may also foster an inclusive and respectful attitude in the classroom, which helps foster a helpful learning environment for students from varied language backgrounds.

Handling Conflict In The Classroom

Handling conflict in the classroom is a critical component of building a supportive and inclusive learning environment that fits the requirements of a varied set of students. Conflict in the classroom can come from various reasons, including cultural differences, personal ideals, and communication styles. To effectively manage conflict in the classroom, a proactive strategy that tackles possible sources of conflict and encourages open communication and understanding among all learners is required. 

Establishing clear expectations and ground rules for polite communication and behavior is one strategy for resolving conflict in the classroom. According to Valente and Lourenço (2020), this may involve developing standards for active listening, avoiding personal assaults or stereotypes, and understanding and accepting variations in cultural origins and personal experiences. By establishing clear communication and behavior requirements, teachers may foster a supportive learning atmosphere that encourages open conversation and mutual respect among all students.

Providing chances for learners to participate in open and respectful discussions can aid in conflict resolution. This might involve using small group discussions or class-wide debates to allow students to share their ideas and engage in meaningful interaction with their classmates. Teachers can also promote open communication by actively listening to students and encouraging them to express their ideas and experiences in a nonjudgmental and courteous way. By incorporating diversity and inclusion into course material and activities, instructors may also take a proactive approach to address possible causes of conflict in the classroom(Sennett & Cobb, 2023). 

This might involve using case studies or real-life examples that represent the experiences and viewpoints of varied patient groups or incorporating cultural diversity into class discussions and activities. Instructors may foster understanding and empathy among learners by including diversity and inclusion in course content, which can assist in avoiding possible causes of conflict from forming in the first place (Sennett & Cobb, 2023). If conflict does emerge in the classroom, teachers might use a problem-solving strategy that promotes open dialogue and mutual understanding. This might entail encouraging dialogue among the learners engaged in the disagreement and collaborating with them to uncover the fundamental reasons for the problem and propose mutually acceptable solutions. Teachers can also give resources and support services, like counseling or mediation, to students who need assistance settling a problem.

Conclusion

As a nurse educator, it is critical to develop and teach a palliative care course in an educational setting that values the variety of the learners. The Constructivist Learning Theory provides an effective framework for planning and conducting a palliative care course that meets the learners’ different learning demands. Understanding and addressing possible variety among learners while planning and delivering the course is critical, including multiculturalism, age, gender, ethnicity, socioeconomic background, and Low English Proficiency (LEP). Nurse educators may assist in training the next generation of healthcare practitioners to successfully care for a varied patient population and work cooperatively in a global healthcare system by stressing diversity and inclusion in the classroom. This can potentially enhance patient outcomes and create a more egalitarian healthcare system.

SOCW 6060 Social Work Theories References

Abel, J., & Kellehear, A. (2022). Oxford textbook of public health palliative care (A. Julian & A. Kellehear, Eds.). Oxford University Press.

Abualhaija, N. (2019). Using constructivism and student-centered learning approaches in nursing education. International Journal of Nursing and Health Care Research, 5(7), 1-6. Researchgate.net. https://www.researchgate.net/profile/Nashat-Abualhaija/publication/338752983_Using_Constructivism_and_Student-Centered_Learning_Approaches_in_Nursing_Education/links/5e2899cb4585150ee77b2769/Using-Constructivism-and-Student-Centered-Learning-Approaches-in-Nursing-Education.pdf

Barbour, C., & Schuessler, J. B. (2019). A preliminary framework to guide implementation of The Flipped Classroom Method in nursing education. Nurse Education in Practice, 34, 36–42. https://doi.org/10.1016/j.nepr.2018.11.001

Epp, S., Reekie, M., Denison, J., de Bosch Kemper, N., Willson, M., & Marck, P. (2021). Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 37(5), 804–809. https://doi.org/10.1016/j.profnurs.2021.06.007

Jeffries, P. (2022). Clinical simulations in Nursing Education: Advanced concepts, trends, and Opportunities. Wolters Kluwer Health. https://books.google.at/books?id=KPGKEAAAQBAJ

Portes, P. R., & Zady, M. F. (2020). Adolescents: The Role of Demographic and Psycho-Cultural Factors in School Adaptation. Academia.edu. https://www.academia.edu/download/69402583/ED455320.pdf

Sennett, R., & Cobb, J. (2023). The hidden injuries of class hidden injuries of class. Verso Books. https://books.google.at/books?id=me2nEAAAQBAJ

Thrane, S. E. (2020). Online palliative and end-of-life care education for undergraduate nurses. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 36(1), 42–46. https://doi.org/10.1016/j.profnurs.2019.07.002

Valente, S., & Lourenço, A. A. (2020). Conflict in the classroom: How teachers’ emotional intelligence influences conflict management. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00005

Zhou, Y., Li, Q., & Zhang, W. (2021). Undergraduate nursing students’ knowledge, attitudes and self-efficacy regarding palliative care in China: A descriptive correlational study. Nursing Open, 8(1), 343–353. https://doi.org/10.1002/nop2.635

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