ORCID Profile
0000-0002-1270-203X
Current Organisation
James Cook University
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Publisher: Informa UK Limited
Date: 31-05-2021
Publisher: Springer Science and Business Media LLC
Date: 09-11-2018
Publisher: Informa UK Limited
Date: 02-12-2018
Publisher: Informa UK Limited
Date: 03-05-2017
Publisher: University of Otago Library
Date: 31-03-2017
DOI: 10.11157/ANZSWJ-VOL29ISS1ID235
Abstract: INTRODUCTION: Internationalisation of social work education is part of a rapidly growing international tertiary education sector one that is actively being promoted by governments and universities to support student learning and engagement and to develop global citizens. International partnership programmes form a core part of the internationalisation of social work education, and these programmes may involve inequity in the benefits to the different partners. This article critically reflects on, and explores, concepts of reciprocity and collaboration in international social work student exchanges with a specific focus on exchanges between Australia and the Asia-Pacific.METHOD: A critical lens was applied to the literature that conceptualises international student exchanges with a particular focus on reciprocity and collaboration. The concept of neo-colonialism is used to explore international student exchanges and consider ways forward the term is used to refer to newer and more subtle forms of colonialism that are often based on linguistic or cultural domination. The discussion is further drawn out with anecdotal evidence from the authors’ own long-term engagement with international student exchange as well as an Australian government funded project “Going Places” that explores internationalisation in social work education.FINDINGS: A critical review of the literature highlights the continued dominance of the Western voice and issues of neo-colonialism as challenges to ensuring equitable processes in the internationalisation of social work education. Reciprocity is a contested concept that needs deep engagement to support transformative partnerships.CONCLUSIONS: It is argued that concepts of reciprocity, voice and collaboration have to be carefully considered in order to create transformative partnerships in international social work education.
Publisher: Informa UK Limited
Date: 12-02-2023
Publisher: Wiley
Date: 26-04-2018
DOI: 10.1111/CFS.12464
Publisher: Springer Science and Business Media LLC
Date: 08-01-2019
Publisher: SAGE Publications
Date: 26-02-2018
Abstract: Student learning abroad experiences are encouraged to develop students’ intercultural understanding and global citizenship. This article reports internationally collaborative research exploring social work student short-term mobility programmes and international field education placements. Findings from interviews with staff from Australian schools of social work are presented. Themes developed from the data explore the establishment and ongoing resourcing and sustainability of international exchange programmes, including implications for risk and safety, relationships and partnerships, and reciprocity. The complex landscape of student international experiences is discussed, and it is proposed that the lack of adequate resourcing of learning abroad opportunities threatens their sustainability.
Publisher: The Centre for Excellence in Child and Family Welfare
Date: 21-06-2019
DOI: 10.1017/CHA.2019.14
Abstract: Child protection work is a complex and difficult area of practice, one that is closely scrutinised and criticised, and impacts on the lives of many children. In Australia, child protection systems are overloaded, and increasing numbers of children and families receive child protection interventions each year. This study explored the views of North Queensland practitioners who work in the child protection field, examining changes and challenges in this field of practice, and their suggestions for the future research that is needed in child protection. The study took place 5 years after the 2013 Queensland Carmody inquiry into child protection intervention, which recommended sweeping changes to the child protection system. Twenty-two practitioners participated in this study. Respondents reported an increase in the complexity of cases, a gap in legislation change ractice frameworks and practice, and the application of trauma-informed practice. They highlighted the intersection of child protection, domestic violence and family law and observed that women and children continue to be exposed to violence because of Family Law Court orders. Respondents identified a number of areas where research is needed.
Publisher: Oxford University Press (OUP)
Date: 11-10-2018
DOI: 10.1093/BJSW/BCY085
Publisher: Wiley
Date: 31-05-2018
Abstract: Functional electrical stimulation (FES) improves active movement of the hemiplegic upper and lower limbs following stroke. The use of FES by Australian allied health clinicians in stroke rehabilitation is, however, unknown. The purpose of this study was to understand the use of FES in clinical practice. Reasons for the use of FES and potential variables that influence decision-making were also investigated. Cross-sectional study of Victorian allied health clinicians, using a snowball recruitment method. Ninety-seven eligible therapists completed the anonymous online survey. Data were analysed using frequency distributions. The majority of respondents were occupational therapists (n = 60 62%). Approximately half of the respondents (n = 50 52%) reported using FES in the past two years to improve a stroke survivor's ability to use their arm in daily activities. Respondents suggested that receiving workplace training from colleagues to learn how to use FES is the preferred method of education. Of those who received education (n = 80), 50 participants reported using FES in their practice. There is variable use of FES in stroke rehabilitation to increase active movement after stroke. While there was moderate agreement about when to use FES and useful education approaches for learning to use FES, further research is needed to better understand strategies which could be implemented to support increased FES use in stroke rehabilitation.
Publisher: Oxford University Press (OUP)
Date: 04-12-2019
DOI: 10.1093/BJSW/BCZ151
Abstract: Field education is a key curriculum component in social work programmes and students identify their placement as central to their transition to practice. Globally, changes in higher education, increasing the complexity of practice and an increasingly erse student body, are challenging field education programmes to meet these professional and resource challenges. This article reports on Australian research which surveyed social work field education programmes in relation to staffing, supervision and other developments shaping social work field education. Twenty-four field education coordinators of thirty social work programmes completed the survey and the findings highlighted worrying trends including increasing student to staff ratio, insufficient social worker supervised placements, increased placements with external (off-site) supervision and employment of casual staff to undertake core tasks such as supervision and liaison. The results provide important benchmarking evidence which will resonate with the wider international social work education context.
Publisher: Oxford University Press (OUP)
Date: 11-03-2019
DOI: 10.1093/BJSW/BCZ015
Abstract: Current research agendas in developed countries focus on academics engaging collaboratively with communities and industry partners to achieve research outcomes that demonstrate reach and significance. Social work academics are in a prime position to undertake collaborative research that has specific project benefits and wider social impacts. This article reports on a systematic literature review of articles in social work journals that reported on academic industry partnerships. The review aimed to analyse publications documenting the engagement of social work academic researchers with industry partners, to examine the nature of the research undertaken through this engagement and to ascertain the reported impact. Findings highlight that collaborative research processes could be described in greater detail, further explicit detail on collaboration and impact is needed, and while project level impacts are described in reviewed publications, most are not presenting broader societal impacts.
Publisher: Informa UK Limited
Date: 14-06-2019
Publisher: Oxford University Press (OUP)
Date: 03-01-2023
DOI: 10.1093/BJSW/BCAC244
Abstract: Social work and social work student placements in general practice [GP] can contribute to wholistic healthcare. The overall aims of this research were to develop, implement and evaluate a field education placement curriculum for social work student placements in GP clinics. Between December 2021 and June 2022, six students completed their social work placements in four GP practices in North Queensland. Data collection included student records and an online survey that invited students, field educators, task supervisors, mentors, allied health professionals and GPs to provide feedback about the usefulness of the developed materials, the benefits and challenges of the placements, the services provided by the students, patient outcomes and feedback, social work learning, service delivery overall and the value of, and satisfaction with, the social work GP placements. Social work student placements in GP practices offer a valuable broadening of field education learning opportunities for social work and can benefit GP settings. Such placements need to be particularly carefully scaffolded and supported through a comprehensive curriculum, supervision, and a welcoming GP setting. Students interested in embarking in such a learning journey need to be highly confident and competent in social work practice.
Publisher: Informa UK Limited
Date: 09-02-2015
Publisher: Informa UK Limited
Date: 11-07-2014
Publisher: SAGE Publications
Date: 28-11-2017
Abstract: Protecting children from mistreatment is a global concern, and further research and evaluation in child protection services is required. Continuous Quality Improvement (CQI) has demonstrated potential, but to date, there is no systematic review of studies that evaluate the application of CQI in child protection. This systematic literature review examined the application of CQI in child protection services. The review identified published, English-language evaluations of CQI in child protection from 2000 to 2016 and critiqued the characteristics, methodological quality, and reported benefits of the included studies. A search of social science electronic databases identified eight peer-reviewed studies, including six quantitative studies, one mixed-methods study, and one qualitative study. The review highlighted that many studies on this topic lack specific validating data, but there is evidence that CQI models have some potential to improve processes for working with children and families by promoting implementation fidelity.
Publisher: Informa UK Limited
Date: 20-05-2018
Publisher: Informa UK Limited
Date: 17-11-2021
Publisher: Oxford University Press (OUP)
Date: 16-11-2014
DOI: 10.1093/BJSW/BCU133
Publisher: Informa UK Limited
Date: 11-03-2018
Publisher: Informa UK Limited
Date: 12-07-2020
Publisher: Oxford University Press (OUP)
Date: 30-01-2023
DOI: 10.1093/BJSW/BCAD008
Abstract: This quantitative study surveyed eighty-two Australian social work students who completed their placement during COVID-19. The delivery of health and welfare services during the pandemic had a significant impact on field education with the result that many placements had to be offered remotely from an organisation. The research was interested in whether this practice learning model can provide quality learning experiences for students by exploring various aspects of the placement experience. Frequency data were generated and the data were analysed using chi-square tests to determine, firstly, if there were any statistically significant relationships between student learning outcomes and model of supervision, supervisor contact, type of e-placement and student demographics. Secondly, the various learning activities were rated against the students' attainment of their placement learning oucomes and their developing confidence, skills and social work identity. Findings highlight that student learning is enhanced when they have opportunities to experience work within an agency setting and when agency staff are involved in supervising and supporting students in e-placements. There were also indications of negative learning outcomes when students are not provided with direct observation opportunities of agency staff and some evidence that e-placements might be more suitable for second placement students.
Publisher: Informa UK Limited
Date: 24-01-2023
Publisher: Informa UK Limited
Date: 19-04-2021
Publisher: Oxford University Press (OUP)
Date: 27-12-2020
DOI: 10.1093/BJSW/BCAA230
Abstract: Field education is a core component of social work courses globally and has been recognised as providing significant learning opportunities to develop professional practice. Evidence highlights the strong correlation between student satisfaction with their supervisory relationship and their satisfaction with placement, but current practices have resulted in more reliance on placements with a variety of supervisory arrangements, which may be compromising a quality and supportive supervisory relationship. This article reports on an Australian online survey of 284 social work students about their experience of supervision, focusing on 119 students who received external supervision. Both quantitative ratings and qualitative comments showed that students generally described their external supervision as valuable and offered space to reflect critically on practice. Nevertheless, many felt disadvantaged without a social work presence onsite and not being observed or observing social work practice. Concerns were raised about task supervisors who offered supervision ‘on the run’ and had limited understanding of social work roles and values. Many students struggled on placement and felt that, once placement was confirmed, they received minimal support from University staff. Findings should alert field education programmes that students require consistent and ongoing involvement.
Publisher: Informa UK Limited
Date: 26-08-2019
Publisher: Oxford University Press (OUP)
Date: 20-11-2021
DOI: 10.1093/BJSW/BCAB224
Abstract: COVID-19 in 2020 took social work programmes by surprise and for many students an e-placement was offered as the only alternative learning opportunity to complete their placement that year. In this article, we report on a mixed method study with data collected via an online survey with quantitative and qualitative questions exploring students’ experiences in e-placements. Eighty-two students who had undertaken an e-placement responded to the survey that was sent to 1,500 social work students enrolled in twenty-one Australian universities. The results summarise demographic data about the students and a description of the e-placements used, as well as qualitative themes about the students’ experiences and recommendations about e-placements. Four themes were prominent in the qualitative data: ‘opportunities for flexible learning but can be challenging’, ‘learning new skills but missing out on others’, ‘drive your own learning’ and ‘the need for structure, support and connection’. Most students reported that they learnt a range of social work skills, but this required them to take initiative to ensure that learning occurred. The implication for social work education underscores the importance of future proofing social work field education through examining the learning and providing proactive support and clear structures for alternatives to traditional placements.
No related grants have been discovered for Ines Zuchowski.