Browsing by Author "Dale M"
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- ItemAnimal abuse and family violence: Reflections from workshopping with veterinary students(Aotearoa New Zealand Association of Social Workers, 2021-05-02) Dale M; Yeung PThe notion of social work teaching in the veterinary science programme may seem novel for our profession. However, the philosophy underlying the context of animal and human welfare in One Health is the result of the collaborative effort of multiple disciplines and professions to attain optimal health for people, animals and the environment. One Health emphasises some of the key domains such as creating an enabling environment and advocating change and communication amongst healthcare professionals (Courtenay et al., 2014). Even when interprofessional education (IPE) and One Health competencies are evident in courses, Courtenay and colleagues (2014) noted that they are mostly at clinical level. In recent years, there has been a call for more collaboration between human and veterinary medicine to learn and practise One Health competencies, and “links” between the abuse of children, vulnerable adults and animals have been identified as a key area for exploration (Arkow, 2015a; Jordan & Lem, 2014). In 2015, the second author and the Head of School of Social Work at Massey University had the opportunity to skype with Dr Elizabeth Strand, the Founding Director of Veterinary Social Work (VSW) (Strand et al., 2012), from University of Tennessee-Knoxville to discuss setting up VSW and also to seek advice on challenges and strategies on engaging and collaborating with the veterinary school. Dr Strand shared her experiences and encouraged us to contact the Head of the Veterinary School at our university to start a conversation. Our Head of School approached the then Head of School of Veterinary Science and within days a meeting was organised. We went into the meeting expecting a first level of exploration with the Head of School to see if he was interested but were surprised when we were joined by another senior lecturer (SG) who had been re-designing the course content of professional practice for veterinarian students. He was very keen of our idea on working with him to develop a module on teaching his students about the link between animal abuse and family violence. It seemed the Veterinary School hadbeen identifying gaps in their curriculum for some time in relation to health and wellbeing, communication skills and conflict resolution, but they had only accessed support from student health services at the university. He also acknowledged the increasing attention in research literature about the link between human and animal violence as a pivotal area that could be integrated within the Veterinary Science Professional Practice curriculum but did not realise that social work could play a role in supporting their curriculum and knowledge building. The meeting was a success, and within a year, we started our contribution by running the first two-hour workshop with first-year veterinary students discussing animal abuse and family violence, a workshop which then became a regular feature of the veterinary programme between 2016 and 2018. The purpose of this paper is to provide a description of what was included in the educational contexts, reflections from veterinary students’ engagement and future needs to connect between human service and animal service professionals to address the link.
- ItemBeing a veterinary student – What helps to sustain the veterinary school journey?(Massey University College of Health, 2016-08) Gordon S; Yeung PHY; Weston J; Verryt J; Dale M
- ItemPsychometric testing of a person-centred care scale the Eden Warmth Survey in a long-term care home in New Zealand.(2016) Yeung P; Rodgers V; Dale M; Spence S; Ros B; Howard J; O'Donoghue KBACKGROUND: Traditional nursing homes have been viewed as dominated by the medical model. Since the 1990s, the Eden Alternative(TM) has become a significant model in systemic transformations in nursing homes. The purpose of this study was to evaluate the psychometric performance of the 20 items of the Eden Warmth Survey - Residents (EWS-R) in an aged-care home. DESIGN: A resident's satisfaction survey was used to collect a sample of 85 long-term care home residents. METHODS: Psychometric evaluation included item analyses, reliability including internal consistency and stability, criterion-related validity and construct validity. RESULTS: The reduced 13 items demonstrated adequate reliability (α = 0.82) with two factors, Trust and Connectedness with Others and Care Practices, extracted and contributed to 57.9% of the total variance. CONCLUSIONS: The 13-item of EWS-R can be considered as a reliable and predictive scale for assessing quality of life and overall satisfaction on people living in long-term care facilities.
- ItemQuality social work placements for Māori social work students(Aotearoa New Zealand Association of Social Workers, 3/11/2020) Mooney H; Dale M; Hay KINTRODUCTION: Māori perspectives should be genuinely represented and integrated into social work education to ensure Māori and non-Māori social work students alike are prepared for working effectively in Aotearoa New Zealand. In field education, Māori students may have particular needs and expectations that should be considered by academic staff and placement host organisations. Consequently, the placement experience for Māori students should reflect these needs and expectations. METHOD: As part of a wider research project which aimed to advance the quality of social work placements for Māori and Pasifika students, a hui was undertaken with a roopu (Māori branch) of the Aotearoa New Zealand Association of Social Work (ANZASW) in late 2014. This article focuses on their views of what constitutes a quality placement for Māori social work students. The project explored two key areas: what does a quality placement look like for Māori social work students and what can tertiary institutions do to better support Māori students to have a quality placement? FINDINGS AND CONCLUSIONS: Participants emphasised the usefulness of placement preparedness, clear expectations and open communication prior to, and during, placement. The placement should also be culturally safe and adequately challenge the student. Tertiary providers should support the student’s placement by being in regular face-to-face contact; preparing the student for the placement environment; supporting external cultural supervision; and by critically reviewing their curriculum.
- ItemThe impact of person-directed care at Metlifecare - Application of the Eden alternative(Massey University, New Zealand, 2016-08) Yeung PHY; Dale M; Rodgers V; O'Donoghue K
- ItemThe impact of person-directed care at Metlifecare - Application of the Eden Alternative. An interim report(Massey University, 2016-02-01) Yeung PHY; Dale M; Rodgers V; Cooper L
