Expectations of Field Supervisors in Kenya: Implications for Community-based Human Service Practicums

Community-based learning (CBL), which provides opportunities for undergraduate students to develop disciplinary and work-related knowledge and skills, is increasingly becoming an integral component of higher education. Similar to other countries, there is a widespread belief among employers in Kenya that there is a mismatch between university programs and labour market demands. In order to enhance the employability of graduates, many departments at a Kenyan university have incorporated work-integrated experiential learning opportunities such as practicums in the educational experience for undergraduate students. The aim of this article is to describe the expectations of field supervisors in host organisations participitating in a community-based human services program at a Kenyan University. Fifteen purposively sampled field supervisors participated in individual face-to-face interviews that included questions about their understanding of the department’s expectations of student learning activities during practicums, knowledge of the academic preparation of students in the program and challenges associated with the supervisory role. Six field supervisors exhibited some level of understanding of the expectations of their role in working with practicum students, while nine field supervisors indicated unclear expectations of the students’ practicum experience. Thematic analysis revealed key themes related to: (1) student abilities, learning goals and their contributions to the host organisations, and (2) the academic program of study and academic support available from the university faculty or staff to field supervisors. The results of our study revealed a lack of clarity around practicum expectations for most of the field supervisors interviewed and insufficient preparation of the community-based organisations to host a practicum student. Several recommendations are identified to clarify the expectations of community partner organisations and the staff providing student supervision to ensure benefits for both students and the host organisation. Results from this study can be used to inform the development or improvement of practicum opportunities focused on producing a skilled workforce

Entendez mes cris : briser le code du silence au sujet de la violence conjugale chez les femmes noires dans la quarantaine et au-delà

There is a knowledge gap about how the intersections of gender, race, culture, age, income, social class, and other identities shape Black women’s experiences of intimate partner violence (IPV). In this qualitative study, we utilized an intersectional approach to examine how IPV is experienced and managed by racialized women, and in particular, our focus was to explore the IPV experiences of Black Nova Scotian women in and beyond midlife and their experiences of seeking support. Participant recruitment was predictably challenging, but we were able to collect in-depth interview data from a Black woman who identified as being in and beyond midlife and who had experienced IPV in the past and from three people who provided support to Black women in a paid capacity. An interpretive narrative approach was utilized to identify five dominant themes: descriptions of the experiences of IPV for Black women; strategies for coping with IPV; strategies in supporting Black women experiencing IPV; barriers in accessing support; and challenges in the delivery of support. The knowledge gained through this research provides important insights about the experiences, barriers faced, and how to address these challenges for Black women who experience IPV in and beyond midlife.Il y a un manque de connaissances au sujet de la façon dont les intersections du genre, de la race, de la culture, de l’âge, du revenu, de la classe sociale et d’autres identités façonnent les expériences de violence conjugale (VC) chez les femmes noires. Dans cette étude qualitative, nous avons utilisé une approche intersectionnelle pour examiner la façon dont la VC est vécue et gérée par les femmes racialisées, et en particulier, notre objectif était d’explorer les expériences de VC chez les femmes noires de la Nouvelle-Écosse, dans la quarantaine et au-delà, et sur leurs expériences de recherche de soutien. Le recrutement des participantes s’est avéré difficile, comme on s’y attendait, mais nous sommes parvenus à recueillir des données détaillées auprès d’une femme noire qui s’est identifiée comme étant dans la quarantaine ou au-delà et qui avait été victime de VC par le passé, ainsi qu’auprès de trois personnes qui ont apporté un soutien à titre rémunéré à des femmes noires. Nous avons utilisé une approche d’interprétation narrative pour cerner cinq thèmes dominants : descriptions des expériences de VC parmi les femmes noires; stratégies pour faire face à la VC; stratégies pour soutenir les femmes noires victimes de VC; obstacles à l’accès aux soutiens; et défis en matière de prestation des soutiens. Les connaissances acquises dans le cadre de cette recherche fournissent des indications importantes sur les expériences vécues, les obstacles rencontrés et la manière de relever ces défis pour les femmes noires autour de la quarantaine et au-delà qui sont victimes de VC

Conducting Hermeneutic Research in International Settings: Philosophical, Practical, and Ethical Considerations

Hermeneutics has been theorized and applied as a philosophical framework and interpretive research methodology which pays particular attention to linguistic, social, cultural, and historical contexts to understand the life world and human experiences. While adopted as a qualitative research approach in the fields of education, nursing, psychology, and legal studies, its use is emerging in other human service disciplines. The rich philosophical and theoretical legacy embedded in this research methodology often presents unique challenges and a steep learning curve for researchers, particularly when the research is conducted in international settings. Drawing from insights gained from two hermeneutic studies conducted in Kenya and China, this paper presents considerations for designing a hermeneutic research inquiry. In addition to philosophical, practical, and ethical issues researchers need to consider when designing and implementing hermeneutic studies in international settings, we examine factors and strategies to facilitate successful data collection and interpretation. 

Critical Pedagogy of Discomfort in Community-Based Learning: Kenyan Students\u27 Experiences

Community-based learning (CBL) is employed as a pedagogical approach in professional programs globally; however, transferability of Eurocentric CBL models and theory to university settings outside the global north is under-examined. Adopting critical hermeneutics as the theoretical and methodological framework, this study explored the meaning of community-based learning (CBL) to Kenyan university students in a human services program and examined the complexity of students’ difficult learning experiences in making connections between classroom learning and praxis in Kenyan communities. Data were collected from six university students following 12-week placements with community organizations in Kenya. Findings revealed disciplinary, historical, cultural and extra-linguistic factors related to students’ difficult and uncomfortable learning experiences as human service professionals in training. Recognizing critical civic engagement in Kenya is closely associated with social and cultural contexts, this article recommends the pedagogy of discomfort be integrated into CBL curriculum and praxis to mitigate negative reactions to challenging CBL experiences. The article concludes with implications for enhancing critical CBL literacy and praxis

Indigenous Perspectives on Community Service-Learning in Higher Education: An Examination of the Kenyan Context

To understand community service-learning (CSL) in global contexts, an Indigenous perspective is needed to reflect the range of contextual and historical issues. Theoretical discussions of CSL generally reference theories of experiential and reflective learning; however, work in critical pedagogy and anti-colonial discourse can be utilized to generate a framework that embraces the breadth and depth of CSL in different regions. Extant research on CSL in Africa has found that student learning and development are influenced by pressures faced by the higher education system as well as historical and contextual issues encountered by students while engaged in CSL.  As discussed in this article, incorporating an Indigenous perspective within existing theoretical frameworks can enable the development of models, pedagogical approaches, and practices that reflect needs of Kenyan communities. The authors present a rationale for further CSL research in Kenya to ensure culturally sensitive, theoretically sound, and non-exploitive CSL that fosters positive outcomes for students, partner organizations, communities, and higher education institutions.

Remodeling the Web: Supporting the Needs of Older Women Experiencing Intimate Partner Violence in Rural Contexts

Researchers and health care providers know little about older, diverse women who experience intimate partner violence (IPV) within rural contexts and their service and support needs. In addition, rural older women experience significant geographic disparities in health status and outcomes, socioeconomic inequities, and access to appropriate services, creating unique challenges. In this study, we sought to contribute knowledge and innovative approaches to conceptualize and respond to identified specific needs and challenges older women experiencing IPV in rural contexts face. This study draws on the thematic analysis of 14 interviews with diverse rural New Brunswick and Nova Scotian women who experienced IPV or service providers supporting older rural women who experienced IPV. Findings from this study culminated in the following themes: retaining the traditional web, breaking threads, spinning new connections, and remodeling the web. All these patterns played out within rural contexts where identified supports and challenges encouraged or hindered older rural women’s agency and supportive workers’ abilities to spin supportive connections and create innovative solutions to meet the needs of older, diverse rural women experiencing IPV. These findings will serve to inform future person-centered, supportive, and collaborative approaches and strategies for future and relevant service provision, education, and research for this population

What We Learned about Mentoring Research Assistants Employed in a Complex, Mixed-Methods Health Study

We investigated the experiences of research assistants in their dual role as both employees and trainees, when they were employed in a complex, mixedmethods, Canadian study on the everyday experience of living with and managing a chronic condition. A total of 13 research assistants participated in one or more components of this study: a survey (n = 11), focus group interview (n = 7), and/or individual interview (n = 13). Thematic analysis identified two key themes: what faculty mentors should provide to research assistants before they begin their work, and what faculty mentors need to know in order to effectively offer ongoing support to research assistants. Our results provide valuable insights for new and experienced faculty members who employ research assistants and for research assistants employed in funded research projects. Our results can inform the development of regulations to ensure that research assistants have greater protection as both trainees and employees.   Lors d’une recherche canadienne complexe à méthodologie mixte portant sur le quotidien des gens qui vivent avec une condition chronique ou qui doivent en gérer les aspects, nous avons exploré le double rôle des adjoints à la recherche, à la fois comme employés et comme stagiaires. Au total, 13 adjoints à la recherche ont participé à au moins une composante de cette étude : un sondage (n = 11), une entrevue de groupe (n = 7), une entrevue individuelle (n = 13). Une analyse thématique a pu repérer deux thèmes principaux : ce que les mentors du corps professoral doivent savoir afin d’aider efficacement et de façon soutenue les adjoints à la recherche, et ce qu’ils doivent leur fournir avant le début des travaux. Nos résultats fournissent de précieux éclaircissements pour de nouveaux membres et des membres chevronnés du corps professoral qui emploient des adjoints à la recherche, ainsi que pour des adjoints à la recherche qui travaillent à des projets subventionnés. Nos résultats informent les responsables de l’élaboration des règlements afin de s’assurer que les adjoints à la recherche disposent d’une protection élargie en tant que stagiaires et employés

Health service experiences and preferences of frail home care clients and their family and friend caregivers during the COVID-19 pandemic

Objective: The COVID-19 pandemic has brought about a major upheaval in the lives of older adults and their family/friend caregivers, including those utilizing home care services. In this article, we focus on results from a qualitative component added to a pragmatic randomized controlled trial that focuses on the experiences of our study participants during COVID-19. A total of 29 participants responded to the COVID-19 related questions focused on their health services experiences and preferences from March-June 2020 including 10 home care clients and 19 family/friend caregivers in the provinces of Ontario and Nova Scotia, Canada. Results: Many participants were affected drastically by the elimination or reduction of access to services, highlighting the vulnerability of home care clients and their caregivers during COVID-19. This took an emotional toll on home care clients and increased the need for family/friend caregiver support. While many participants expressed reduced desire to utilize residential long-term care homes, some caregivers found that passive remote monitoring technology was particularly useful within the COVID-19 context. Our results provide important insights into the ways the older adults and their caregivers have been affected during the COVID-19 context and how to better support them in the future

Supervision Challenges Encountered During Kenyan University Students’ Practicum Attachment

There is little published research that examines the supervision experience of field attachment supervisors in Kenya. In this study, we identify the challenges encountered by field supervisors during student field attachments with community organizations. Fifteen organizations that had hosted third year students from the Department of Community Resource Management and Extension (CRM&E) at Kenyatta University during their practicum attachment were sampled using purposive and convenience sampling. Data was collected using face-to-face key informant interviews with field supervisors (n=15). Data was analyzed using NVivo10 software for qualitative analysis. Thematic analysis resulted in the identification of key themes related to clarity of learning objectives for students and the supervision challenges encountered by field supervisors during practicum. Key findings indicate that the supervisors largely lacked a clear understanding of practicum expectations and the academic preparation of students in the Community Resource Management and Extension program. The main supervision challenge is largely on orienting students to community based field work so as to enable them link theory to practice. These results can be helpful for any academic program to improve the field attachment experience of university students and the community organizations hosting the students. A better understanding of the challenges that field supervisors’ encounter is fundamental to the enhancement of the practicum experience of university students since the requisite and appropriate support can be provided to the host organizations. Subsequently, the students will be more likely to optimize the intended benefits of the practicum as a result of the host organizations enhancing the quality of field-based learning. Keywords: practicum, supervision, experiential learning, community-based learning, learning methods, post-secondary education, higher educatio

Adequacy of Diabetes Care for Older U.S. Rural Adults: A Cross-sectional Population Based Study Using 2009 BRFSS Data

Background: In the U.S. diabetes prevalence estimates for adults ≥ 65 years exceed 20%. Rural communities have higher proportions of older individuals and health disparities associated with rural residency place rural communities at risk for a higher burden from diabetes. This study examined the adequacy of care received by older rural adults for their diabetes to determine if older rural adults differed in the receipt of adequate diabetes care when compared to their non-rural counterparts. Methods: Cross-sectional data from the 2009 Behavioral Risk Factor Surveillance Survey were examined using bivariate and multivariate analytical techniques. Results: Logistic regression analysis revealed that older rural adults with diabetes were more likely to receive less than adequate care when compared to their non-rural counterparts (OR = 1.465, 95% CI: 1.454-1.475). Older rural adults receiving less than adequate care for their diabetes were more likely to be: male, non-Caucasian, less educated, unmarried, economically poorer, inactive, a smoker. They were also more likely to: have deferred medical care because of cost, not have a personal health care provider, and not have had a routine medical check-up within the last 12 months. Conclusion: There are gaps between what is recommended for diabetes management and the management that older individuals receive. Older adults with diabetes living in rural communities are at greater risk for less than adequate care when compared to their non-rural counterparts. These results suggest the need to develop strategies to improve diabetes care for older adults with diabetes and to target those at highest risk