She is also a member of the National Monitoring Group on Dementia established in by the Minister for Health to implement the Strategies key priority areas. She has recently authored a book titled Dementia and Human Rights. Cahill, S, Pierce, M. Pierce, M. Cahill, S.
Moore, V. Coen, and Walsh, C. Rural practice, dementia and Community Mental Health Nurse activity. Keady, C. Cahill, E. Begley, J. Faulkner, I.
Practice-Based Research in Social Work: A Guide for Reluctant Researchers - CRC Press Book
Topo, P. Faulkner, J-P. Timonen, V. Convery and S. Cahill, Care revolutions in the making? A comparison of cash-for-care programmes in four European countries.
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Bjorneby, S. Holthe, T. Hagen, I. Conroy, R; Cahill, S. Cahill S. Pierce M.
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Chew-Graham and M. At the end of the semester, students were asked for consent to use the qualitative data sources, given the stipulation that the instructor would not have access to information about which students consented until after grades were posted. The second author, who was a graduate student in another discipline with no formal power over the participating students, held this data until that time. Students were given course credit for completing journal entries and for participation in the chat session, regardless of content or consent to the research.
Sample Twelve female students were enrolled in this undergraduate level course during one long semester of Ten students filled out both the pre- and post-survey questionnaires. Of these, seven students were social work majors, while the remaining three were minors. While the course only requires a statistics course as a prerequisite and is open to any student on campus who fulfills this requirement, social work majors typically take this course toward the end of their program, generally the semester before their field placement.
Quantitative Data Collection and Analysis The quantitative attitude survey data was collected from all the participating students at the beginning and end of the semester. The second author attended class, explained the research, and collected the consents and surveys. There were 19 total items and nine items were reverse-coded so that higher scores indicated more positive responses. Items were summed for a total score, with a possible range of A reliability analysis of these items on the pre-test resulted in an alpha of.
The second scale addressed students self- efficacy regarding research Efficacy.
However, one item had a mistake on the questionnaire which resulted in four students skipping the item; therefore, it was excluded from further analysis. Holden et al. In our sample, a reliability analysis of these items on the pre-test items resulted in an alpha of. Data Analysis. SPSS A level of significance of. Qualitative Data Collection and Analysis Two sources for qualitative data were used. Throughout the semester, about seven students made entries in individual journals kept online.
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Students responded to questions about the service-learning project and academic content posted on WebCT. For example, after setting up the database and entering the data, students were asked to reflect on this part of the process by responding to this entry by the instructor:. For this journal entry, comment on the lab exercises so far. What did you find problematic about the survey or SPSS in regard to this part of the research process? Were the surveys easy to code or difficult? What was problematic?
What would you do differently next time? As previously noted, students were given course credit for making entries in their online journal; however entries were not graded for content. Additionally, a chat session was conducted at the end of the semester through WebCT, an online learning support program, with the second author as moderator. Again, students received course credit of attendance for the session noted by the second author , but content was not considered for grading in the course.
Independently, the two researchers read and re-read the text data before noting initial impressions. Then together we reviewed these initial impressions, discussed differences, and decided upon the emerging themes. Chunks of data were then grouped under similar codes and examined again for overarching themes. Results Both quantitative and qualitative data was used to assess the impact of the service-learning experience in the course.
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Paired-sample t-tests were used to test the quantitative research hypotheses. Student Journals The main purposes of the journals were to allow students to share their experiences and to make connections between the academic material and the project. Two major themes were identified in this data, including 1 feelings and attitudes and 2 learning and engagement. Both are best viewed through a time-wise analysis over the course of the project. Feelings and Attitudes.
Students expressed both feelings and attitudes about the service- learning project in their research journals. In the early entries, the most commonly occurring feelings were anxiety and anticipation. The majority of comments noting anxiety were made before the work had begun. Working with made-up data seems slightly less intimidating than having to go out into the community to collect the data and then have the analysis of that data actually used by an agency.
Others expressed apprehension because of the population to be researched. Perhaps related to this cause of anxiety, several students expressed apprehension about their own skills and how they would deal with the data collection process. I feel that I am awkward a lot of times when I talk.
While students expressed quite a bit of anxiety, particularly early in the project, most also expressed excitement and anticipation. Also early in the semester, students struggled with their own thoughts about homelessness and their community. It will be good for me to be involved in this project so I can work on seeing the other side of the coin. For example, I never thought of homelessness as affecting whole families, but instead assumed that it mainly affected individuals …. Students dealt with their own perceptions of the homeless as well as those in society. The individuals I spoke with were quite coherent and well spoken.
It seemed to me that he just wanted someone to listen to his story.
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It is hard to grow up in this society and not have a negative view of homeless people. They are seen as lazy, dirty, drunks, and many other horrible things, but those are not true … I think that one thing that I learned is that it could happen to anyone. It was an eye opener. Students began to express some disappointment with the reality of the research experience, particularly with the data collection phase.
I imagined that there would have been much more people there and that we would have received more surveys that we did. I did not take any surveys because the individuals refused. I did not understand why they would not take the survey because it was made clear that this would benefit them in the future.
As the students gained more experience with the research project, some began to express some confidence about their newly gained knowledge and abilities.
I was not as nervous as I expected. Setting up the variables, though tedious, it not all that difficult.