Technology-Assisted Supervision and Training
Part A
UCLA Health is a leading healthcare system in Los Angeles, California, that integrates the latest technology into its medical practices (UCLA Health, 2023). The use of telemedicine, electronic health records, and digital platforms for remote monitoring are all key components of the UCLA Health approach to patient care (Cho et al., 2021). With the use of these technologies, physicians at UCLA Health can offer their patients remote consultation, supervision, and follow-up care through digital platforms, mobile devices, and video conferencing (George & Cross, 2020). This allows them better to serve patients’ needs in rural and urban areas. Additionally, the technology provides physicians with real-time data, enabling them to make more informed decisions about the patient’s care. For example, with the use of electronic health records, physicians are able to track vital signs and other medical information in real-time, allowing them to monitor better and adjust treatment plans as needed (Jamil et al., 2020). In addition, the technology also allows physicians to access imaging and lab results quickly and accurately, which helps them to diagnose and treat patients with greater efficiency. Overall, the use of technology in UCLA Health allows physicians to provide better supervision and consultation for their patients.
I have had the opportunity to experience Technology-Assisted Supervision and Training firsthand at UCLA Health. The training is offered in a highly technological environment, including computer stations, virtual reality simulators, and software programs. The technology is used to enable healthcare staff to review patient cases, assess treatment options, and simulate medical scenarios that are difficult to replicate in real life.
One of the positive aspects of Technology-Assisted Supervision and Training is the ability to provide an immersive experience for healthcare professionals (Huang et., 2022). Using virtual reality simulators, they can experience complex scenarios with a greater level of realism than they could in a traditional classroom setting. This helps them better understand the complexities of the medical field and be better prepared to handle real-life situations. Another positive aspect of this technology is its ability to provide real-time feedback and guidance (Gong et al., 2022). By having access to data that can be tracked and monitored over time, healthcare professionals can get an accurate picture of their performance. This allows them to make changes to their technique and improve their skillset.
While there are many benefits to Technology-Assisted Supervision and Training, there are some potential drawbacks. For example, since the technology is still relatively new, it may be less reliable and accurate than more traditional methods (Saunders, 2022). Additionally, the cost associated with purchasing and maintaining the equipment can be prohibitive for some organizations. Finally, it may take longer for healthcare staff to adjust to using this type of technology compared to more traditional methods.
In conclusion, Technology-Assisted Supervision and Training provide numerous benefits, such as enhanced patient care, improved training opportunities, and real-time feedback. However, it also presents challenges related to cost and reliability that must be considered before implementing it in a healthcare setting.
Part B
One example of a Technology-Assisted Supervision and Training system is the use of robotics. Robots can be programmed to perform tasks and be used in remote locations to provide care, making them more efficient and cost-effective (Javaid et al., 2021). In addition, robots can provide increased patient safety since they do not have to travel to hospitals for treatment.
Another example is using artificial intelligence (AI). AI-based systems can be used to analyze medical data and make decisions regarding patient care (Esmaeilzadeh, 2020). AI can be used to help detect abnormalities or diagnose diseases before they become more serious, providing early treatment and prevention measures.
When comparing the two TAST examples with UCLA Health’s telemedicine, electronic health records, and digital platforms for remote monitoring services, there are similarities in efficiency and cost-effectiveness, as well as improved patient safety. The major difference is that the two TAST examples are more specialized than telemedicine and digital platforms for remote monitoring, as they focus on a specific type of technology, such as robotics or AI, instead of a wide range of technologies.
Social Work and Social Media
Social media has revolutionized the way people communicate with each other and access information. It has changed people’s lives in so many ways and is an integral part of everyday existence. However, what role does it have to play in the field of social work? This section of the paper will explore how social media has impacted communication among social workers, their clients, and other stakeholders following a case scenario given for this section.
Part A
This behavior is inappropriate for a learner because it violates the NASW Code of Ethics. According to the Code of Ethics, social workers should not disclose confidential information acquired in the course of professional service unless authorized or legally obligated to do so (NASW, 2021). By posting this photo and commenting on Facebook, the learner has potentially shared confidential information that could have compromised the agency’s trust in her and her ability to work with clients effectively.
If I were the agency supervisor, I would address this situation by addressing the breach of professional ethics and standards. I would explain to the learner the importance of maintaining the confidentiality and respecting the privacy of their clients. I would provide them with resources about ethical guidelines and explain why such behavior is unacceptable in social work practice. Finally, I would remind them of the importance of professional boundaries in their interactions with clients and their families.
Part B
As a professional colleague, the school and faculty should take this situation seriously and use it as an opportunity to model and educate learners on the proper use of technology in social work. It is important to address the learner directly to explain why the post was inappropriate and create an understanding of professional boundaries. Faculty should also be proactive and discuss with learners the potential consequences of using technology, such as posting photos, in a manner that violates ethical guidelines. Additionally, faculty can provide guidance on developing boundaries when using social media and digital tools, ensuring learners understand the importance of practicing discretion when representing their school, agency, and profession. They can offer examples of appropriate types of posts for future reference.
Feedback, as stated in the above paragraph, shows support for the individual and gives them constructive ideas for better engaging with social media without breaking any professional rules or standards. In addition, faculty should have students review the National Association of Social Workers Code of Ethics and incorporate those concepts into classroom discussions. Educating them on these expectations will further emphasize the importance of being mindful of their online presence while providing a better understanding of the standards they must adhere to as professionals. This will encourage students to make more informed decisions about what they share online and help them become more responsible members of their communities.
Professional Development Requirements
Part A
Professional development requirements vary by state and jurisdiction in the United States. For example, in New York, a psychologist must complete 36 hours of continuing education (CE) every three years to maintain their license (Rossen et al., 2019). This must include at least three hours of professional ethics, three hours of mental health assessment and diagnosis, and one hour of New York State-specific law and regulations. The remaining CE hours can be completed in any area related to psychology, such as therapy techniques or research methods.
The New York State Education Department also allows some CE hours to be acquired online (Neuwirth et al., 2021). However, all online CE programs must be approved by the New York State Education Department, and some requirements must be met to qualify as acceptable CE. For example, the online course must have a minimum length of two hours, provide a structured learning experience, and require a minimum grade of 80% on an end-of-course quiz or evaluation.
The guidelines for online CE are adequate and should not be modified. The structure of online courses is such that they allow for a learning experience that is often much more comprehensive than what would be obtained through a typical workshop or conference setting. Additionally, requiring a minimum grade on an end-of-course quiz ensures that participants are absorbing the material and are truly engaging with the content. Therefore, these guidelines should remain in place as they are designed to ensure that psychologists are receiving quality professional development opportunities.
Part B
Hello, my two professional colleagues. I am writing to you to compare and contrast the laws in the United States of America with the laws in your respective countries – Britain and China. As professionals in social work, it is important to understand the differences between the laws in each country.
The United States has a robust system of laws that protect individuals and communities, including those in the social work field. For instance, the Social Security Act of 1935 created programs to provide financial support for those who are elderly, disabled, or otherwise unable to work (Suuberg, 2021). Additionally, Title VI of the Civil Rights Act of 1964 prohibits discrimination based on race, color, or national origin in any program or activity receiving federal financial assistance.
In Britain, social workers are regulated by the Health and Care Professions Council (HCPC). The HCPC ensures that social workers have the necessary qualifications and skills to practice safely and effectively (Gallagher et al., 2020). There are also laws in place that protect vulnerable people from exploitation or abuse. The Mental Capacity Act 2005 protects those who lack the capacity to make decisions for themselves (Wilson, 2020). In China, social work is regulated by the Ministry of Civil Affairs (Zheng et al., 2021). This ministry sets out ethical standards for social workers and provides guidance on how to serve those in need best (Zheng et al., 2021). Social workers are also protected from any form of discrimination or abuse by the People’s Republic of China Constitution. The Law on Protection of Minors prohibits the abuse, neglect, or abandonment of minors and requires organizations to provide social services and support to them.
References
Cho, D., Khalil, S., Kamath, M., Wilhalme, H., Lewis, A., Moore, M., & Nsair, A. (2021). Evaluating factors of greater patient satisfaction with outpatient cardiology telehealth visits during the COVID-19 pandemic. Cardiovascular digital health journal, 2(6), 312–322.
Esmaeilzadeh, P. (2020). Use of AI-based tools for healthcare purposes: a survey study from consumers’ perspectives. BMC medical informatics and decision making, 20(1), 1-19.
Gallagher, A., Banks, S., Jago, R., Zasada, M., Austin, Z., & van der Gaag, A. (2020). Exploring the context of fitness to practice concerns about social workers in England: Explanations beyond individuals. Ethics and Social Welfare, 14(2), 187–203.
George, L. A., & Cross, R. K. (2020). Remote monitoring and telemedicine in IBD: are we there yet? Current Gastroenterology Reports, pp. 22, 1–6.
Gong, L., Song, Y., Xu, Y., Wang, M., Ma, H., Liu, W., … & Hao, L. (2022). The use of a technology-assisted and teacher-supervised online discussion platform to promote academic progress in blended embryology courses. BMC Medical Education, 22(1), 1-10.
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NASW. (2021). NASW, National Association of Social Workers. Retrieved February 4, 2023, from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141-156.
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Wilson, K. E. (2020). The abolition or reform of mental health law: how should the law recognize and respond to the vulnerability of persons with mental impairment? Medical Law Review, 28(1), 30–64.
Zheng, G., Zhang, X., Wang, Y., & Ma, M. (2021). The strengthening mechanism of the relationship between social work and public health under COVID-19 in China. International Journal of Environmental Research and Public Health, 18(19), 9956.
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