Social Work Commons^™

The Cyclical Relationship Between Generational Poverty And Poor Education: Breaking The Barrier In Haiti, Jesse A. Childress, Ashley Hand, Lauren Pullins, Emily Rutherford, Michelle Tye

The Research and Scholarship Symposium (2013-2019)

Research demonstrates that generational poverty and poor education are cyclical in nature. In Haiti, poverty diminishes the quality of education due to the fact it hampers access to education, lacks parental involvement, and has inadequate health care. Conversely, poor education traps Haitians in the cycle of generational poverty by inhibiting them from developing life skills and adequate literacy; in turn, this disables them from participating in higher paying jobs. Based on the repetitive correspondence between the two, our goals are: to educate individuals on the cyclical relationship between poor education and generational poverty, expose and examine the barriers to receiving …

Evaluating Interprofessional Fast Forward Rounds For Transition Of Care Education, Laura Cummings, Ashley J. Smith, Mike Pelyhes, Zachary Jenkins, Phillip L. Thornton, Maurice Lee, William Matcham

The Research and Scholarship Symposium (2013-2019)

Background: Interprofessional Education is gaining recognition by key pharmacy organizations for its value in healthcare education, producing various models for implementation among healthcare students and professionals. Unfolding cases incorporating transitions of care may improve student skills and attitudes toward interprofessional collaboration.

Objectives: This project assessed the efficacy of unfolding cases in improving interprofessional skills and attitudes among pharmacy, nursing, and social work students. The ultimate goal is to integrate this model, if proven effective, into the curricula of multiple health science centers.

Methodology: First, pharmacy, nursing, and social work students completed a pre-intervention survey regarding interprofessional skills and attitudes before …

Effectiveness Of Clinical Scenarios In Improving Student Interprofessional Skills And Attitudes, Ashley Peterson, Mike Pelyhes, Laura Cummings, Phillip L. Thornton, Zachary N. Jenkins

Pharmacy and Nursing Student Research and Evidence-Based Medicine Poster Session

Background: “Interprofessional education (IPE) is defined as the process by which individuals from two or more health professions learn with, from, and about each other across the spectrum of their education to improve collaboration, practice, and the quality of health care.” [1] Interprofessional Education has recently gained interest as an important aspect of training in healthcare professions, attracting the attention and support of several key pharmacy organizations. Various models of IPE have been implemented to facilitate collaboration among medical, nursing, pharmacy, and social work students and professionals. One model found to be particularly effective among pharmacy students is a mock …

Considering Family And Significant Others In The Faculty Recruitment Process: A Study Of Social Work Recruiting Practices, Michael E. Sherr, Johnny M. Jones

Social Work Faculty Publications

One of the most important facets of quality social work education is the recruitment and retention of faculty. This mixed methods study uses findings from an on-line survey of 106 recent (within three years) faculty hires and their (n=24) spouse/partner/significant others (S/P/SO) to determine the degree to which family- integrative recruitment strategies were being used in recruiting social work faculty and the impact with which the presence or absence of these strategies have on retention. A majority of respondents reported that S/P/SO were excluded from the recruitment process.Though the few respondents who felt included were pleased with their current position …

Teaching Content On Social Work Practice With Religious Congregations: A Curriculum Module, Michael E. Sherr, Terry Wolfer

Social Work Faculty Publications

This pilot study represents an effort to implement and evaluate use of a curriculum module on Charitable Choice and social work practice in a faith-based organization. Using a nonequivalent control group design, repeated measures MANOVA showed significant differences between the treatment (n=54) and comparison groups (n=53) on knowledge and degree of comfort at posttest. Despite the use of a small sample (n=107) of MSW students at a public university in the Southeast, the findings provide initial support for further use and future evaluations of curriculum modules covering specific content on practice in faith-based settings.