Abstract
Morgan & Spargo (2017) identify that traditionally nurses and other professionals including medical, social work and education, feel underprepared by their undergraduate education to work in the field of safeguarding children. Furthermore, Paavilainen, Åstedt-Kurki, Paunonen-Ilmonen, & Laippala, (2002), Paavilainen & Tarkka, (2003), Bennett, Plint, & Clifford (2005), Pabia›, Wroska, Åšlusarska, & Cuber (2010) also report particularly for children's nurses that they have limited exposure to safeguarding during their pre-registration education. Morgan & Spargo (2017) further identify that this maybe as a result of qualified practitioner reluctance to allow those students to participate in safeguarding children practice because of what is termed a pervasive notion of protection. In that they wish to protect the student from the rigours of safeguarding work given the emotional context in which this takes place.
Sigma Membership
Upsilon Xi at-Large
Lead Author Affiliation
Swansea University, Swansea, Wales, United Kingdom
Type
Presentation-Oral Standard Event
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Safeguarding, Safeguarding Children, Safeguarding Education, Interprofessional Collaboration, Nursing Education
Recommended Citation
Morgan, Llewellyn David, "Interprofessional collaboration: Developing students safeguarding skills" (2020). General Submissions: Presenations (Oral and Poster). 39.
https://www.sigmarepository.org/gen_sub_presentations/2020/presentations/39
Conference Name
Sigma European Region Annual Conference
Conference Host
European Region - Sigma
Conference Location
Virtual Event
Conference Year
2020
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Interprofessional collaboration: Developing students safeguarding skills
Virtual Event
Morgan & Spargo (2017) identify that traditionally nurses and other professionals including medical, social work and education, feel underprepared by their undergraduate education to work in the field of safeguarding children. Furthermore, Paavilainen, Åstedt-Kurki, Paunonen-Ilmonen, & Laippala, (2002), Paavilainen & Tarkka, (2003), Bennett, Plint, & Clifford (2005), Pabia›, Wroska, Åšlusarska, & Cuber (2010) also report particularly for children's nurses that they have limited exposure to safeguarding during their pre-registration education. Morgan & Spargo (2017) further identify that this maybe as a result of qualified practitioner reluctance to allow those students to participate in safeguarding children practice because of what is termed a pervasive notion of protection. In that they wish to protect the student from the rigours of safeguarding work given the emotional context in which this takes place.