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(1)

Health Management and Social Care

Field Learning Resources Series

Student Handbook

Curriculum Development Institute, Education Bureau

(2)

Contents

Introduction 2

1. Field Learning of Health Management and Social Care Curriculum 3-4

2. Self-regulated Learning Model 5

3. Field Learning Plan 6-7

4 Team Work 8

5 Examples on Field Learning Activities 9-22

6. Field Notes 23

7. Observation Checklist in Field Learning 24-27

8. Checklist of Communication Skills / Peer Assessment 28-29 9. Communication Skills in Discussion / Interview 30 10. Consent for Interview / Audio / Video Recordings (Group Activity) 31 11. Declaration of Disposition of Personal Data of Client 32

12. Student Feedback on Field Learning 33

13. Assessment Criteria of Reflective Journal 34

(3)

Field Learning Resources Series (4)

Student Handbook

Introduction

This series aims at providing students of Health Management and Social Care with learning tools to help them plan and conduct field learning aligning with the relevant targets, features and skills of field learning. It also provides frameworks for thinking and organizations so as to facilitate effective learning.

(4)

1. Field Learning in Health Management and Social Care Curriculum :

Field learning is a part of the Curriculum. It aims at helping students to apply classroom learning into real life situations so that theories (compulsory part) and practice (elective part) can be integrated.

As an essential component of the HMSC, the design of field learning can achieve some of the curriculum aims and learning objectives such as :

(5)

The learning outcomes for field learning could be:

 to demonstrate knowledge and understanding of the concepts of the subject matter;

 to apply knowledge and skills to address health and social issues;

 to plan and carry out tasks for support services provided by institutions and organisations;

 to show competencies in communication and empathy in collaboration and service provision;

 to reflect upon the field learning tasks and be able to suggest alternatives for improvements; and

 to perform interpersonal skills needed in communication when giving support to others.

(6)

2. Self-regulated Learning Model :

Self-regulated learning is suggested for field learning:

Self-regulated Learning Model

Self-regulatory processes (Cognition, motivation & behavior)

Path of Internal Feedback (1) Teacher

sets tasks (goals/criteria/

standards)

(2) Domain knowledge /

Strategy knowledge / Motivational beliefs

(3) Student goals

(4) Tactics &

Strategies

(5) Internal Learning Outcomes (6) Externally

Observable Outcomes (7)External

Feedback (teachers/peers /employers)

(7)

3. Field Learning Plan

Theme Level

Duration From (Start Date) to (End Date) Topic

In this activity, I expect I can have more in-depth understanding of the following related topic(s) / social issue(s)?

Key questions The following is the question I planned to explore:(Reason for choosing this key question / preliminary expected outcome (s))

Target(s) /

Expected Outcome(s)

Activities 1 2 3

Date Time

Target

(8)

Activities 1 2 3 Agency

Observation

Interview

Services / Activities

(9)

4. Team Work

(Refer to Topic 5D and Booklet 14.2 Roles, Skills and Approaches in Management)

Roles of Team Leader

Self-assess

(1-3) Peer-assess (1-3)

Management

Directing the discussion and providing structure for planning and action to take place

Reinforcing productive team efforts, and ensuring all team members are actively involved in the process

Asking questions if members are having problems, giving helpful suggestions, and recommending outside resources that helps to alleviate the problem

Team Building

Improving communication and feedback among team members

Managing conflicts so that a constructive solution can be found

Enhancing a harmonious atmosphere for collaboration Developing a cohesive and collaborative team

Roles of Team Member Self-assess

(1-3)

Peer-assess (1-3)

Involvement

Contributing expertise, experience, and skills to achieve mutual goals

Recognizing and following certain agreed-upon behaviors to achieve mutual goals

Motivating others by getting their ideas or views

Team work

Actively listening and encouraging others to express their views

Whenever necessary, giving up a stance for problem solving to take place

supporting and encouraging the team member s to

(10)

5. Examples of Field Learning Activities : Setting: Social Service Units

Service Unit Observation Interview Service / Activity Children and

Youth Centre

Topics: Healthy social well-being/ Personal growth and development (childhood and adolescence)

 Examples of relevant concepts : communication skills, peer relationship, self-concept, parenting skills, interpersonal relationship, conflict management

 Environment: safety measures

 Characteristics of client groups

 Learning atmosphere

 Services provided

 Job duties of various workers in the unit

※Clients

 Needs

 Views on services

 Experience of using the services

 Relevant questions to explore other concepts

※Professionals

 Working condition

 Duties

 Intervention objectives, approaches and skills

 Work related training

Volunteer services can be provided through:

 After-school care programmes

 Play Group

 After school tutorial programmes

Sit in / Be an observer in:

 Workshop on parenting skills

 Children Group

 Youth group

 Parents group

(11)

Service Unit Observation Interview Service / Activity Anti-drug

Abuse Centre

Topic : Addiction

 Examples of relevant concepts : reasons for addiction, treatment,

“relapse prevention”

 Environment of the centre

 Services provided

 Staff relationship

 Job duties of various workers in the unit

※Clients

 Needs

 Views on services

 Experience of using the services

 Family relationship

 Peer relationship

 Relevant questions to explore other concepts

※Professional

 Working condition

 Duties

 Intervention objectives, approaches and skills

 Work related training

programmes / pathways

 Difficulties related to the jobs

Volunteer services can be provided through:

 Anti-drug ambassador

 School promotion activities

 Writing stories of ex-drug addicts

 Anti-drug carnival

Sit in / Be an observer in:

 Sharing of

ex-drug addicts

 Talks on drugs

(12)

Service Unit Observation Interview Service / Activity Special

Education Centre for Children

Topics : Personal growth and development (childhood stage) /vulnerable groups

 Examples of relevant concepts: justice, discrimination, community resources, characteristics of students in childhood, peer relationship, self-concept, parenting skills, pressure on caretakers.

 Environment: safety measures

 Characteristics of client groups

 Learning atmosphere

 Services provided

 Job duties of various workers in the unit

※Clients : Parents

 Needs

 Views on services

 Experience of using the services

 Family relationship

 Stressors

 Stress management

 Peer relationship

 Relevant questions to explore other concepts

※Professional

 Duties / division of work

 Intervention objectives, approaches and skills

 Work related training

Volunteer services can be provided through:

 Communication games

 Exercises

 Neighbourhood scheme

Sit in / Be an observer in:

 Workshop on parenting skills

(13)

Service Unit Observation Interview Service / Activity Elderly

Centre

Topics : Personal growth and development (elderly) , aging problem, social welfare system, healthcare system

 Examples of relevant concepts: elderly eating habits, health literacy , disease prevention, interpersonal relationship, communication skills.

 Environment: safety measures

 Characteristics of client groups

 Atmosphere of the centre

 Services provided

 Job duties of various workers in the unit

※Clients

 Needs

 Views on services

 Experience of using the services

 Health literacy

 Healthy lifestyles

 Relevant questions to explore other concepts

※Professional

 Duties / division of work

 Intervention objectives, approaches and skills

 Work related training

programmes / pathways

 Difficulties related to the jobs

Volunteer services can be provided through:

 Health promotion activities

 Visits

 Writing life stories

 Intergenerational learning

program – teaching computer knowledge / exercises to elderly

 Chinese medicine promotion

Carnival

 Neighbourhood scheme

 Health checks for single elderly

 Prevention of fall

 Intergenerational Sports Day

(14)

Service Unit Observation Interview Service / Activity Integrated

Family Service Centre

Topics : Personal growth (family roles) , family relationship, family problems, social welfare system

 Examples of relevant concepts : interpersonal relationship, family relationship, communication among family members, holistic health

 Atmosphere of the centre

 Services provided

 Job duties of various workers in the unit

※ Client

 Needs

 Views on services

 Experience of using the services

 Physical, intellectual, emotional and social aspects of health (PIES)

 Family relationship

 Relevant questions to explore other concepts

※ Professionals

 Duties / division of work

 Intervention objectives, approaches and skills

 Work related training

Volunteer services can be provided through:

 Assist in

organising family activities, for example: family picnic

 Community survey

 Neighbourhood scheme

Sit in / Be an observer in:

 Workshop on parenting skills

(15)

Service Unit Observation Interview Service / Activity New

Immigrant Service Centre

Topics : Vulnerable groups, Caring community

 Examples of relevant concepts: equality, discrimination, cultural differences, community resources, self-concept, vulnerable groups, community work, community support network, different forms of care, empowerment, holistic health, social welfare system.

 Environment: safety measures

 Characteristics of client groups

 Atmosphere of the centre

 Services provided

 Job duties of various workers in the unit

※ Clients

 Problems

 Needs

 Views on services

 Experience of using the services

 Physical, intellectual, emotional and social aspects of health (PIES)

 Relevant questions to explore other concepts

※Professionals

 Duties / division of work

 Intervention objectives, approaches and skills

 Work related training

programmes / pathways

 Difficulties related to

Volunteer services can be provided through:

 After-school care programmes

 Neighbourhood scheme

Sit in / Be an observer in:

 Workshop on parenting skills

 Home safety measures

(16)

Service Unit Observation Interview Service / Activity Organisaions

/ services for poverty alleviation

Topics : Building a healthy city, poverty

 Examples of relevant concepts : poverty, need-based approach, assets -based approach, equality, discrimination, cultural difference, community resources , self-concept, vulnerable groups, community work, community support network, different forms of care,

empowerment, holistic health, social welfare system.

 Environment and facilities of the centre

 Characteristics of client groups

 Atmosphere of the centre

 Services provided - need-based

approach, assets -based approach

 Job duties of various workers in the

centre

※ Clients

 Problems

 Needs

 Views on services

 Experience of using the services

 Neighbourhood relationship

Physical, intellectual, emotional and social aspects of health (PIES)

 Relevant questions to explore other concepts

※Professionals

 Duties / division of work

 Intervention objectives,

Volunteer services can be provided through:

 Hunger Banquet

 Cyber School

 Volunteer service

 School Donations

Possible learning activities:

 Observing

squatter occupant living condition

 Visiting people in bed space and cubicle

apartments

 Community tours

Sit in / Be an observer in:

(17)

Service Unit Observation Interview Service / Activity pathways

 Difficulties related to the jobs

 Approach on

alleviating poverty

※Other students, school staff

 Views on poverty

(18)

Setting: Health / Medical Service Units

Service Unit Observation Interview Service / Activity Health Centre /

Community Health Promotion

(e.g. Health InfoWorld of Hospital Authority)

Topics : Health promotion, disease prevention

 Examples of relevant concepts : holistic health, health education, models of health promotion, personal health practices and public health, healthy practices, different stages of illness prevention, healthy lifestyle

 Environment: safety measures

 Characteristics of client groups

 Atmosphere of the centre

 Services provided - for example:

 Vaccination

 Outreaching service

 Community service

 Job duties of various workers in the centre

※Clients

 Need

 Views on services

 Experience of using the services

 Risk assessment

 Relevant questions to explore other concepts

※Professionals

 Duties / division of work

 Promotion and intervention methods

 Work related training

programmes /

Volunteer services can be provided through:

 Health promotion activity – health education exhibition

 Quiz on

communicable diseases

Sit in / Be an observer in:

 Physical check-ups

 Health talks

(19)

Service Unit Observation Interview Service / Activity Hospitals /

care-and–

attention homes / day hospitals

Topic : Health care system

 Examples of relevant concepts : three levels of medical care, first aid skills, disease prevention and infection control, hospital three-tier alert mechanism, residential care, community care, medical care

 Environment of the institution

 Atmosphere of the institution

 Services provided, for example:

 Polyclinic

 Outpatient clinic

 Pharmacy

 Three-tier medical care

 Characteristics of client groups

 Job duties of various workers in the centre

 Atmosphere of the team work

 Risk assessment

※Patient and care givers

 Need

 Difficulties: e.g.

reactions after medication

 Views on services

 Experience of using the services

 Relevant questions to explore other concepts

※Professionals

 Duties / division of work

 Work related training

programmes / pathways

Difficulties related to the jobs

 Roles and skills of management

Volunteer services can be provided through:

 Health promotion activities

 Visits

Sit in / Be an observer in:

 Seminars on infection control

 Talks on the needs of patients

 Seminars on communication skills with

patients

(20)

Service Unit Observation Interview Service / Activity Rehabilitation

Service

e.g.: Half-way Home

(Psychiatric)

Topics : Health care system, mental health, rehabilitation services

 Examples of relevant concepts : residential care, community care, rehabilitation services, classification of mental illness, needs of patients with mental illness, isolation, discrimination, institutionalization

 Environment of the institution

 Atmosphere of the institution

 Services provided

 Characteristics of client groups

 Job duties of various workers in the centre

 Atmosphere of the team work

 Risk assessment

※Clients

 Needs

 Difficulties: e.g community

integration, living in the community

 Views on services

 Experience of using the services

 Relevant questions to explore other concepts

※ Family members of patients

 Informal care

 Feelings

 Support network

※Professionals

 Work condition

Volunteer services can be provided through:

 Health promotion activities

 Visits

 Health information Exhibition

Possible learning activities:

 Sharing of Rehabilitees

 Stress

management workshop

 Workshops on health care practice

 Seminars on

(21)

Service Unit Observation Interview Service / Activity Patient

self-help groups (e.g. physical disabled,

vision-impaired, hearing-impaired

&

speech-impaired)

Topic : Caring Community

 Examples of relevant concepts: vulnerable groups,

communication skills, community work, community support network, different forms of care, models of health promotion, empowerment, needs of caregiver, holistic health, health care and social welfare systems

 Environment and facilities of the centre

 Characteristics of client groups

 Relationship among patients

 Atmosphere of the centre

 Services provided

 Job duties of various workers in the centre

※Patient

 Needs

 Difficulties: e.g.

reactions after medication, medical expenses

 Views on services

 Experience of using the services

 Relevant questions to explore other concepts

※Family members of the patients

 Informal support/

Support network

 Feelings

※Professional

 Work condition

 Intervention

approach and skills

 Training

 Advocacy work

 Organisational skills

Volunteer services can be provided through:

 Health promotion activities

Neighbourhood scheme

Sit in / Be an observer in:

 Home help &

care services

 Training for self-help groups, for example:

workshops on health care practice

Possible learning activities:

 Experiencing the daily lives of the disabled

 Barrier-free city

(22)

Setting: Schools

Target Groups Observation Interview Service / Activity Students and

School Staff

Topic : Healthy School

 Examples of relevant concepts: health advocacy, safety settings, holistic health, risk, risk assessment, risk management, healthy lifestyles, interpersonal relationship, peers, disease prevention.

Risk assessment:

 School environment:

lighting、safety measures etc.

 Work condition of school staff

Holistic health:

 Supply of snacks at tuck shops

 Exercises / PE lessons

 School breakfast and lunch

※Students and school Staff

 Eating habit

 Health knowledge – drug addiction

 Physical, intellectual, emotional and social aspects of health (PIES)

 Attitude towards disease prevention / healthy lifestyles

 Peer relationship

※Parent

 Parenting skills / counseling skills

 Communication skills

 School tour- Assessing the safety and risks of facilities Inside and outside school

 Health promotion activities

 Food label design competition

 Healthy diet carnival

 Peer

counseling schemes

 Questionnaires survey :

different people with

(23)

ambassadors

 Stress

management, such as ‘Mind Oasis’ mental health

workshop

 Eat

smart@school campaign

 Collecting and analyzing data related to healthy diets at schools

(24)

6. Field Notes

Name of Student: Class: Class no.:

Name of Agency:

Address of Agency : Date and Time: (YYYY) (MM) (DD)

a.m. / p.m. (hh) (mm) to (hh) (mm) Theme of Field Learning:

Related Area / Topic:

Observation:

Concerned Issue (Category/

Item / Event)

Describe the Event (Content /

Situation)

Areas for reflection

Questions to be explored or further studied

Suggestions and Follow up items or plan

(25)

7. Observation Checklist in Field Learning

I. Environment (*Refer to Booklet 9.5 B. Hazards to health) Actions take to ensure health and safety in the service unit Marks

(1-3)

Good practice / Areas for

Improvement Safety

Mechanical

Lamps, fans / visual equipment hanging on the wall are fixed in a secured manner

Service users will not contact with the parts of machinery and equipment with potential dangers

All the tools and equipment are placed neatly and orderly

Safety instructions, rules and signs are displayed clearly.

Environmental

Enough space is provided for the activities of service users

Floor is flat, without cracks and pitting

Facilities to cater the needs of the disabled, such as handrails, non-slippery surface of floor

Adequate lighting

Passageways are unobstructed

Emergency exits are unobstructed with adequate lighting and signs

Escape routes are clearly shown

Chemical

Chemicals are properly stored and managed

First aid kit is well-equipped and put in the proper position

Flammable items are properly stored and managed.

Fire equipment is adequate and accessible Environmental Hygiene and Disease Prevention

Hygiene Rubbish containers and trashes are sufficient and properly covered

Stagnant water is drained away from the pot plants

(26)

mosquitoes, flies, fleas and other animal-borne diseases.

Disease Prevention

Enough face masks Adequate hand sanitizer.

Good ventilation and air circulation.

II. Service Delivery (Refer to Topic 5B - Health and social care services and agencies)

Types of services

 Health services: General Practices, hospital, dental services, chiropody, physiotherapy, occupational therapy, community health services, dietetic advice

 Social services: residential care, day care and home care, community services, counseling

 Other modes of services: mutual aid groups, support groups on

Internet, hotlines, others: :

__________________________________________

Purposes of service

 Preventive (primary care, education)

 Intervention/curative treatment

 Emergencies (first aid, medical care)

 Rehabilitation (shelter workshops, drug addicts, gamblers, mental illness)

 Others:____________________________________________

Forms of service delivery

 Integrated service / specialised service/centre-based service / outreach service/ home-help service / residential services

Others:____________________________________________

Service items

(27)

III. Professionals in the service unit (Refer to 5A - Professionals in health and social services)

Institutions and settings

hospitals, clinics, health centres, care homes, laboratories, service centres :__________________

*Professionals No. Tasks

 Health services: doctors, nurses, dentists, physiotherapists, occupational therapist, dietitians, healthcare assistants etc.

 Social services: social workers, welfare workers, counselors etc.

Agree Disagree Not Applicable Adequate manpower

Friendly and supportive

Able to meet the needs of the clients

Other opinions:

(28)

IV. Services and activities

Agree Disagree Not Applicable Well-prepared

Good allocation of time Goals achieved

Effective speakers / facilitators Clear objectives to participants

High involvement of participants

Quality interactions among participants

Other opinions:

Other aspects of observation (e.g. atmosphere)

Reflection on observation

(29)

8. Checklist of Communication Skills / Peer Assessment (Refer to Topic 4D, 5A and 5D)

Different Communication Skills Always Often Some times

Never

A. Relationship

Building

1. Show the understanding of the emotional, social and physical needs of the service users 2. Show positive attitudes towards service users 3. Respect the privacy and confidentiality of

service users

4. Treat every service user equally and fairly 5. Understand conflicts and use conflict

management strategies

6. Gives appropriate compliments B.

Active

listening

7. Be active in listening to and understanding the physical, emotional and social needs of service users

8. Take in the whole picture - interpret feelings and emotions as well as factual content, pay attention to vocal cues and nonverbal signals so as to identify the subtle messages

9. Ask questions – to clarify and ensure understanding

10. Paraphrase - restating what the speaker has said in the listener’s own words to verify the accuracy of the listener’s understanding 11. Not to interrupt - allow participants to

(30)

12. Wait for right timing to initiate appropriate conversations

C.

Non-verbal

Communication

13. Use tone, pace, eye contact and posture that show care and concern

14. Maintain appropriate proximity to participants

15. Orient body toward speaker

16. Nod head to exhibit listening and/or understanding

17. Keep smiling

18. Pay attention to participants’ non-verbal language and respond to the message behind (e.g. invite a rest, when appropriate, if participant(s) shows any sign of tiredness) 19. Avoid distracting actions

20. Make no negative signs during communication (e.g. disagreement, disappointment, not interested)

D.

Empathy

21. Understand the Perspectives of Participants - to understand what the speaker sees and feels by putting herself in his shoes

22. Not to project our own needs and intentions onto the speaker

23. Discern exaggeration, bias, prejudice, or emotional hype in language

(31)

9. Communication Skills in Discussion / Interview

A. Open Up Discussion/ Interview

1. Prepare the clients - greet in warm and friendly manner and introduce the members to clients politely

2. Explain and/or negotiate the agenda of the discussion / interview, taking the feeling and expectations of clients into consideration

B. Process - Gather Information

3. Ask about the life event, circumstances, other people that might relate to a specified topic to help elicit clients’ beliefs, concerns, and expectations

4. Assess and understand clients’ problem and desire for more information 5. Ask questions that extend what is being narrated or told

6. Ask for clarification whenever appropriate and necessary

7. Encourages others to engage into communication (applied to group discussion) C. Process – Share Information

8. Give timely response to the questions of the clients

9. Show understanding of the clients’ views on specified topics

10. Clarify details as necessary - exhibit prior preparation to facilitate the communication (e.g. shows understanding of the services that participants are receiving)

11. Give appropriate suggestions based on the information (e.g. healthy lifestyle) D. Closure / conclusion

12. Ask if participants have questions, concerns or other issues

13. Summarize the overall communication and give opportunities to correct or add information

14. Clarify follow-up or contact arrangements, if available

(32)

10. Consent for Interview / Audio / Video Recordings (Group Activity)

Name of Field Learning Agency:

Date / Period of Interview :

Time of Audio- / video-recording :

Venue of Audio- / video-recording:

1. I understand that interview / visual / audio recordings are for learning purpose, I agree to participate in these activities.

2. I request / do not request to re-play / re-listen the recordings.

3. I request / do not request all recording should be destroyed on ____________, and necessary / do not necessary to do it in front of me.

4. I request / do not request if your school published any information about me, I want to have a copy for retention.

Name of Client Signature Date

Name of Student:_________________ Signature:______________ Date:

Responsible teacher:_______________ Signature:______________ Date:

(33)

11. Declaration of Disposition of Personal Data of Client

I agree / disagree to accept the students to have interview / audio / video recordings with me for their field learning task.

(If agree) A student has to follow the undersigned instruction,

1. Keeping my information confidential and protecting my privacy.

2. If there is no dispute, hand in all records containing my personal information (e.g.

written and printed copies, audio or video, computer back up copies, USB copies, etc.) to the responsible teacher to destroy them after completion of the task.

Signature: _______________________

Name of Client: __________________ Date:

**********************************************************************

Declaration of Disposition of Personal Data of Client

Students must fill in this form and hand it to the responsible teacher for filing.

I, the undersigned, declared that:

1. I have full understanding of the principle of keeping confidentiality and protecting the privacy rights of the clients whom I serve / have served during the Field Learning period.

2. If there is no dispute, I will hand in all records (e.g. written and printed copies, audio or video, computer back-up copies, USB copies, etc.) to my teacher containing all the personal data of the clients after confirmation of the final grade of the subject.

Name of Student:_____________________ Signature:_______________________

Class :_________________________ Class No.:_______________________

(34)

12. Student Feedback on Field Learning

 To facilitate communication between students, teachers and the agency, a student can use this form to express his / her concern and comments on field learning tasks for effective learning and teaching.

Name of Student: Class: Date:

Please use 1 - 7 to indicate your level of satisfaction:

Satisfactory Unsatisfactory Field learning helps me apply knowledge

learnt in classroom

7 6 5 4 3 2 1

Field learning facilitates my personal growth

7 6 5 4 3 2 1

The agency which offered field learning has provided adequate learning

opportunities to me to.

7 6 5 4 3 2 1

The observation checklist, fieldnotes and reflective journal facilitate my learning.

7 6 5 4 3 2 1

1. I appreciate the following areas in field learning:

_____________________________________________________________________________

(35)

13. Assessment Criteria of Reflective Journal

Structure of the journal

- Development of ideas (logical sequence/ organization of work) - Presentation (format, style, clarity)

Knowledge / understanding of the Subject

- Application of HMSC theories/ terminology/ ideas

- Use of HMSC framework; issues are analyzed from various perspectives/ levels

Accuracy and application of collected data

- Sufficiency of information collection to support views (collection of 1st and 2nd hand information; the expected performance should be manageable to senior secondary students)

- Collection of field data through essential observation and communication skills

- Accuracy of the collected data

Relevancy of reflection and suggestions for improvement

- Relevancy of reflection (with the theme or selected topic/ authentic field experiences)

- Implications of the field learning – understanding of problems / needs of others

(36)

14. My Reflective Journal

 Process of the activity design

 How the observation / the related data collection methods help address the study questions?

Reflection on activity (Is there any discrepancies on expected outcomes from observation / data collected? Does this activity meet the needs of service users?)

The response to the study questions (Use the theories / terminologies / frameworks to give suggestions)。

(37)

15. Assessment Rubrics For Reflective Journal

1 2 3 4

Structure of the journal

Only parts of the plan are completed

All items of the plan are

completed

Logical

development of ideas with clear presentation

Logical development of ideas with clear

presentation, well

organisation of work (e.g.

with frameworks)

Knowledge /

understanding of the

Subject

Merely describe the activity without HMSC

theories/

terminology/

frameworks

Basic use of HMSC theories/

terminology/

ideas but lack of appropriate explanation and elaboration

Appropriately use, explain and elaborate HMSC theories/

terminology/ ideas with the attempt to apply HMSC

frameworks

Able to apply HMSC frameworks to give in-depth analysis on experience, and also appropriately use, explain and elaborate HMSC theories/ terminology/

ideas

Accuracy andapplication of collected data

Data collection methods are mentioned, such as

observation or interview

Basic use of observation and communication skills as well as relevant data to answer the study questions

Data collected from observation and interaction is sufficiently and accurately used for justification of view points

Both primary and

secondary data are used sufficiently and accurately used for justification of view points

Relevancy of reflection andsuggestions for improvement

Merely describe experiences without responding to the theme

The experiences described can respond to the theme

The experiences described can respond to the theme, and the inspiration from field learning is also clearly stated e.g.

understanding the problems and needs of others

The experiences described can respond to the theme, and the inspiration from field learning is also clearly stated with suggestions given.

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