Supplementary Educational Model (SEM) in Social Work Education for Health Care Settings

Abstract

A supplementary educational model (SEM) was developed and evaluated in order to expand educational opportunities for social work students, to enable a professional interaction for field instructors and to connect the academia teachers to the field. The study highlights the importance of SEM to update the current academic curricula to meet the ongoing changes and challenges in health care settings. One hundred thirty-seven B.A. students and 58 field instructors employed in health care settings participated in the project. Results indicated that 90% of the participants rated the knowledge contributions of the study days and study day satisfaction positively. The results suggest that SEM has potential as a tool to complement traditional field instruction programs.

Development, delivery and evaluation of a social work elective offered in a hospital setting

“…Successful examples of university-agency partnerships in social work practice settings have been described in the literature (Bellamy et al 2008;Clapton & Forbes, 2012;Clapton et al, 2008;DeHart, 2013;Peleg-Oren et al, 2008). The Bringing Evidence for Social Work Practice (BEST) project paired university researchers with participants from three social service agencies in an effort to collaboratively incorporate evidence into practice (Bellamy et al, 2008).…”

“…Another investigation evaluated a Supplementary Education Model (SEM), comprising a series of study days collaboratively planned and implemented by students, academic advisors and field instructors and that focus on an issue related to social work in health care. The purpose of this model was to firmly integrate education in the field with that in academia (Peleg-Oren et al, 2008). Results revealed that study days were viewed as beneficial for both students in health care field placements and their field instructors, with 90% of participants rating the knowledge contribution and satisfaction gained from the study days positively (Peleg-Oren et al, 2008).…”

“…The purpose of this model was to firmly integrate education in the field with that in academia (Peleg-Oren et al, 2008). Results revealed that study days were viewed as beneficial for both students in health care field placements and their field instructors, with 90% of participants rating the knowledge contribution and satisfaction gained from the study days positively (Peleg-Oren et al, 2008).…”