Toward Understanding Meta-Competence: An Analysis of Students' Reflection on their Simulated Interviews

Bogo, Marion; Katz, Ellen; Regehr, Cheryl; Logie, Carmen H.; Mylopoulos, Maria; Tufford, Lea

doi:10.1080/02615479.2012.738662

Cited by 85 publications

(41 citation statements)

References 27 publications

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“…They gained a sense of responsibility towards their work and learned how to work effectively as a team ( Lam, 2004 ; Nastu, 2009 ; Chowa and Ansong, 2010 ). Bogo (2012) advocates for a holistic approach in social work higher education whereby meta and procedural competencies connect, meaning that competencies that are cognitive, self-reflective and critical are applied during the formulation of collaborative relationships ( Taylor and Bogo, 2013 ): Today I realised what team work means. I felt this when helping other colleagues do their tasks (Male SW student, field notes).…”

Section: Resultsmentioning

confidence: 99%

Social Work Field Training for the Community: A Student Self-Directed Approach in the Environmental Domain in Jordan

2015

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This article outlines innovative field training methods that foster the abilities of undergraduate social work students so that they are able to empower the local community and raise awareness of environmental issues. In this study, students were engaged in a local community assessment that sought to understand their views on environmental and community impacts of the Synchrotron-Light for Experimental Science and Applications in the Middle East (SESAME) Project on the lives of the host village's residents. A students' self-directed approach was applied for the fieldwork out of which interventions were developed ( Garrison, 1997). Quantitative data were gathered by eighteen students through a survey of 361 questionnaires targeting Allan society. In addition to students' field notes, pre and post focus groups were used to collect qualitative information. Study findings highlighted the effectiveness of students' self-directed projects in cultivating culturally competent practices; ensuring sustainable development; and providing evidence-based knowledge on social work practice involving environmental issues.

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Section: Resultsmentioning

confidence: 99%

Social Work Field Training for the Community: A Student Self-Directed Approach in the Environmental Domain in Jordan

2015

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“…Given that competency-based social work education extends beyond imitating expert procedural skills (e.g. how to draw blood in nursing) to incorporating one's own critical and reflective capacity in responding to an unique and specific practice situation (Bogo et al, 2013), research on differential roles of peer-and expert-modeling and how they can facilitate student learning is essential in advancing social work specific knowledge on observational learning.…”

Section: Discussionmentioning

confidence: 99%

“…In social work education, simulation provides students with opportunities to engage with SCs portraying well-designed characters and scenarios that emulate real-world practice (Asakura et al, in press;Bogo et al, 2014;Kourgiantakis et al, 2019a). The use of simulation has gained prominence with recently published social work literature demonstrating its effectiveness to help students develop competence (Bogo et al, 2013;Katz et al, 2014;Kourgiantakis et al, 2019a) and to assess competency-based skills among students (Bogo et al, 2014). Other literature on simulation-based learning in social work includes promising practices and common barriers for the uptake of this experiential learning method (Asakura et al, in press;Kourgiantakis et al, 2020) as well as innovative development of virtual simulations (Asakura et al, in press;Tandy et al, 2017;Vernon et al, 2009;Washburn & Zhou, 2018).…”

Section: Simulation-based Learning In Social Work Educationmentioning

confidence: 99%

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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“…A stratification of knowledge, developed by Bogo et al (2013), draws these ideas together. Here there are explanatory theories that underpin a practice, interventionist knowledge that supports the reality of the job, and practice principles that inform everyday work.…”

Section: Insights From Knowledgementioning

confidence: 99%

“…It is suggested that adaption of the tripartite view of knowledge (Bogo et al, 2013) could provide a way forward to understand the knowledge that supports PR. Such an approach provides a way to create a framework or architecture of interconnected ideas that capture the diversity of PR knowledge moving beyond inventories, allowing for all forms of knowledge to be made visible, shared and debated including those from beyond PR.…”

Section: Pr: An Archetypical Liquid Profession Underpinned By An Ecolmentioning

confidence: 99%

A liquid profession: An ecological approach to the theory and knowledge that underpin the practice of public relations

Roberts-Bowman¹,

Hendy

2019

Public Relations Inquiry

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This is a conceptual essay that explores the concept of knowledge as it relates to public relations (PR). It suggests an ecological knowledge architecture as a lens through which to understand the theories and concepts that support practice. It does so by drawing on the work of Zygmunt Bauman and his reflections on liquid modernity to inform and shape thinking and uses it as a thread to help synthesise scholarship from knowledge, competency and career scholarship and debates around professionalisation. It argues that by subdividing knowledge into explanatory, interventionist and practice principles greater clarity can be given to the know-how (functional skills) and know-that (theoretical knowledge) of PR. In addition, by overlaying a postmodernist and liquid concept to this tripartite division of knowledge, PR can be well placed to take advantage of the change in careers and capabilities necessary for work in the 21st century.

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Toward Understanding Meta-Competence: An Analysis of Students' Reflection on their Simulated Interviews

Cited by 85 publications

References 27 publications

Social Work Field Training for the Community: A Student Self-Directed Approach in the Environmental Domain in Jordan

Social Work Field Training for the Community: A Student Self-Directed Approach in the Environmental Domain in Jordan

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

A liquid profession: An ecological approach to the theory and knowledge that underpin the practice of public relations

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