Academic literature on the topic 'Community Services Work Courses'
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Journal articles on the topic "Community Services Work Courses"
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Alldred, Pam, and Frances Howard. "Educating Informal Educators." Education Sciences 12, no. 5 (April 25, 2022): 301. http://dx.doi.org/10.3390/educsci12050301.
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As Youth and Community Work courses in Higher Education dwindle across the UK, following years of austerity and cuts to Youth Services, the diverse pedagogies of informal education are more needed than ever [...]
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Alldred, Pam, and Frances Howard. "Educating Informal Educators." Education Sciences 12, no. 5 (April 25, 2022): 301. http://dx.doi.org/10.3390/educsci12050301.
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As Youth and Community Work courses in Higher Education dwindle across the UK, following years of austerity and cuts to Youth Services, the diverse pedagogies of informal education are more needed than ever [...]
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Alldred, Pam, and Frances Howard. "Educating Informal Educators." Education Sciences 12, no. 5 (April 25, 2022): 301. http://dx.doi.org/10.3390/educsci12050301.
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As Youth and Community Work courses in Higher Education dwindle across the UK, following years of austerity and cuts to Youth Services, the diverse pedagogies of informal education are more needed than ever [...]
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Getz, Marjorie A. "SERVICE LEARNING AS A MEANS TO ENHANCE CONNECTIONS TO OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S536. http://dx.doi.org/10.1093/geroni/igz038.1969.
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Abstract Aging is a distinct part of the life cycle. College students enrolled in courses in gerontology often have difficulty relating to aging, that part of life not yet experienced. They may not fully appreciate that adults become more unique, not more similar, as they age. We describe courses in an undergraduate gerontology certificate program that incorporate experiential learning activities with older adults across a hierarchical sequence of courses. These courses feature service learning opportunities focused on increased understanding of course content, broader appreciation of the discipline and improved sense of civic responsibility. Much like the course content of the curriculum, the incorporated experiential learning opportunities for each course level fit a hierarchy leading to student competence and skills development needed for success in the final independent practicum. For the described courses, students provided community service, experienced direct contact with older adults and used reflective practices to integrate course content into service learning activities. We report on qualitative data obtained from students enrolled in the foundational course, Biophysical Aspects of Aging and the third level course, Aging and Mental Health. Content analyses of reflective essays identified five themes: (a) insights about the realities of aging in America (b) perceptions concerning personal negative stereotypes about older adults; (c) feelings of accomplishment/awareness of new skills in providing community services; (d) understandings related to the importance/value of community service; and (e) successes in integrating the course work on aging into service-learning experiences. Other experiential learning activities incorporated into this gerontology certificate program are highlighted.
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McLaren, P., P. MacDermott, and S. Wood. "An induction day for trainees in psychiatry." Psychiatric Bulletin 18, no. 11 (November 1994): 687–88. http://dx.doi.org/10.1192/pb.18.11.687.
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The importance of thorough induction courses for junior doctors when they start new Jobs has been highlighted. This paper describes an induction course for trainees in psychiatry starting work in a community trust which included information on how to interact with the personnel department, on the services provided by the trust and on the organisation of education within the trust. The results of feedback from the trainees are presented showing that they found it a valuable experience.
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Vasіuk, Oksana, Olena Gulac, Vasyl Shust, Svitlana Marchenko, and Andrii Halai. "Legal Grounds for Social Work Organization in Rural Communities of Ukraine." European Journal of Sustainable Development 9, no. 3 (October 1, 2020): 503. http://dx.doi.org/10.14207/ejsd.2020.v9n3p503.
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One of the forms of social work organization in rural areas is the work of united territorial communities created in the course of administrative reform in Ukraine. Such social services in the community can be developed on the basis of a local school, turning it into a comprehensive center of social work with children and adults, families, the elderly and the disabled. The center can employ social educators and social workers, cultural organizers, medical social workers, psychologists. Lawyers, economists and other specialists can be involved as consultants. Analysis of socio-economic problems of the modern Ukrainian village allows to design the main directions of social work in the community: socio-pedagogical patronage at the place of residence; individual social patronage; programs of individual support of children and parents "at risk"; advisory points; charity events; pedagogical psychotherapy; educational courses for children and parents; initiative groups, clubs of assistants of social pedagogues; employment of adolescents and young people. During our research, villages with a high, medium and low level of organization of social work were identified. Along with the negative tendencies, sprouts of a new, creative attitude to work with the inhabitants of rural areas were revealed. This work is based on a systematic approach to the organization of institutions and associations of socio-educational and cultural orientation.
Keywords: administrative reform, social work, rural community, united territorial community
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Allen, Rebecca, Keisha Carden, Candice Reel, and Daniel Potts. "BRINGING ART TO LIFE: EXPERIENTIAL LEARNING OUTCOMES WITH GRADUATE AND UNDERGRADUATE STUDENT LEARNERS." Innovation in Aging 7, Supplement_1 (December 1, 2023): 113. http://dx.doi.org/10.1093/geroni/igad104.0368.
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Abstract The University of Alabama experiential learning program, Bringing Art to Life (BATL) pairs teams of undergraduate students with persons with dementia attending an adult day services program and engaging in structured art therapy and reminiscence. Graduate students in clinical geropsychology work with an interdisciplinary team and conduct outcomes research focused both on individuals with dementia and student learners. Across seven semesters, we found that students in the BATL course compared with students in either didactic psychology of aging courses or an introductory psychology courses demonstrated improved attitudes towards persons with dementia and increased empathy. Graduate and undergraduate students learned mixed method and community-engaged research methods, producing clinically meaningful research. Experiential learning is essential to the recruitment of a new gerontology workforce.
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Ju, Sueun, and Ji Sun Yang. "Development and Application of Housing and Interior Design Courses Work for the Promotion of Service-Learning in Home Economics Education." Family and Environment Research 59, no. 1 (February 19, 2021): 99–112. http://dx.doi.org/10.6115/fer.2021.008.
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This study develops and applies a service learning course that integrates university curriculum with the local community in housing and interior design. The results of the study are as follows.<br/>First, the service learning course of the housing and interior design was developed as a six-week lecture based on the project model with the theme of housing for the socially disadvantaged. Second, this course was implemented with faculty, students, interior designers, and service recipients to engage in activities to improve the educational environment of local child centers. Next, students engaged in the service learning course and continuously conducted reflection activities to enhance the effectiveness of learning. In reflection activities, students assessed that self-directed capabilities increased as has employing the coordination and applicability to meet identified community needs. Finally, faculty, students, and experts (including institutional experts and supervising departments) evaluated course practice and educational outcomes. Experts assessed that the course clarified course objectives, utilized various learning strategies, and showed that the structural reflection mode of learners and professors was overwhelmingly positive.<br/>The results indicated that service-learning courses enable students to integrate academic study with social work to better understand course content through direct engagements in experience learning. Furthermore, students are empowered by participation in public services that benefit service clients and consultants as students take more personal responsibility for learning.
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Stastny, Peter. "Introducing peer support work in Latin American mental health services." Cadernos Saúde Coletiva 20, no. 4 (2012): 473–81. http://dx.doi.org/10.1590/s1414-462x2012000400011.
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In the course of implementing a recently funded network of hubs for building capacities in mental health service development, training, and research (RedeAmericas), the peer support workers are being introduced into the mental health workforce in three Latin American countries for the very first time. They will be part of a team, along with community mental health workers, that provides a modified Critical Time Intervention to individuals with severe psychiatric disorders living in the community. This article reviewed the background of this increasingly widespread development, and discussed its merits, as well as potential obstacles within local contexts.
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Brailey, Michelle, and Sonya Betz. "A Sustainable Way Forward: A Team-based Approach to Tackling Textbook Access and Affordability Issues During the “New Normal”." Journal of New Librarianship 7, no. 1 (February 5, 2022): 80–87. http://dx.doi.org/10.33011/newlibs/11/9.
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Like all institutions across North America, The University of Alberta Library has experienced dramatic impacts on our services and collections due to the COVID-19 pandemic. Students at our large research institution have historically relied heavily on the Library’s extensive reserve collection of textbooks and other required course materials, the lending of which was suddenly suspended during a mid-term emergency closure. This column will highlight our team-based approach to aggressively promoting OER to our campus community: from engaging public service desk staff in new roles as their work suddenly shifted, strategizing with our collections team on identifying high impact courses, and establishing a communications approach with librarians. We will discuss how our “by-the-seat-of-our-pants” initial approach has evolved into a functional team with a diverse set of strengths, and a responsive workflow that incorporates OER services as an integrated component of existing library processes.
Dissertations / Theses on the topic "Community Services Work Courses"
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Hicks, Vernae Elaine. "MINORITIES' PERCEPTIONS OF CHILD PROTECTIVE SERVICES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/347.
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The study examined minority persons’ views and experiences with Child Protective Services (CPS) in the community. This study used a qualitative design with face‑to‑face interviews with 12 participants in the community. This study used the “Post‑Positivist” data analysis, which is qualitative in evaluation and explained each participant’s subjective reality.
The study found that most participants were satisfied with the results and were dissatisfied with the process in and of itself. Overall the study found that most participants felt that there was some sort of a disconnect with social workers in reference to cultural competency. Miscommunication between the social workers at agencies and parents could have played a significant role in why participants had these experiences. However, most participants felt that the agency helped with services that ultimately left the participants feeling a sense of awareness about the purpose of the agency. The study suggests that implementing a program that would allow the community to be informed of all the programs that Child Protective Services can provide be critical in aiding and empowering the members of the community and in helping reduce CPS caseloads significantly.
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Kridler, Jamie Branam, Mary R. Langenbrunner, Karen Neef, and Terry Cutshaw. "Community House Cooperative: A Model for Collaboration and Building Partnerships with Community/Government Agencies, Universities and Secondary Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3486.
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Kiely, Mary. "A study of the impact of certificate in health education courses." Thesis, Keele University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237829.
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Baldwin, Steve. "Effectiveness evaluation of alcohol education courses on offending behaviour and drinking behaviour in young offenders : a question of balance?" Thesis, University of Dundee, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326111.
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Seal, Michael Edwin. "A self-study into developing queer and critical pedagogies on youth and community work courses." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/39720.
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This is a self- study (S-STEP) into interrupting and re-constructing heteronormativity via an integration of queer and critical pedagogies on youth and community work courses. It was conducted over three years and involved interactions with three student cohorts (over 200 people) and reflective conversations with ten colleagues. It was situated within a critical realist paradigm, making specific use of Archer’s morphogenetic approach and her typology of reflexives as a heuristic tool. I make an ontological contribution to knowledge by illustrating how critical realism is a useful bridge between queer and critical pedagogy. It found that ‘coming out’ is a legitimate method of interrupting heteronormativity, but needs to be a pedagogical act carried out co-currently with interrupting other social constructions and binary oppositions. It suggests that interrupting heteronormativity is most effective within the context of a whole course and wider team approach. There is a legitimacy and necessity of developing transgressive sexualities, especially heterosexualities. I add to the literature by suggesting that interrupting and reconstructing heteronormativity also necessitates the development of pedagogical practitioners as dedicated meta-reflexives with intersubjective consciousness’s. This combines elements of Orne‘s and Black’s reconceptualisting of Du Bois’s original vision of double consciousness, as a negative de-centring concept, to being a useful, and necessary, device in an increasingly liquid modernity. I also expand Scrambler’s, and Archer’s different visions of a dedicated meta-reflectives. Intersubjective consciousness’s can, by implications, only be held collectively. The group co-holding each other to account for the balance between stigma resistance and challenge. Developing pedagogical practitioners necessitates co-created and co-held metareflexive liminal spaces that emphasise inter-subjectivity, encounter and working in the moment. These spaces need to be founded on principles of the need to de-construct and reconstruct pedagogical power and knowledge, and understandings of the public and private in pedagogical space.
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Tanner, Elizabeth Kinter. "Nontraditional Students Success in Compressed Courses within a Community College Cohort." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3075.
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Nontraditional students are an untapped population for American higher education institutions. Private baccalaureate-granting universities have taken the lead on creating programs for this population’s needs. These programs typically include combinations of online instruction, cohorts, compressed or accelerated courses, and prior learning assessment. Similarly constructed programs for nontraditional students at public community colleges are less common. A review of the Council for Accelerated Programs’ website reveals only twelve of the 98-member institutions are community or technical colleges, and only one is in California (Council for Accelerated Programs, n.d.). In 2016, Shasta-Tehama-Trinity Joint Community College District in California created the Accelerated College Education (ACE) program specifically for working adults. ACE utilizes a cohort model, compressed courses, structured scheduling, and dedicated staff and faculty. However, little research exists that evaluates the combination of these elements for correlation to course success or student feelings of connectedness at a community college. This study uses Tinto’s framework of academic and social integration, including criticisms of its applicability to nontraditional students, to evaluate academic and social integration of Shasta College students who completed ACE compressed courses between June 2016 and December 2017. Course grade data showed higher participation by nontraditional students in these courses, and the ACE-cohort students’ course success rate was significantly higher than non-ACE-cohort students’ course success rate. Survey results demonstrated that ACE-cohort students had significantly more interactions with and feelings of connectedness to program/student support staff and other students than non-ACE-cohort students, and that these connections may have contributed to the success of their overall academics.
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McKee, Clifford Martin. "The appropriateness of out-of-hours work by junior doctors." Thesis, Queen's University Belfast, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335316.
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Single, Helen M. "Factors influencing women with mental health problems' attendance at work projects." Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274945.
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Poswa, Thabisa. "Utilization of community work to empower poor families." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50218.
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Thesis (MSocialWork)--Stellenbosch University, 2005.ENGLISH ABSTRACT: As poverty is becoming a growing concern in South Africa, poor families should not be seen as service recipients but more concern should be directed to their empowerment. Community work is an essential method to utilize for the empowerment of poor families since it involves working with people from individual up to community level. The Department of Social Development does not have guidelines based on the utilization of community work; as a result this method is not utilized to its full potential. The purpose of the study was to formulate guidelines on the utilization of community work on the family level. In order to achieve this aim, the objectives of this study, which mainly focused on describing the socio-economic circumstances of the poor families and the utilization of community work, were explored. An exploratory study was utilized in order to achieve the stated goal and objectives. The population for the study consisted of practicing social workers in the Department of Social Development. Purposive sample was used. The research methodology was a quantitative design with a data collection instrument being in the form of a questionnaire. To be able to gain insight about the utilization of community work, the questionnaire consisted of both closed and open-ended questions. Literature review enabled the researcher to compile a questionnaire. The empirical study focused on the knowledge and skills of social workers in utilizing community work. In addition, data was obtained on the community work process as a main procedure to follow when implementing community work. Despite the respondents' theoretical knowledge of community work, it was concluded that community work is utilized at a minimal level. The most utilized social work method by the respondents is casework. The reason for the lack of community work practice is based on the fact that the Department of Social Development does not have guidelines with regards to community work. It was recommended that the Department of Social Development should formulate a new regulation that will oblige the social workers to practice community work. In-service training should be held quarterly. Supervision should be offered regularly. Relevant qualification and extensive social work experience should be considered as a minimum requirement for managerial positions.
AFRIKAANSE OPSOMMING: Alhoewel armoede 'n al groter probleem in Suid-Afrika raak, behoort arm gesinne in 'n toenemende mate nie net slegs as ontvangers van dienste beskou word nie, maar moet ook aandag geskenk word aan hulle bemagtiging. Aangesien gemeenskapswerk betrokke is by die persoon sowel as die persoon in die gemeenskap, kan dit beskou word as die aangewese metode om arm gesinne te bemagtig. Die Departement Maatskaplike Ontwikkeling beskik oor geen riglyne vir die aanwending van gemeenskapswerk nie en gevolglik word die metode nie ten volle benut nie. Die studie het ten doel om riglyne vir die implementering van gemeenskapwerk op die vlak van die gesin te formuleer. Derhalwe word die klem op die beskrywing van die sosio-ekonomiese omstandighede van arm gesinne en die gebruik van gemeenskapswerk as metodiek geplaas. 'n Verkennende studie is gebruik om die navorsingsoogmerke te bereik. Respondente vir die studie was praktiserende maatskaplike werkers in diens van die Departement van Maatskaplike Ontwikkeling. 'n Doelbewuste steekproef is benut. Daar is hoofsaaklik op kwantitatiewe navorsing gefokus en inligting is deur middel van vraelyste ingewin. Ten einde insig te ontwikkel in die gebruik van gemeenskapswerk is beide oop en geslote vrae gebruik. Die literatuurstudie het die navorser in staat gestel om die vraelys saam te stel. Die empiriese studie was gerig op die kennis en vaardighede waaroor gemeenskapswerkers beskik en hoe dit geïmplementeer word. Addisionele empiriese inligting is ook ten opsigte van die proses van gemeenskapswerk verkry. Dit het aan die lig gekom dat ten spyte van voldoende teoretiese kennis van gemeenskapswerk die metode minimaal gebruik word. Gevallewerk word steeds die meeste tydens intervensie aangewend. 'n Gebrek aan riglyne vir die gebruik van gemeenskapswerk, word as die rede waarom gemeenskapswerk nie implementeer word nie, aangevoer. Dit word aanbeveel dat die Departement Maatskaplike Ontwikkeling regulasies vir die uitvoering van dienste deur middel van die gemeenskapswerk metode moet instel. Hierdie riglyne behoort maatskaplike werkers te inspireer om die voordele van gemeenskapswerk te ondersoek en aan te wend. Indiensopleiding behoort op 'n kwartaallikse basis te geskied. Supervisie moet geredelik beskikbaar wees. Relevante kwalifikasies en uitgebreide praktykervaring as minimum vereistes vir bestuursposte sal oorweeg moet word.
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Chalmers, Karen I. "Preventative work with families in the community : a qualitative study of health visiting practice." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303521.
Full textBooks on the topic "Community Services Work Courses"
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Agency, Combat Poverty, Community Worker's Co-operative, and St. Patrick's College (Maynooth, Ireland). Community and Youth Work Courses., eds. Community work in Ireland: Trends in the 80s, options for the 90s : a report of a conference organised jointly by the Combat Poverty Agency, the Community Worker's Co-Operative and the Community and Youth Work Courses at St. Patrick's College, Maynooth. Dublin: Combat Poverty Agency, 1990.
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Co-operative, Community Praxis. Living community: An introductory course in community work. West End: Tafina Press, 2007.
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Council for Education and Training in Youth and Community Work., ed. Initial training courses in youth and community work. Leicester: Council for Education and Training in Youth and Community Work, 1989.
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A, Baker Elizabeth, and Novick Lloyd F, eds. Community-based prevention: Programs that work. Gaithersburg, Md: Aspen Publishers, 1999.
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Illinois. Office of Secretary of State. Senior and Community Services Department. Senior & community services. Springfield, Ill.]: Jesse White, Secretary of State, 2003.
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Illinois. Office of Secretary of State. Department of Senior and Community Services. Senior & community services. Springfield, Ill.]: Jesse White, Secretary of State, 2001.
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Illinois. Office of Secretary of State. Department of Senior and Community Services. Senior & community services. Springfield, Ill.]: George H. Ryan, Secretary of State, 1997.
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Illinois. Office of Secretary of State. Department of Senior and Community Services. Senior & community services. Springfield, Ill.]: Jesse White, Secretary of State, 2002.
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W, Kreuter Marshall, ed. Community health promotion ideas that work. 2nd ed. Sudbury, Mass: Jones and Bartlett, 2003.
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Services, Illinois Office of Secretary of State Department of Senior and Community. Senior and community services. Springfield, Ill.]: Jesse White, Secretary of State, 1999.
Find full textBook chapters on the topic "Community Services Work Courses"
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Meacham, Darian. "Back to the Future of Work: Old Questions for New Technologies." In Innovations for Community Services, 11–13. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06668-9_3.
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Payne, Malcolm. "The Development of Community Care in the Social Services." In Social Work and Community Care, 31–50. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24013-5_2.
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Towle, Charlotte. "A Social Work Approach to Courses in Growth and Behaviour*." In National Institute Social Services Library, 70–85. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003200024-5.
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Collins, Stewart, Gill Ottley, and Mary Wilson. "Historical perspectives and the development of community services." In Alcohol, Social Work, and Helping, 9–42. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003453697-2.
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Bramwell, Donna, Kath Checkland, Jolanta Shields, and Pauline Allen. "2000s: Transforming Community Services." In Community Nursing Services in England, 61–73. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17084-3_6.
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AbstractThe new millennium saw the publication of The NHS Plan in 2000, which bought a welcome focus to community health services (CHS) and the role of community nursing. We outline the proposals contained in the plan which furthered the quasi-marketisation of the NHS and increased commissioning of health care at the local level of Primary Care Trusts (PCTs)—replacing Health Authorities (HAs) and Primary Care Groups (PCGs). A further review by Lord Darzi and subsequent policy, Transforming Community Services: Enabling new patterns of provision (DoH, 2009) instigated the separation of commissioning/provision and laid out timetables for how PCTs were to do this. The long held roles of the district nursing service continues in this era, although not always clearly defined, understood or acknowledged and policy attempts to expand their remit feature heavily. This included more clinical tasks as well as focusing on such things as public health/health protection and promotion programmes that improve health and reduce inequalities. This chapter also describes the uncertainty for frontline nurses that the Transforming Community Services (TCS) brought in terms of who their employer would be or what management arrangements they would work under given the establishment of some standalone Trusts, some third sector and some combined acute/community Trusts. The aims of the TCS programme were bold but in reality achieved little by the end of the era.
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Dryden, Jan. "A Social Services Department and the Bengali Community: A New Response." In Social Work and Ethnicity, 155–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003195481-12.
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Allspaw, John. "Critical Digital Services." In Managing Future Challenges for Safety, 33–40. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07805-7_4.
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AbstractWhile the COVID-19 pandemic has brought new attention to how essential Internet-connected services are to society's functioning, there continues to be a dearth of research about how these critical digital services (CDSs) are operated, maintained, and delivered from a cognitive work, human factors, and safety science perspective. Efforts to anticipate what the future of work will look like must consider the challenges and opportunities this now critical domain faces. The conditions are favorable for making progress in studying work in this domain. A small (but growing) community of practitioners in software engineering and operations are enthusiastic about exploring and understanding the cognitive work they engage in every day. There is also (at least, currently) a relative absence of regulatory or procedural barriers that would otherwise hamper productive exploration by researchers.
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Mahoney, Kevin J. "Self-Direction of Home and Community-Based Services in the Time of COVID-19." In Gerontological Social Work and COVID-19, 135–38. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003138280-26.
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Mahoney, Kevin J. "Self-Direction of Home and Community-Based Services in the Time of COVID-19." In Gerontological Social Work and COVID-19, 135–38. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003138280-26.
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Lauer, Lynden, Shirley Watters, Kari Morris, and Sandra Griffin. "Brokering School-Community Partnerships: Cross-Sector Advocacy and Hard Work." In Schools as Community Hubs, 45–59. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_4.
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AbstractCollaboration within government and across sectors can be challenging due to differing priorities, disciplinary perspectives and funding cycles. This complexity can be a barrier when it comes to enabling schools to respond to local contexts and developing strong community partnerships. This chapter shares insights from one Australian state government pilot program that aimed to broker cross-sector relationships to benefit the health, wellbeing and educational outcomes of school children and the broader community. Established in 2014, the Community Hubs and Partnerships (CHaPs) pilot program was initiated by the Queensland Government to work with all levels of government, non-government organisations and the private sector to plan accessible and cost-effective social infrastructure to connect communities and support coordinated delivery of community services. Based on the practical experience obtained over seven years, this chapter discusses strategies for brokering partnerships, along with the types of impact and outcomes that can be achieved through collaborative approaches to planning social infrastructure. To illustrate the approaches and strategies that support the establishment of schools as community hubs, it profiles two related projects: Yarrabilba Family and Community Place, and the Buzz at Yarrabilba.
Conference papers on the topic "Community Services Work Courses"
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Miolo De Oliveira, Caio, Rita Assoreira Almendra, Ana Rita Lourenço, and Tiago Leitão. "Community Engagement Methodology for the Academic Design Curriculum." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001372.
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Design profession has become quite resignified over time, being increasingly associated with an approach to involve people working collaboratively to co-create new opportunities for the welfare, solve complex problems or even favor innovation processes, whether they are applied in business environments or in the social sphere. By acting in this scope, Design is articulating social innovation processes, as it is developing strategies, whether through products or services, so that the actors related to the existing context can be active agents of transformation. In synergy with this approach, there is another participatory aspect, originating from other areas of knowledge: Community Engagement Methodology. This encompasses a process for providing information, empowering the community to identify solutions to their needs, as well as influencing priorities and strategic decisions. In this context, despite having enough theoretical and practical research implemented to favor community engagement, it appears that the academic curricula of Design courses do not work so specifically with community engagement/ implementation of social innovation processes. Thus, this paper reveals a methodology developed during PhD research in Design that aimed to favor the social reintegration of offenders and ex-offenders. This methodology, made up of different methods, was created in codesign with a Portuguese social cooperative, which was one of the promoters of a project co-founded by the European Union, between 2017 and 2020. The methodology was applied to professionals of the Criminal Justice System who work within the scope of reintegration in four countries (Portugal, Italy, Romania, and Germany), who evaluated it very positively. Therefore, the purpose of this article is to reveal the community involvement methodology created and propose ways that it can be implemented in Design curricula, to encourage and favor the development of solutions and improvements in different social contexts.
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Hanesová, Dana. "SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end095.
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In this article, the author will present an innovative way how to develop students' foreign language communicative and intercultural competence alongside with a whole set of transversal competencies via an innovated version of foreign language courses. They may be attended by both university students or secondary school students. The basic idea of such a course, in our case called "Global Encounters in Local Settings", is giving students space to create a service-learning project for a community. Students have to work in linguistically and ethnically mixed groups. Each group decides to about the focus of their project and the procedures of its implementation. Via these cooperative projects accomplished while using various foreign languages - suitable also for online learning space, the students can develop various transversal competencies, such as critical and reflective thinking, plurilingual and intercultural competence, problem-solving, team-work skills, interpersonal and other social competencies, willingness to take risks and seek challenges, leadership development skills, time management and planning skills, inclusive approach, and active citizenship. The first version of such course was tested on several groups of university students in Slovakia (in 2020). The post-tests and reflections after accomplishing this course showed evident growth in the above-mentioned competencies.
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Ho Schar, Cathi. "Toward Public Sector Practice." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.55.
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In 2016, the University of Hawaii at Manoa School of Architecture established the University of Hawaii Community Design Center (UHCDC), working in close collaboration with a state legislator to meet the needs of the state government. This unique governmental alignment introduced a novel form of community design that opened up new academic and extramural space for the school and university, taking the form of a top-down public sector practice as distinct from its more common, bottom-up public interest alternative. This paper presents the results of three years of continuous dialogue with the state legislature and over $2 million in contracts with state agencies, by reflecting on the transformative effects of public sector practice on design pedagogy. This reflection follows three case study courses: an undergraduate basic design studio; an undergraduate concentration design studio; and an advanced professional practice course, all required within Hawaii’s undergraduate and graduate curricula. Each case study lists learning, teaching, and long term benefits that flowed from each public sector partnership, focusing on the potential of this model to strengthen and enrich professional education. The evolution of these courses maps the transition from working on projects to working on systems, also a move toward applying equitable academic and design rigor to marginalized project typologies—e.g. utility buildings, infrastructure, renovation, and repair and maintenance. In addition, UHCDC’s contract work represents an expanded field of practice, including social science research, service and strategy design, community engagement, information design, engineering, and development studies, demonstrating the broader disciplinary demands of the public sector. More importantly, the significant dividends from this three year-old public sector practice identifies an opportunity area for architectural education and practice—design in government.
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Fleischmann, Shirley T. "Educating the Citizen Engineer: Making a Case for Community Service in Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42809.
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The first two fundamental principles in the ASME Code of Ethics are that” engineers uphold and advance the integrity, honor and dignity of the engineering profession by: I. Using their knowledge and skill for the advancement of human welfare; II. Being honest and impartial, and serving with fidelity the public, their employers and clients…” These principles involve the concept of “the public good” and are properly part of engineering ethics — yet it is difficult to find a good place in the curriculum to address these principles. This paper will present the idea of using community service in engineering as a context for teaching this aspect of engineering ethics. The author has considerable experience in community service projects — related to engineering courses in which project work is required and graded, and also related to projects that involve purely voluntary efforts. Specific examples of projects that have been used will be given. The projects have also been presented as part of the larger Honor Concept that the author has been instrumental in developing for the School of Engineering at Grand Valley State University. “The habit of apprehending a technology in its completeness: this is the essence of technological humanism, and this is what we should expect education in higher technology to achieve. I believe it could be achieved by making specialist studies the core around which are grouped liberal studies which are relevant to those specialist studies. But they must be relevant; the path to culture should be through a man’s specialism, not by-passing it…A student who can weave his technology into the fabric of society can claim to have a liberal education; a student who cannot weave his technology into the fabric of society cannot claim even to be a good technologist.” Lord Ashby, Technology and the Academics
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Miller, William H., David Jonassen, Rose Marra, Matthew Schmidt, Matthew Easter, Ioan Gelu Ionas, Gayla M. Neumeyer, Randy Etter, Bruce Meffert, and Christopher C. Graham. "Radiation Protection Technician Two-Year Associates of Applied Science Curriculum for National Implementation." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48952.
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The U.S. Department of Labor awarded a $2.3 million grant to the University of Missouri-Columbia (MU) in 2006 in response to the need for well-trained Radiation Protection Technicians (RPTs). The RPT curriculum initiative resulted from significant collaborations facilitated by MU with community colleges, nuclear power plants, professional organizations, and other nuclear industry stakeholders. The objective of the DOL project is to help increase the pool of well-qualified RPTs to enter the nuclear workforce. Our work is designed to address the nuclear industry’s well-documented, increasingly significant need for RPTs. In response to this need, MU and AmerenUE’s Callaway Nuclear Power Plant first partnered with Linn State Technical College’s Advanced Technology Center (LSTC/ATC) to initiate a two-year RPT degree program. The success of this program (enrollments have been increasing over the past four years to a Fall 2007 enrollment of 23) enabled the successful proposal to the DOL to expand this program nationwide. DOL participants include the following partners: Linn State Technical College with AmerenUE – Callaway; Central Virginia Community College with AREVA; Estrella Mountain Community College with Arizona Public Service – Palo Verde; MiraCosta Community College with Southern California Edison – San Onofre; and Hill College with Texas Utilities – Comanche Peak. The new DOL grant has allowed redevelopment of the LSTC/ATC curriculum using a web-based, scenario driven format, benchmarked against industry training standards. This curriculum will be disseminated to all partners. Integral in this curriculum is a paid, three to four month internship at a nuclear facility. Two of the six new RPT courses have been developed as of the end of 2007. Four of five partner schools are accepting students into this new program starting in the winter 2008 term. We expect that these institutions will graduate 100 new RPTs per year to help alleviate the personnel shortage in this critical area of need.
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Staiculescu, Camelia, Dobrea Razvan catalin, and Maria liana Lacatus. "EDUCATION AND CONTEMPORARY CHALLENGES - THE DEVELOPMENT OF NEW LEARNING ENVIRONMENTS - CASE STUDY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-035.
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The preoccupation with the creation of complete educational systems, responding to the needs of their beneficiaries (pupils, students, course attendants) is now more valid than ever. The extension of school into non-traditional social spaces, the creation of new learning environments, represents a solution for the current educational needs. This article presents the results derived from an educational project which has managed to put together both the traditional learning environment, from the university, and the social-economic environment represented by the employers. The two entities acted together to contribute to the success of college graduates. The educational experiences created by the two entities aimed to develop complex educational services targeting students: traditional teaching, with the organization of learning experiences in real working environments, face-to-face, as well as on-line student guidance and tutoring, the provision of complex counselling services, at individual and at group level, both face-to-face and on-line. The work indicates the fact that there is a direct dependence between the growth in the number of students who were involved in learning experiences in real working environments, corresponding to their preparation, abilities, interests, competencies and the facilitation of transition from school to active life, reflected by the time necessary for students/ graduates to be employed in the specialty that they completed. Also, the work indicates that there is a direct relation between the increase in the complexity of information, orientation, counselling, and monitoring services provided to the students within the learning community in real working environments and the reinforcement of the partnership between the university and the social and economic environment. The impact of the educational project on the beneficiaries, future graduates of master’s degree studies, was a major one. The students developed their capacity for adjustment to the requirements of a workplace, they put into practice the matters learned in theory, they developed their learning and communication capacities, improved their career opportunities by developing specific competences on the initiation and management of their own career within orientation and counselling activities etc. The educational project presented by the article represents a best practice model which indicates the mode in which the opportunities for the start of active life can be improved, by improving communication between the students and future employers within a varied learning community, conducted in the real environment, as well as online.
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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.
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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
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Fry, Elizabeth. "Integrating Community-Engaged Work into the Data Science Curriculum." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.remyz.
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Community-engaged learning bridges course content with practical applications and allows students to apply learning in meaningful ways that contribute to social good. At St. Catherine University, community-engaged learning has been implemented in two undergraduate courses in data science and statistics at different levels. At the introductory level, students in a data visualization course used data from their community to explore long-term impacts of racially restrictive covenants that historically reserved land for the exclusive use of white people in the United States. Students in more advanced quantitative courses participated in two interdisciplinary data analysis events. In these events, students explored and analyzed large datasets in partnership with organizers in our local county to make policy recommendations for boosting economic mobility from poverty and work for racial equity in the county. This paper describes these community-engaged projects, summarizes student reception and takeaways, and provides some lessons learned and ideas for future work.
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Fikri, Riyan, and Aldri Frinaldi. "Analysis Work Culture of Community Satisfaction Through Quality of Public Services." In International Conference on Public Administration, Policy and Governance (ICPAPG 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200305.218.
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Raley, Meredith. "CISCOS: Collaborative and transdisplinary human rights education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.22.
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CISCOS (Connecting Inclusive Social Planning, Community Development and Service Provisions for Persons with Disabilities), is an Erasmus+ Project, run by the University of Siegen in Germany. The goal of CISCOS is to create a course that can be used throughout the EU, to address the challenges in the local implementation of the UN Convention on the Rights of Persons with Disabilities (UN CRPD). The ultimate goal of this education work is to embed human rights principles at the local level. The products of the project will include the development of a Massive Online Open Course (MOOC) in English, and course documents that can be used in several languages. The goal of this work is to improve the implementation of the UN CRPD at the local level.
Reports on the topic "Community Services Work Courses"
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.
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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Carrión-Tavárez, Ángel, and Javier Gutiérrez-Ballivián. A dataset on the digital transformation of university courses during the covid-19 pandemic. Fachhochschule Dortmund, 2021. http://dx.doi.org/10.53095/25862001.
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This paper presents a dataset created from a survey on the experiences of professors from business schools at Latin American universities, in the digital transformation of their courses, due to the COVID-19 pandemic. The dataset collects the insight that professors had about the national and institutional policies on information and communication technologies (ICT) in higher education; the methods, strategies, and resources used by professors; and the outcomes at the end of the courses. The purpose of this work is to inform the academic community of the existence and availability of this dataset for analysis, criticism, or possible use by other researchers.
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Ahmad, Jaleel, Isha Bhatnagar, and M. E. Khan. Increasing access to family planning and reproductive health services through community work: A case study of a dual cadre model in India. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1049.
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Prada, María Fernanda, and Graciana Rucci. Skills for Work in Latin America and the Caribbean: Unlocking Talent for a Sustainable and Equitable Future. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005160.
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Skills for work are undoubtedly a transformative force for Latin America and the Caribbean. The developed countries' experience has shown that when a country's labor force responds efficiently to the human capital needs of companies and the economy, labor productivity is boosted leading to higher and sustainable economic growth. Through the TVET Fund, IDB is promoting innovative solutions and demonstrating how skills systems can take advantage of the opportunities presented by the fourth industrial revolution, gender and diversity, ageing, climate change and COVID-19, which will be essential in achieving a sustainable and equitable future in the region. This dossier contains 17 initiatives that show how to unlock talent using, for example, artificial intelligence to guide job retraining, introducing modern courses to offer training in green skills, and training programs to facilitate remote work and meet the increasing demand for digital services globally.
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Mason, Dyana, and Miranda Menard. The Impact of Ride Hail Services on the Accessibility of Nonprofit Services. Transportation Research and Education Center (TREC), 2021. http://dx.doi.org/10.15760/trec.260.
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Nonprofit organizations are responsible for providing a significant level of human services across the United States, often in collaboration with government agencies. In this work, they address some of the most pressing social issues in society – including homelessness, poverty, health care and education. While many of these organizations consider location and accessibility crucial to supporting their clients – often locating services near bus or train stops, for example – little is known about the impact of new technologies, including ride hail services like Lyft and Uber, on nonprofit accessibility. These technologies, which are re-shaping transportation in both urban and suburban communities, are expected to dramatically shift how people move around and the accessibility of services they seek. This exploratory qualitative study, making use of interviews with nonprofit executives and nonprofit clients, is among the first of its kind to measure the impact of ride hail services and other emerging technologies on community mobility and accessibility.
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Wolfenden, Luke, and Laura Wolfenden. Embedding smoking cessation support in community service organisations. The Sax Institute, August 2021. http://dx.doi.org/10.57022/ihzq1178.
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This Rapid Evidence Summary aimed to identify barriers and enablers to embedding smoking cessation support into the routine work of community service organisations (CSOs), a setting which provides access to priority and disadvantaged groups. The authors also looked more broadly at barriers and enablers to supporting provision of preventive care targeting key chronic diseases in order to draw relevant lessons from these. The findings indicate that many factors influence the integration of smoking cessation support into CSOs and that understanding these and developing multi-strategic approaches are needed to improve care. The Summary will provide guidance to the Tasmanian Council of Social Services in developing their smoking cessation project.
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Ndhlovu, Lewis, Catherine Searle, and Johannes van Dam. Strengthening STI treatment and HIV/AIDS prevention services in Carletonville, South Africa. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1001.
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Although knowledge about HIV/AIDS is widespread in South Africa, adult HIV prevalence is high, indicating high levels of risky sexual behavior. Understanding the gap between knowledge and behavior requires an examination of the social context in which the epidemic occurs. The Horizons Program conducted an intervention study in the Carletonville area to study the social determinants of the HIV epidemic and to assess the impact of a targeted program of HIV and STI prevention and service delivery. In 1998, the Mothusimpilo (“Working together for health”) Intervention Project (MIP) was launched to reduce community prevalence of HIV and other STIs and to sustain those reductions through enhanced prevention and STI treatment services. Carletonville includes many migrant mine workers and is characterized by significant poverty and unemployment, the presence of sex work, and high rates of STIs. MIP targets population groups where high-risk sexual behavior is thought to be common. This brief focuses on sex workers because of their vulnerability to STIs and HIV infection and their link to miners and men in the broader community.
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Riggs, William, Vipul Vyas, and Menka Sethi. Blockchain and Distributed Autonomous Community Ecosystems: Opportunities to Democratize Finance and Delivery of Transport, Housing, Urban Greening and Community Infrastructure. Mineta Transportation Institute, July 2022. http://dx.doi.org/10.31979/mti.2022.2165.
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This report investigates and develops specifications for using blockchain and distributed organizations to enable decentralized delivery and finance of urban infrastructure. The project explores use cases, including: providing urban greening, street or transit infrastructure; services for street beautification, cleaning and weed or graffiti abatement; potential ways of resource allocation ADU; permitting and land allocation; and homeless housing. It establishes a general process flow for this blockchain architecture, which involves: 1) the creation of blocks (transactions); 2) sending these blocks to nodes (users) on the network for an action (mining) and then validation that that action has taken place; and 3) then adding the block to the blockchain. These processes involve the potential for creating new economic value for cities and neighborhoods through proof-of-work, which can be issued through a token (possibly a graphic non-fungible token), certificate, or possible financial reward. We find that encouraging trading of assets at the local level can enable the creation of value that could be translated into sustainable “mining actions” that could eventually provide the economic backstop and basis for new local investment mechanisms or currencies (e.g., local cryptocurrency). These processes also provide an innovative local, distributed funding mechanism for transportation, housing and other civic infrastructure.
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Yonally, Emilie, Nadia Butler, Santiago Ripoll, and Olivia Tulloch. Review of the Evidence Landscape on the Risk Communication and Community Engagement Interventions Among the Rohingya Refugees to Enhance Healthcare Seeking Behaviours in Cox's Bazar. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/sshap.2021.032.
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This report is the first output in a body of work undertaken to identify operationally feasible suggestions to improve risk communication and community engagement efforts (RCCE) with displaced Rohingya people in Cox’s Bazar. Specifically, these should seek to improve healthcare seeking behaviour and acceptance of essential health services in the camps where the Rohingya reside. It was developed by the Social Science in Humanitarian Action Platform (SSHAP) at the request of the UK Foreign, Commonwealth & Development Office in Bangladesh. As a first step in this process, this review paper synthesises and assesses the quality of evidence landscape available in Cox’s Bazar and how the Rohingya seek and access healthcare services in Cox’s Bazar and presents the findings from key informant interviews on the topic. Findings are structured in five discussion sections: (1) evidence quality; (2) major themes and variations in the evidence; (3) learnings drawn and recommendations commonly made; (4) persistent bottlenecks; and (5) areas for further research. This synthesis will inform a roundtable discussion with key actors working for the Rohingya refugees to identify next steps for RCCE and research efforts in Cox’s Bazar to improve health outcomes among the Rohingya.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.