An Aggregate Fieldwork Model: Cooperative Learning, Research, and Clinical Project Publication Components

An emerging future for work and education: implications for integrative learning in social work

“…4. All placement sites and staff should be welcoming to students and value teaching and learning, and students should have opportunities to learn from representatives from other professions (Bogo, 2015;Precin, 2009). This analysis indicates that many allied health and nursing professions are learning and practicing outside the hospital setting and that their disciplinary practice learning objectives overlap with social work.…”

“…Another important innovation in integrative learning is the cluster model of placements, which involves multiple students being supervised by a single field supervisor (Crisp & Hosken, 2016), a role also referred to as a clinical educator (Rodger et al, 2008) or nurse preceptor (Henderson, Twentyman, Heel, & Lloyd, 2006). Most students are placed in pairs (Flood, Haslam, & Hocking, 2010;Hanson & Deluliis, 2015;Hosken et al, 2016;Kell & Owen, 2009;Precin, 2009;Reidlinger et al, 2017;Rodger et al, 2009;Sevenhuysen et al, 2014;Sevenhuysen et al, 2013) or sometimes groups of three (Flood et al, 2010;Kell & Owen, 2009). Such a cluster or facilitator model is often used in nursing where one clinical educator/ registered nurse supervises up to eight students assigned to a single ward (Bourgeois, Drayton, & Brown, 2011;Henderson et al, 2006;Roxburgh, 2014).…”

“…Measures to mediate such issues in cluster and others models of placement can include provision of additional digital educational resources such as videos of, and guides for learning routine professional skills that can be accessed for personalised, repetitive, on-demand and networked learning by individuals and groups of students and supervisors. A cluster model can assist with reducing pressure on the supervisor (Bartholomai & Fitzgerald, 2007;Hanson & Deluliis, 2015;Precin, 2009;Rodger et al, 2009;Sevenhuysen et al, 2013) and increasing student autonomy, critical thinking, group skills and independent learning ability (Flood et al, 2010;Precin, 2009). The strength of the model is in the opportunity to meet the needs of larger student cohorts (Bourgeois et al, 2011;Hosken et al, 2016;Reidlinger et al, 2017;Rodger et al, 2008;Sevenhuysen et al, 2014;Sevenhuysen et al, 2013) and reduced costs (Henderson et al, 2006;Hosken et al, 2016;Sevenhuysen et al, 2013).…”

Decision-Making and Sources of Evidence in Occupational Therapy and Other Health Professions. Evidence-Informed Practice / Entscheidungsfindung und Evidenzquellen in der Ergotherapie und weiteren Gesundheitsberufen. Evidenzinformierte Praxis

“…Lin et al (2010) advocated for collaborative partnerships between academicians, researchers and clinicians. Of partnerships described in the occupational therapy literature (Braveman, Helfrich, & Fisher, 2001;Crist, Munoz, Hansen, Benson, & Provident, 2005;Precin, 2009), none addressed ways in which two-way collaboration between researchers and practitioners might take place. It is scarcely different in the literature of other health professions (speech pathology: Dollaghan, 2007; nursing: Missal et al, 2010, de Cordova et al, 2008, and Mitchell, 1999and social work: Nevo & Slonim-Nevo, 2011).…”

Considering College?: Adolescents With Autism and Learning Disorders Participate in An On-Campus Service-Learning Program

“…Brandon and All (2010) share how a curriculum based on social constructivism and collaboration increased teaching effectiveness while helping student nurses increase their speed and comfort in analyzing evidence and using evidence-based practice. For occupational therapy, Precin's (2009) aggregate fieldwork model illustrates how service learning can meet the rigorous academic standards. In this case, service learning helped to develop a reciprocal process that allowed the two parties to enter each other's realities.…”