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The teaching and learning of communication skills for social work students: a realist synthesis protocol

BACKGROUND: Good interpersonal communication is the cornerstone of social work practice, enhancing the outcomes of people in receipt of its services. Social workers’ communication skills are often identified as an area of concern. Communication skills can be developed and refined through training or...

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Autor principal: Reith-Hall, Emma
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9743560/
https://www.ncbi.nlm.nih.gov/pubmed/36503510
http://dx.doi.org/10.1186/s13643-022-02125-w
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author Reith-Hall, Emma
author_facet Reith-Hall, Emma
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description BACKGROUND: Good interpersonal communication is the cornerstone of social work practice, enhancing the outcomes of people in receipt of its services. Social workers’ communication skills are often identified as an area of concern. Communication skills can be developed and refined through training or education. The teaching and learning of communication skills is firmly embedded in many social work qualifying courses; however, considerable heterogeneity exists regarding such complex interventions and the theoretical underpinnings of which have not been made explicit. Realist synthesis can help explain how, why, for whom and in what circumstances an intervention might work, which is an important first step for helping educators to tailor courses to meet the needs of different learner groups and, where applicable, the employing agencies and government departments who fund them. METHODS: Realist synthesis is an interpretive, theory-driven and explanatory approach that aims to explain the interplay between the context, mechanisms and outcomes of interventions. This realist synthesis seeks to understand and explain to what extent, how, why, for whom and in what circumstances complex educational interventions aimed at teaching communication skills to social work students produces its effects. A five-step process will be followed iteratively. In step 1, the initial programme theory will be developed. Step 2 will involve searching for evidence. In step 3, selection and appraisal will take place. Step 4 requires data to be extracted and organised, and in step 5, data will be analysed and synthesised. DISCUSSION: The teaching and learning of communication skills in social work education is under theorised. The findings from this realist synthesis aim to help policymakers and educators make informed decisions about the design and delivery of complex educational interventions aimed at improving the communication skills of social work students. The realist synthesis will be conducted and reported in accordance with the RAMESES guidelines and standards. SYSTEMATIC REVIEW REGISTRATION: The review is registered with the Open Science Framework. https://doi.org/10.17605/OSF.IO/BYHC7 SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13643-022-02125-w.
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spelling pubmed-97435602022-12-13 The teaching and learning of communication skills for social work students: a realist synthesis protocol Reith-Hall, Emma Syst Rev Protocol BACKGROUND: Good interpersonal communication is the cornerstone of social work practice, enhancing the outcomes of people in receipt of its services. Social workers’ communication skills are often identified as an area of concern. Communication skills can be developed and refined through training or education. The teaching and learning of communication skills is firmly embedded in many social work qualifying courses; however, considerable heterogeneity exists regarding such complex interventions and the theoretical underpinnings of which have not been made explicit. Realist synthesis can help explain how, why, for whom and in what circumstances an intervention might work, which is an important first step for helping educators to tailor courses to meet the needs of different learner groups and, where applicable, the employing agencies and government departments who fund them. METHODS: Realist synthesis is an interpretive, theory-driven and explanatory approach that aims to explain the interplay between the context, mechanisms and outcomes of interventions. This realist synthesis seeks to understand and explain to what extent, how, why, for whom and in what circumstances complex educational interventions aimed at teaching communication skills to social work students produces its effects. A five-step process will be followed iteratively. In step 1, the initial programme theory will be developed. Step 2 will involve searching for evidence. In step 3, selection and appraisal will take place. Step 4 requires data to be extracted and organised, and in step 5, data will be analysed and synthesised. DISCUSSION: The teaching and learning of communication skills in social work education is under theorised. The findings from this realist synthesis aim to help policymakers and educators make informed decisions about the design and delivery of complex educational interventions aimed at improving the communication skills of social work students. The realist synthesis will be conducted and reported in accordance with the RAMESES guidelines and standards. SYSTEMATIC REVIEW REGISTRATION: The review is registered with the Open Science Framework. https://doi.org/10.17605/OSF.IO/BYHC7 SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13643-022-02125-w. BioMed Central 2022-12-12 /pmc/articles/PMC9743560/ /pubmed/36503510 http://dx.doi.org/10.1186/s13643-022-02125-w Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Protocol
Reith-Hall, Emma
The teaching and learning of communication skills for social work students: a realist synthesis protocol
title The teaching and learning of communication skills for social work students: a realist synthesis protocol
title_full The teaching and learning of communication skills for social work students: a realist synthesis protocol
title_fullStr The teaching and learning of communication skills for social work students: a realist synthesis protocol
title_full_unstemmed The teaching and learning of communication skills for social work students: a realist synthesis protocol
title_short The teaching and learning of communication skills for social work students: a realist synthesis protocol
title_sort teaching and learning of communication skills for social work students: a realist synthesis protocol
topic Protocol
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9743560/
https://www.ncbi.nlm.nih.gov/pubmed/36503510
http://dx.doi.org/10.1186/s13643-022-02125-w
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