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E-learning resources and services

Results 51 - 60 of 90

Managing knowledge to improve social care: when knowledge gaps occur

Part of e-Learning courses

This interactive module is the fourth of nine modules comprising the e-learning resource ‘Managing knowledge to improve social care’. It uses video and audio to explore: the impact of knowledge gaps in social care; how some of the more common gaps are caused by deficiencies in organising, managing and sharing knowledge; the knowledge audit as a process for investigating team and organisation level knowledge needs; and simple strategies by which knowledge gaps might be addressed. The estimated time to complete the module is 20-30 minutes. It includes five sections: 1. Introduction; 2. The knowledge audit; 3. The knowledge audit in practice; 4. Introducing the knowledge map; 5. Conclusion (summary of the main points). The module concludes with a self-assessment exercise.

Communication skills: providing information and explaining

Part of e-Learning courses

This e-learning resource uses a video scenario to help you develop your observation, listening and interviewing skills and to become more aware of your own subjectivity.  Different ways of asking questions will be considered in more depth and you will have the opportunity to try out some creative approaches to gathering information using diagrams or art-based tools.

Managing knowledge to improve social care: how do I organise my knowledge?

Part of e-Learning courses

This interactive module is the third of nine modules that comprise the e-learning resource ‘Managing knowledge to improve social care’. It uses video and audio to explore: how to identify the different stages of the knowledge cycle; different ways in which knowledge may be organised and accessed including their strengths and weaknesses; the practical consequences of poor organisation of knowledge; the best methods for organising core resources used by social care practitioners; how to assess the advantages and disadvantages of current approaches to local knowledge organisation. The estimated time to complete the module is 20-30 minutes. It includes four sections: 1. Introduction; 2. Case study; 3. Principles of organisation; 4. Conclusion (summary of the main points). The module concludes with a self-assessment exercise.

Managing knowledge to improve social care: types of knowledge

Part of e-Learning courses

This interactive module is the second of nine modules that comprise the e-learning resource ‘Managing knowledge to improve social care’. It uses video and audio to explore how social care practitioners begin to understand the cycle that knowledge typically goes through; the factors to bear in mind when considering what knowledge sources to use and when; using the SCIE Five types of knowledge framework; making a meaningful link between different sources of knowledge and the type of knowledge that they contain; evaluating each of the types of knowledge for problems that are likely to arise. The estimated time to complete the module is 20-30 minutes. It includes four sections: 1. Knowledge and practice; 2. Five types of knowledge (1); 3. Five types of knowledge (2); 4. Conclusion (summary of the main points). The module concludes with a self-assessment exercise.

Interprofessional and inter-agency collaboration (IPIAC): working collaboratively in different types of teams

Part of e-Learning courses

One of a series of e-learning resources which explore the nature of interprofessional and inter-agency collaboration (IPIAC) and improving collaborative practice. The interactive resource uses examples drawn from different services and teams to consider teamworking in the context of interprofessional and inter-agency collaboration. The resource identifies different types of teams; considers how different types of teams impact on interprofessional working; and identifies the different roles necessary for successful teamworking, It also provides individuals with an opportunity to reflect their own contribution as a team member.

Poverty, parenting and social exclusion: incorporating an understanding of poverty into assessments of children and their families

Part of e-Learning courses

Practitioners often have to undertake assessments of children and their families who are living in poverty. To help improve the consistency and quality of these assessments the Government introduced the Framework for the Assessment of Children in Need and their Families. This e-learning resource lets you explore the framework and its many dimensions. With the help of Barbara, a social worker, you will use the framework to assess a family, to help you to understand the needs of children and families in your daily role.

Managing knowledge to improve social care: knowledge is our business

Part of e-Learning courses

This interactive module is the eighth of nine modules comprising the e-learning resource ‘Managing knowledge to improve social care’. It uses video and audio to: explain why sharing knowledge and experience makes the whole organisation more effective; highlight the risks organisations take if they ignore the need to share knowledge; identify the conditions (including culture) that enable sharing in organisations; illustrate how to assess a specific organisation and its culture from a knowledge sharing perspective; demonstrate how to apply some practical techniques for sharing knowledge at work. The estimated time to complete the module is 20-30 minutes. It includes five sections: 1. Introduction; 2. Sharing knowledge; 3. Knowledge sharing cultures; 4. Making a difference.; 5. Conclusion (summary of main points). The module concludes with a self-assessment exercise.

Poverty, parenting and social exclusion: what is 'povertyism'?

Part of e-Learning courses

Poverty affects children from very different backgrounds. Discrimination on the bases of disability, race or immigration status mean that some sections of the population are significantly over represented among poor families. However, many families living in poverty also report facing discrimination on the basis of being poor. This is compounded when involved with child welfare services. This e-learning resource explores the way this discrimination works and seeks to help make practitioners aware of some of the implications. You will examine ways socially excluded individuals may be discriminated against for being poor (or ‘povertyism’).You will then watch some family members present some ways in which they feel povertyism is being perpetuated by professionals and agencies. This is followed by a conclusion and a final video message.

Results 51 - 60 of 90

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