No / The aim of this project was to explore the feasibility and identify the issues of using mobile technologies in the assessment of health and social care students in practice settings. We report here on a case study, which took place between a University department and varied clinical settings where students were on placement. Twenty-nine student midwives and five members of lecturing staff took part in the study and were issued with PocketPCs on which to record assessment documentation including action plans and evidence of achieving performance criteria. Qualitative data were obtained from three focus groups with student midwives and individual interviews with their link lecturers and quantitative data were gathered through short questionnaires to provide simple descriptive statistics. Findings indicated that students preferred the neatness and durability of the PocketPC to the paper based format, which became worn overtime. The ability to add to notes and references as and when appropriate was welcomed. However, anxiety about losing the device or material stored within it proved to be a major constraint. Lecturing staff found that synchronising the device with the University electronic diary system was extremely useful whilst clinical staff approached the change with varying levels of acceptance or dismissal. Introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support.

No / The aim of this project was to explore the feasibility and identify the issues of using mobile technologies in the assessment of health and social care students in practice settings. We report here on a case study, which took place between a University department and varied clinical settings where students were on placement. Twenty-nine student midwives and five members of lecturing staff took part in the study and were issued with PocketPCs on which to record assessment documentation including action plans and evidence of achieving performance criteria. Qualitative data were obtained from three focus groups with student midwives and individual interviews with their link lecturers and quantitative data were gathered through short questionnaires to provide simple descriptive statistics. Findings indicated that students preferred the neatness and durability of the PocketPC to the paper based format, which became worn overtime. The ability to add to notes and references as and when appropriate was welcomed. However, anxiety about losing the device or material stored within it proved to be a major constraint. Lecturing staff found that synchronising the device with the University electronic diary system was extremely useful whilst clinical staff approached the change with varying levels of acceptance or dismissal. Introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support.

The purpose of this study was to examine counselor's self- perceived multicultural counseling competency (MCC) between counselors working in rural, suburban and urban communities across the Commonwealth of Virginia. The study compared professional counselors' perceptions of their own multicultural counseling competence based on the counselor's geographic area of origin, current geographic practice setting, and counselors' intersections of identities to better understand counselor MCC as it relates to cultural diversity. Sample data was collected through professional counseling organizations in Virginia. Participants completed a demographic survey as well as the Multicultural Awareness Knowledge Skills Survey-Counselor Edition-Revised (MAKSS-CE-R) to measure self-perceived MCC. Results indicate that there was no difference in self-perceived MCC among professional counselors in Virginia based on their practice location or area of origin (i.e. hometown). However, counselor's identified race/ethnicity were predictor's of self-perceived MCC. Findings suggest that training programs may be providing adequate opportunities for counselors to develop MCC. Allowing innovative approaches through technology, consultation, and adherence to the ACA Code of Ethics (2014) could be sufficient in counselor MCC regardless of geographic practice location. / Doctor of Philosophy / The purpose of this study was to understand how counselors in Virginia perceived their cultural competence. The researcher examined how counselors rated their own cultural competence in relation to the geographic location in which they grew up, currently work, as well as general demographic characteristics, to better understand counselors’ competence when working with diverse peoples. Participants completed a demographic survey as well as the Multicultural Awareness Knowledge Skills Survey-Counselor Edition-Revised (MAKSS-CE-R), which measures counselor cultural competence. Results indicate that there was no difference in perceived cultural competence among professional counselors in Virginia based on the geographic area where they worked or grew up. However, counselors who identified as a racial/ethnic minority also perceived themselves as having greater cultural competency. Findings suggest that training programs may be providing adequate opportunities for counselors to develop cultural competence. Allowing creative approaches through technology, consultation, and implementation of counselor’s professional codes of ethics could be enough for counselors to feel competent when working with diverse peoples, regardless geographic practice location.