Browsing by Author "Jackson-Jordan, Elizabeth"

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    COVID-19 and Clinical Pastoral Education: How ACPE Educators Pivoted Amid the Pandemic
    (Sage, 2022-03) Szilagyi, Csaba; Tartaglia, Alexander; Palmer, Patricia K.; Fleenor, David W.; Jackson-Jordan, Elizabeth; Sweeney, Sarah Knoll; Slaven, James E.; Biostatistics and Health Data Science, Richard M. Fairbanks School of Public Health
    Clinical Pastoral Education (CPE) programs faced extraordinary challenges during the COVID-19 pandemic. We examined how ACPE-certified educators responded to maintain program delivery. Survey results (n = 210) suggested a substantial and abrupt increase in remote delivery for CPE instruction and supervised clinical practice, primarily driven by those previously fully in-person. Respondents reported abrupt changes impacted 1152 students. Participants rated their utilization and helpfulness of professional, organizational, and technology resources during the pivot and beyond.
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    Delivering Clinical Pastoral Education (CPE) Remotely: Educators’ Views and Perspectives During the COVID-19 Pandemic and Beyond
    (Sage, 2022-09) Szilagyi, Csaba; Tartaglia, Alexander; Palmer, Patricia K.; Fleenor, David W.; Jackson-Jordan, Elizabeth; Knoll Sweeney, Sarah; Slaven, James E.; Biostatistics and Health Data Science, Richard M. Fairbanks School of Public Health
    Many Clinical Pastoral Education programs pivoted to remote delivery during the COVID-19 pandemic. Our survey explored educators' preparedness, self-efficacy, and views regarding remote Clinical Pastoral Education. Few respondents were either very (14.2%) or not at all (16.5%) prepared. Most were confident facilitating remote learning (69.8%-88.5%), believing remote Clinical Pastoral Education can achieve outcomes equivalent to in-person (59.1%). Six qualitative themes emerged: educator development, educator challenges, remote Clinical Pastoral Education efficacy, remote group dynamics, clinical practice/supervision implications, and benefits and opportunities.