Social Work in the Department of Defense Hospital: Impact of the Work

Social workers in the Department of Defense Hospital are faced with numerous challenges to best address the needs of the nation’s wounded. Social workers serve diverse roles on the multidisciplinary team and are integral to the hospital work environment. Sometimes, however, the work extracts a toll on the social worker that may be expressed in terms of burnout and compassion fatigue. The converse is also true, that social workers may have a strong sense of compassion satisfaction about what they do. This article details the experience of social workers in Department of Defense hospitals. It describes the impact of the work on the social workers noting levels of compassion satisfaction, compassion fatigue, and burnout. Findings suggest that generally the social workers find satisfaction in their work and degrees of compassion fatigue and burnout

Advances in social work practice with the military/ Edit : Joan Beder

xvi, 293 hal.; 23 cm

Advances in social work practice with the military/ Edit : Joan Beder

xvi, 293 hal.; 23 cm

Desempeño docente y pensamiento crítico en la formación universitaria

The development of learning in the university education process has its own characteristics, in which two concomitant categories come together. The objective of this study is to characterize and evaluate the teaching performance in relation to the critical thinking of students in the 8th cycle in the specialty of Historical Social Sciences and Philosophy at “Pedro Ruiz Gallo” National University, Lambayeque (2019). The research correlate with the qualitative epistemological approach, of correlational type, applied to 25 students of the same specialty. We conducted 15 focus groups with meticulous interviews. Categorization has allowed us to identify two aspects. Firstly, teachers do not usually apply didactic tools, such as discussion, explanation and brainstorming. Secondly, teachers do not relate their own performance to analysis, interpretation, and inference as critical thinking skills when executing a teaching-learning session. The study has been able to determine that 2.5% of students express their views; however, 87.5% manifest a learning by repetition. In brief, there is a direct relationship between teaching performance and critical thinking. These are interdependent categories because critical thinking precedes and is present in teaching performance.  El desarrollo del aprendizaje en el proceso formativo universitario tiene sus propias características, en el que confluyen dos categorías concomitantes. El estudio tiene como objetivo caracterizar y valorar el desempeño docente en relación con el pensamiento crítico de los estudiantes del VIII ciclo de la especialidad de Ciencias Histórico Sociales y Filosofía de la Universidad Nacional Pedro Ruiz Gallo, Lambayeque (2019). La investigación corresponde al enfoque epistemológico cualitativo, de tipo correlacional, aplicada a 25 estudiantes de la misma especialidad. Se realizaron 15 grupos de enfoque y entrevistas en profundidad. La categorización ha permitido identificar dos aspectos. Primero, que los docentes no suelen aplicar herramientas didácticas, como la discusión, exposición y lluvia de ideas. Segundo, los docentes no relacionan su propio desempeño con el análisis, la interpretación y la inferencia como habilidades propias del pensamiento crítico al momento de ejecutar una sesión de enseñanza-aprendizaje. El estudio ha logrado determinar que el 2.5 % de los estudiantes expresan sus puntos de vista; sin embargo, el 87.5 % manifiesta un aprendizaje por repetición. Se concluye que existe una relación directa entre el desempeño docente y el pensamiento crítico. Se trata de categorías interdependientes, ya que el pensamiento crítico antecede y está presente en el desempeño docente