卫生和社会服务的残疾学生实地工作:加拿大实地工作教育工作者和学术协调员的看法
Brenda Beagan1, Stuart Kamenetsky2, Shahbano Zaman3
1School of Occupational Therapy, Dalhousie University, Halifax, Nova Scotia, Canada.
Teaching and learning in medicine
|December 13, 2024
概括
确保残疾学生在现场工作环境中获得公平的职业教育是具有挑战性的. 对于需要支持的学习者来说,认知能力下降和制度障碍阻碍了适应和成功.
科学领域:
- 健康 职业 教育 教育 专业
- 关于残疾人的研究.
- 社会工作 教育 社会工作 教育
背景情况:
- 公平获得专业教育,特别是在临床或实地工作环境中,对于需要住宿的学习者来说,具有独特的挑战.
- 导航住宿包括实地工作教育工作者,学术协调员,可访问性服务和学生之间的合作,同时保持标准和保密性.
研究的目的:
- 调查现场工作教育工作者和学术协调员对残疾学生获得专业能力的能力的看法.
- 探索对在卫生和社会服务职业中需要住宿的学生的整体看法.
主要方法:
- 一项跨加拿大在线调查对233名实地工作教育工作者和54名在10个健康和社会服务专业的学术协调员进行了管理.
- 描述性统计和专题分析被用来分析有关学生能力成就和学生需要住宿的感知的回应.
主要成果:
- 受访者最担心的是认知/学习障碍的学习者获得的能力,其次是神经和心理健康问题.
- 专题分析表明,对机构实地工作站点有效实施住宿的能力存在怀疑.
- 学术协调员比现场工作教育工作者持有更负面的看法,将需要住宿的学生视为潜在的负担.
结论:
- 对能力减弱和制度障碍的看法导致了残疾学生在专业实地工作中所面临的困难.
- 对于需要住宿的学生来说,成功的实地考察被认为取决于学生的洞察力和自我倡导.
- 解决系统和态度障碍对于确保在职业教育中获得公平机会和成功至关重要.
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