Department of Social Work and Social Care, School of Social Policy, Muirhead Tower, Edgbaston, Birmingham, England.
Syst Rev. 2022 Dec 12;11(1):266. doi: 10.1186/s13643-022-02125-w.
Good interpersonal communication is the cornerstone of social work practice, enhancing the outcomes of people in receipt of its services. Social workers' communication skills are often identified as an area of concern. Communication skills can be developed and refined through training or education. The teaching and learning of communication skills is firmly embedded in many social work qualifying courses; however, considerable heterogeneity exists regarding such complex interventions and the theoretical underpinnings of which have not been made explicit. Realist synthesis can help explain how, why, for whom and in what circumstances an intervention might work, which is an important first step for helping educators to tailor courses to meet the needs of different learner groups and, where applicable, the employing agencies and government departments who fund them.
Realist synthesis is an interpretive, theory-driven and explanatory approach that aims to explain the interplay between the context, mechanisms and outcomes of interventions. This realist synthesis seeks to understand and explain to what extent, how, why, for whom and in what circumstances complex educational interventions aimed at teaching communication skills to social work students produces its effects. A five-step process will be followed iteratively. In step 1, the initial programme theory will be developed. Step 2 will involve searching for evidence. In step 3, selection and appraisal will take place. Step 4 requires data to be extracted and organised, and in step 5, data will be analysed and synthesised.
The teaching and learning of communication skills in social work education is under theorised. The findings from this realist synthesis aim to help policymakers and educators make informed decisions about the design and delivery of complex educational interventions aimed at improving the communication skills of social work students. The realist synthesis will be conducted and reported in accordance with the RAMESES guidelines and standards.
The review is registered with the Open Science Framework. https://doi.org/10.17605/OSF.IO/BYHC7.
良好的人际沟通是社会工作实践的基石，能够提升接受其服务的人们的效果。社会工作者的沟通技巧通常被认为是一个令人关注的领域。沟通技巧可以通过培训或教育来发展和完善。沟通技巧的教学已经牢固地嵌入到许多社会工作资格课程中；然而，对于这种复杂的干预措施以及其理论基础，存在着相当大的异质性，这些尚未被明确。现实主义综合可以帮助解释干预措施如何、为什么、为谁以及在什么情况下可能有效，这对于帮助教育者根据不同学习者群体的需求来调整课程，以及在适用的情况下，为资助他们的雇主机构和政府部门提供帮助，是一个重要的第一步。
现实主义综合是一种解释性、理论驱动和解释性的方法，旨在解释干预措施的背景、机制和结果之间的相互作用。本次现实主义综合研究旨在理解和解释，旨在向社会工作学生教授沟通技巧的复杂教育干预措施在何种程度、如何、为何、为谁以及在何种情况下产生其效果。将遵循一个五步骤的迭代过程。在步骤 1 中，将制定初始方案理论。步骤 2 将涉及搜索证据。在步骤 3 中，将进行选择和评估。在步骤 4 中，需要提取和组织数据，在步骤 5 中，将对数据进行分析和综合。
社会工作教育中沟通技巧的教学缺乏理论支撑。本次现实主义综合研究的结果旨在帮助政策制定者和教育者就旨在提高社会工作学生沟通技巧的复杂教育干预措施的设计和实施做出明智的决策。现实主义综合将按照 RAMESES 指南和标准进行和报告。
该综述在开放科学框架（Open Science Framework）上进行了注册。https://doi.org/10.17605/OSF.IO/BYHC7。
Zotero 插件
