TABLE 4 - uploaded by Susan A Murty
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An e-mail discussion group (SW-PALL-EOL) connects the growing number of social workers interested in palliative and end-of-life care. The article discusses the concept of a technology supported "Community of Practice." Using content analysis, the article shows empirically how this electronic discussion group has contributed to the growth and expans...
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Background:
Prioritisation of end-of-life care by policymakers has been the subject of extensive rhetoric, but little scrutiny. In England, responsibility for improving health and care lies with 152 regional Health and Wellbeing Boards.
Aim:
To understand the extent to which Health and Wellbeing Boards have identified and prioritised end-of-life...
Background
There is high variability in end-of-life (EOL) treatments. Some of this could be due to differences in physician treatment recommendations, their knowledge/attitude regarding palliative care, and their perceived roles in treating patients with advanced serious illness (ASI). Thus, the objective of this paper was to identify potential var...
Background
As in other areas of health delivery, there is a need to ensure that end-of-life care is guided by patient centred research. A systematic review was undertaken to examine the quantity and quality of data-based research aimed at improving the (a) processes and (b) outcomes associated with delivering end-of-life care in hospital settings....
Citations
... 77,107 In a high stress-high loss environment such as palliative care, social workers 'may experience feelings of isolation when they have no local social work colleagues with experience in this field of practice'. 119 Hence, insufficient support is linked to job dissatisfaction and, as a result, a higher prevalence of burnout. 46,113,120 How can this prerequisite be realised in practice? ...
Palliative care is a holistic practice using a multidisciplinary approach in addressing multidimensional needs. Although the social aspects surrounding the end-of-life phase suggest a place for social work in it, the profession is often inadequately involved in daily practice. This contrasts strongly with the potential meaningful contributions of social workers in this field. To date, no comprehensive list of prerequisites for meaningful social work involvement in palliative care exists. This review aims to gain more insight on the prerequisites for meaningful social work involvement in palliative care and how to realise them in practice. It could therefore provide pathways for future intervention development in enhancing the involvement of social workers and maximising their contributions in palliative care. A scoping review methodology was used. A systematic selection of peer-reviewed articles ranged from 2000 to April 2021 – out of the electronic databases Web of Science, Scopus and Pubmed – was conducted. The 170 articles that met the eligibility criteria were analysed for relevant content using open and axial coding processes. The findings are reported according to the PRISMA-ScR checklist. The nine prerequisites listed in this review concern the level of individual social work capacities and the level of contextual factors structuring social work practices. A majority of articles have, however, focused on the level of individual social work capacities in a rather specialist view on palliative care. Future research should further address the contextual level of social work involvement in the broader practice of death, dying and bereavement.
... After title and abstract review, 38 papers underwent full text review, and 17 met inclusion criteria ( Fig. 1). Two studies originated from Australia [19,20], eight from Canada [21][22][23][24][25][26][27][28], four from Europe (Spain, United Kingdom, Norway, Sweden, Netherlands) [29][30][31][32], and three from the United States of America (USA) [33][34][35] (Table 1). Practice areas of focus included audiology, geriatric care, occupational therapy, oncology, oral medicine, physiotherapy, primary care, social work for palliative care, and stroke care ( Table 1). ...
Background
Community Health Navigators (CHNs) are members of a patient’s care team that aim to reduce barriers in accessing healthcare. CHNs have been described in various healthcare settings, including chronic disease management. The ENhancing COMmunity health through Patient navigation, Advocacy, and Social Support (ENCOMPASS) program of research employs CHNs, who are trained to improve access to care and community resources for patients with multiple chronic diseases. With complex and demanding roles, it is essential that CHNs communicate with each other to maintain knowledge exchange and best practices. A Community of Practice (CoP) is a model of situated learning that promotes communication, dedication, and collaboration that can facilitate this communication. The objective of this study was to engage with CHNs to determine how a CoP could be implemented to promote consistency in practices and knowledge for CHNs across primary care sites.
Methods
A needs assessment for a CHN CoP was conducted using sequential steps of inquiry. A preliminary focused literature review (FLR) was done to examine the ways in which other healthcare CoPs have been implemented. Results from the FLR guided the creation of an exploratory survey and group interview with key informants to understand best approaches for CoP creation. Political, economic, social, and technological (PEST) and strengths, weaknesses, opportunities, and threats (SWOT) analyses synthesized results in a comprehensive manner for strategic recommendations.
Results
The FLR identified different approaches and components of healthcare CoPs and guided analyses of mitigatable risk factors and leverageable assets for the intervention. The survey and group interview revealed an informal and effective CoP amongst current CHNs, with preferred methods including coffee meetings, group trainings, and seminars. A well-maintained web platform with features such as an encrypted discussion forum, community resource listing, calendar of events, and semi-annual CHN conferences were suggested methods for creating an inter-regional, formal CoP.
Conclusion
The study findings recognise the presence of an informal CoP within the studied CHN cohort. Implementation of a formal CoP should complement current CoP approaches and aid in facilitating expansion to other primary care centres utilizing digital communication methods, such as a comprehensive web platform and online forum.
... Los estudios revisados demuestran que las herramientas virtuales mencionadas facilitan la formación colaborativa, ya que permiten intercambiar el conocimiento conectando usuarios que se encuentran en distintas ubicaciones. No obstante, se define la importancia de gestionar adecuadamente los espacios colaborativos por parte de un docente(Bosco-Ruggiero, Strand, Kollar, & Leake, 2015;Murty, Gilmore, Richards, & Altilio, 2012). ...
... ). La finalidad es reunir personas de distintos perfiles, sean profesionales, personas del ámbito universitario u otros interesados. Las plataformas LMS, las redes sociales, y herramientas de comunicación síncrona o asíncrona (foros, listas de correo o videoconferencias) son las principales herramientas de la web 2.0 utilizadas(Adedoyin, 2016;Bosco-Ruggiero, Strand, Kollar, & Leake, 2015;Davis & Goodman, 2014;Murty, Gilmore, Richards, & Altilio, 2012). Una CdPV puede facilitar una formación permanente de los agentes implicados sobre el programa socioeducativo en la implementación ya que incrementan el diálogo, la resolución de problemas, el apoyo entre iguales, el apoyo profesional y orientación en prácticas profesionales(Davis & Goodman, 2014;Murty, Gilmore,133Píxel-Bit. Revista de Medios y Educación -Páginas: 129-148___________________________________________________________________Píxel-Bit. ...
... Las plataformas LMS, las redes sociales, y herramientas de comunicación síncrona o asíncrona (foros, listas de correo o videoconferencias) son las principales herramientas de la web 2.0 utilizadas(Adedoyin, 2016;Bosco-Ruggiero, Strand, Kollar, & Leake, 2015;Davis & Goodman, 2014;Murty, Gilmore, Richards, & Altilio, 2012). Una CdPV puede facilitar una formación permanente de los agentes implicados sobre el programa socioeducativo en la implementación ya que incrementan el diálogo, la resolución de problemas, el apoyo entre iguales, el apoyo profesional y orientación en prácticas profesionales(Davis & Goodman, 2014;Murty, Gilmore,133Píxel-Bit. Revista de Medios y Educación -Páginas: 129-148___________________________________________________________________Píxel-Bit. ...
El programa ‘Caminar en familia’ fue implementado y evaluado en el marco de un proyecto I+D a través de una metodología de investigación-acción participativa. Se utilizó un Entorno Virtual (EV) para ofrecer un medio de apoyo a los profesionales que implementaron el programa con familias en el Sistema de Protección a la Infancia.
El objetivo de estudio es evaluar un EV como herramienta para la formación, el apoyo y la gestión de datos en la implementación del programa socioeducativo ‘Caminar en familia’.
Se realizó un Grupo Discusión (GD) por cada equipo de profesionales que implementó el programa en diferentes regiones de España. En total, se llevaron a cabo 10 GD con un total de 41 profesionales durante los años 2017 y 2018.
Los resultados muestran que el EV se considera una buena herramienta para resolver dudas, acceder a los materiales y evaluar la implementación. Sin embargo, los profesionales afirman que no se promovió la formación colaborativa. También manifiestan que la poca disponibilidad horaria fue una limitación para participar en el EV.
Se propone para próximas investigaciones indagar en propuestas pedagógicas y tecnológicas para fomentar la formación colaborativa de profesionales durante la implementación de programas socioeducativos.
... Además, incrementan el diálogo, la resolución de problemas, el apoyo entre iguales, el apoyo profesional y orientación en prácticas profesionales (C. Davis & Goodman, 2014;Murty, Gilmore, Richards, & Altilio, 2012). Es por este motivo que las CdPV pueden tener un gran potencial en acción socioeducativa, ya que se pueden realizar para hacer frente a algún tema social y crear una comunidad entorno a personas de diferentes perfiles pero con la misma preocupación. ...
... A diferencia de las CdP presenciales, las TIC posibilitan que los usuarios en las CdPV intercambien información diversa a través del mismo entorno virtual. Por ejemplo, en un estudio, en el que se utilizó la herramienta de listas de correo electrónico ListServ, los usuarios pudieron intercambiar mensajes sobre: información de eventos y oportunidades de formación, noticias y recursos educativos, información sobre servicios, casos cotidianos en su actividad profesional, aspectos éticos y políticos, y, en menor frecuencia, oportunidades de trabajo y problemas técnicos de la misma herramienta (Murty et al., 2012). Este intercambio de información sería difícil en encuentros presenciales sin un soporte tecnológico. ...
... En cambio, en las CdPV se pretende que todos los miembros participen por igual en la puesta en común de sus experiencias y contenido de aprendizaje. Aun así, se encuentra la figura de coordinador, que es quien se encarga de gestionar y supervisar la plataforma y los participantes (Bosco-Ruggiero et al., 2015;Murty et al., 2012). Por otro lado, en un estudio se encontró que se había establecido un equipo de liderazgo compuesto por participantes de diversas procedencias, los cuales se encargaban de hacer comentarios y aportaciones que fomentaran e incentivaran la participación de los demás (Bosco-Ruggiero et al., 2015). ...
En el marco de un proyecto I+D, el programa socioeducativo Caminar en Familia es implementado y evaluado con un Entorno Virtual (EV) como medio de soporte a los profesionales. El objetivo de la investigación es evaluar el uso de las Tecnologías de la Información y de la Comunicación (TIC) como medio para procesos de formación, acompañamiento y gestión de datos durante la implementación. Participaron 133 profesionales del Sistema de Protección a la Infancia de España y Portugal. Se llevó a cabo un diseño evaluativo y no experimental con una metodología mixta. Los resultados más relevantes muestran que las TIC utilizadas son adecuadas para intercambiar los datos de evaluación y facilitar los materiales del programa, mientras que presentan distintas limitaciones como medio de comunicación y de formación continuada. Los profesionales muestran tener los conocimientos necesarios para utilizar el EV y se identifican otras barreras para su participación. Las TIC en programas socioeducativos pueden adquirir varias funciones aunque otros factores del contexto influyen en su desempeño. El estudio aporta conocimiento sobre el uso de las TIC para apoyar a profesionales, aunque también presenta otras directrices para su integración global en programas socioeducativos.
... The quality of studies was evaluated as high quality (n=12) or moderate quality (n=8), with the remaining 10 only fulfilling a limited number of required criteria (See Multimedia Appendix 4). Common study limitations affecting the validity of results included failure to report or justify the following elements: (1) data corpus and/or sampling unit [65][66][67][68][69]; (2) unit of analysis [65][66][67][69][70][71][72][73][74]; (3) coding schema development and categories with a limited theoretical basis for categories [66,68,69,73,[75][76][77]; and (4) evaluate inter-rater reliability [66,68,69,71,73,[78][79][80]. Only 2 studies kept the unit of analysis (that is post or email) within its contextual unit (ie, discussion thread) [77,81]. ...
... Sampling methods to gather the data corpus for analysis varied considerably. Most reports describe using a census sample [31,65,66,70,71,76,77,79,[82][83][84][85][86] [74]; however, this was not adequately described. ...
... Overall, 36 reports described 31 discrete virtual communities [27,31,[65][66][67][68][69]71,74,76,79,[81][82][83][84]88,92,[94][95][96]98,100,105,118,[123][124][125][126] that were established in 3 main ways. The most common were discussion forums or Listservs created by a professional society [28,[65][66][67][69][70][71]74,76,79,83,91,94,98,105,123]. ...
Background:
Prevailing health care structures and cultures restrict intraprofessional communication, inhibiting knowledge dissemination and impacting the translation of research into practice. Virtual communities may facilitate professional networking and knowledge sharing in and between health care disciplines.
Objectives:
This study aimed to review the literature on the use of social media by health care professionals in developing virtual communities that facilitate professional networking, knowledge sharing, and evidence-informed practice.
Methods:
An integrative literature review was conducted to identify research published between 1990 and 2015. Search strategies sourced electronic databases (PubMed, CINAHL), snowball references, and tables of contents of 3 journals. Papers that evaluated social media use by health care professionals (unless within an education framework) using any research design (except for research protocols or narrative reviews) were included. Standardized data extraction and quality assessment tools were used.
Results:
Overall, 72 studies were included: 44 qualitative (including 2 ethnographies, 26 qualitative descriptive, and 1 Q-sort) and 20 mixed-methods studies, and 8 literature reviews. The most common methods of data collection were Web-based observation (n=39), surveys (n=23), interviews (n=11), focus groups (n=2), and diaries (n=1). Study quality was mixed. Social media studied included Listservs (n=22), Twitter (n=18), general social media (n=17), discussion forums (n=7), Web 2.0 (n=3), virtual community of practice (n=3), wiki (n=1), and Facebook (n=1). A range of health care professionals were sampled in the studies, including physicians (n=24), nurses (n=15), allied health professionals (n=14), followed by health care professionals in general (n=8), a multidisciplinary clinical specialty area (n=9), and midwives (n=2). Of 36 virtual communities, 31 were monodiscipline for a discrete clinical specialty. Population uptake by the target group ranged from 1.6% to 29% (n=4). Evaluation using related theories of "planned behavior" and the "technology acceptance model" (n=3) suggests that social media use is mediated by an individual's positive attitude toward and accessibility of the media, which is reinforced by credible peers. The most common reason to establish a virtual community was to create a forum where relevant specialty knowledge could be shared and professional issues discussed (n=17). Most members demonstrated low posting behaviors but more frequent reading or accessing behaviors. The most common Web-based activity was request for and supply of specialty-specific clinical information. This knowledge sharing is facilitated by a Web-based culture of collectivism, reciprocity, and a respectful noncompetitive environment. Findings suggest that health care professionals view virtual communities as valuable knowledge portals for sourcing clinically relevant and quality information that enables them to make more informed practice decisions.
Conclusions:
There is emerging evidence that health care professionals use social media to develop virtual communities to share domain knowledge. These virtual communities, however, currently reflect tribal behaviors of clinicians that may continue to limit knowledge sharing. Further research is required to evaluate the effects of social media on knowledge distribution in clinical practice and importantly whether patient outcomes are significantly improved.
... The use of virtual technologies to enhance evidence-based practice (EBP) social work teaching, research, and social service delivery has been on a steady rise (Bosco-Ruggiero et al., 2015;Dodsworth et al., 2012;Gillingham, 2013;Megele, 2015;Moore, 2008;Murty, Gilmore, Richards, & Altilio, 2012;Perron, Taylor, Glass, & Margerum-Leys, 2010). More than ever before, there is an urgent need to expedite the translation and transmission of cutting-edge research findings and empirically validated best practices in social work interventions, from researchers to practitioners, and vice versa (Gillingham, 2013;Kirwan & Mc Guckin, 2014;Kreuger, Stretch, & Kelly, 2006). ...
... Other studies used free service platform such as Ning (Bosco-Ruggiero et al., 2015;Davis & Goodman, 2014), Web 2.0 platforms (Davis & Goodman, 2014;Lewis et al., 2010), WebCT (Webster, 2013), and web-based online discussion forum, or LISTSERVE (Murty, Gilmore, Richards, & Altilio, 2012). The demerit of a free-form service platform is the vulnerability of such digital platforms to hacking which subsequently could lead to data breach of discussions of the members of the VCoP. ...
This paper provides a rapid review, and a critique of extant literature on the use of virtual communities of practice (VCoP) as a type of digital tool in enhancing the social work profession. VCoP are ubiquitous and well documented as increasing the deployment of evidence-based practice interventions, and offers a borderless professional interaction for social workers. To this end, a rapid review of extant literature spanning a decade (2005–2015) was conducted using four electronic databases. Only 10 articles satisfied the inclusion–exclusion criteria out of the 67 potential articles produced from the databases searched. Summary of evidence table showed that Ning, Web 2.0, WebCT, email discussion forum, LISTSERV, and government-based web platforms were mostly used as VCoP digital tools by social workers. The 10 studies amplified VCoP utilization experiences of social workers from Israel, the USA, the UK, and India. Moreover, the study revealed that two major domains of social work (educational institutions and social service agencies) mostly used VCoP. Furthermore, the merits and demerits of VCoP, and a critique of the literature are delineated.
... While listservs are not new, they still create community, enhance communication, enable sharing information and resources, and provide a venue for engaging discussion. [1][2][3][4][5][6][7][8][9] However, there is little research on how they can be used to support knowledge dissemination and how individual scientists use a listserv for various purposes, including education, conversation, and knowledge dissemination. In December 2014, we surveyed members of the listserv to gain insight into their use of and perceptions about the listserv itself. ...
The health information technology (HIT) implementation listserv was conceived as a way to combine a substantial portion of American Medical Informatics Association (AMIA) members who belonged to four working groups (WGs): CIS, Evaluation, ELSI, and POI. Other AMIA members joined in significant numbers. It immediately became a major forum for discussing medical informatics, informatics policies, and discussion of the purpose of AMIA itself. The listserv membership approximates 25% of AMIA's members and has generated over 6,000 posts. We report on a survey of the listserv's members: what members think about the listserv; what participants want for medical informatics; how they think those goals should be achieved, and what AMIA's role should be in this process. The listserv provides vital signs about AMIA and hopes for informatics. We combine qualitative analysis of members' comments and responses about the listserv using ATLAS.ti qualitative text analysis tool and a word cloud generator.
... Online community platforms used in social work include wikis (Kilpeläinen et al., 2011), blog sites (Hickson, 2012;Young & Delves, 2009), email list serves (Murty, Gilmore, Richards, & Altilio, 2012), discussion forums/boards (Quinney, 2005), and Ning sites (Davis & Goodman, 2014). Social media used in social work includes LinkedIn, Facebook, and Twitter (Hitchcock & Battista, 2013). ...
This article describes the implementation of a peer network for social work traineeship students pursuing or continuing careers in child welfare. Literature on the best principles and practices for online community building reviewed and an explanation of how these best practices were utilized to build the online community is provided. Initial program design is described as well as program developments that occurred over four years of the program. The article then examines how the program’s evaluation was carried out and reviews some of the evaluation data. The article concludes with a discussion about the successes and challenges experienced in building the peer network and how other social work or traineeship programs, or agencies, might use an online peer network to support social work students and professionals.
... The Center to Advance Palliative Care, the National Hospice and Palliative Care Association, and the Social Work in Hospice & Palliative Care Network (SWHPN) have provided leadership in improving hospice, palliative care, and bereavement care throughout the United States by organizing conferences, training, support, and resources for professional continuing education on EOL care. A list serve was developed as a project under the Social Work Leadership Development Award Program (SWHPN, 2009;Murty, Gilmore, Richards & Altilio, 2012) and social work fellowship programs are available to encourage communication among social workers in EOL care (SWHPN, 2009; see http://www.stoppain.org for more information on fellowship programs). ...
Attention to end-of-life care in social work education and practice is growing. With funding from the Project on Death in America, in 2001, the University of Iowa, School of Social Work developed and implemented an End-of-Life Field of Practice. Unlike a concentration, a Field of Practice is a set of integrated courses focused on one specific area of focus. This article describes the Field of Practice, the community-based partnerships, and the curriculum that serves as a basis for training the students enrolled in this area. Strategies for other social work programs interested in developing a similar Field of Practice or specialty area in their MSW curricula are provided. These include faculty committed to the content area, comprehensive course offerings to encompass all aspects of end-of-life care, and field sites willing to help train students.
... 2 A CoP may disseminate best practices, generate and steward knowledge, and encourage innovations. 4, 6 Wenger and colleagues 2 have detailed seven principles for cultivating a well-functioning CoP: ...
... In the field of social work, an electronic forum demonstrated value in announcing information, providing opportunities for professional growth and sharing of resources. 6 Wikis are another example of a virtual CoP that allow for knowledge shaping with the ability to dynamically edit and rewrite content. 15 Research into the use of CoPs in rehabilitation is limited. ...
To gather input and perspectives from members of the Calgary Pelvic Health Physiotherapists' Community of Practice (PHPT CoP) to ensure common goals that help sustain and advance the group.
An online survey grounded in CoP theory was used to elicit feedback from 23 PHPTs. Descriptive statistics summarized survey results.
The response rate was 96%; all respondents worked in women's pelvic health. Respondents expressed interest in continuing regular face-to-face meetings, a speaker series, case studies, and connecting with other PHPTs.
The findings suggest continuation of regular meetings, with a focus on clinical skill development, and an annual Alberta PHPT conference. Members of this community of practice seek a strategy to promote PHPT to the public and develop referral sources.
