All Field Scholar

Transfer of learning to the field: A follow-up with child welfare MSW students after an intensive clinical training

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Abstract 

This article follows-up on a 2013 randomized trial where MSW students were taught Motivational Interviewing (MI). To assess experiences with the MI training, focus groups were held with students seven months post training. Student perceptions of the MI training, maintenance of skills learned with an emphasis on how they transferred training to their field practice and the role of field instructors was explored. Findings suggest that students were able to maintain basic MI skills but had difficulty transferring greater elements of the training to practice. The role of the field instructor was instrumental in whether students did or did not use MI in practice post training.

Keywords: clinical training transfer to field, motivational interviewing, transfer of learning, field instruction
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Evidence-based practice in social work curriculum: Faculty and field instructor attitudes

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Abstract

Evidence-based practice (EBP) continues to be debated among social work educators, as well as practitioners, while many funding sources are calling for accountability demonstrated by use of EBP. While social work faculty members and field instructors may agree that EBP should be used, reaching consensus on the definition of EBP and incorporation into teaching and practice is difficult. This study considers social work faculty and field instructors’ attitudes regarding opportunities and barriers to adoption and use of EBP in social work classrooms and field placements. Results showed that field instructors, more than faculty, perceived greater opportunities to use and adopt EBP into practice.

Keywords: Evidence-Based Practice, Field Placement, Social Work Curriculum, Social Work Faculty, Field Instructors

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A Qualitative Study of BSW Students’ Cultural Competence Preparedness to Uphold Client Dignity

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Abstract

This qualitative study, informed by grounded theory, examined junior-level Bachelor of Social Work (BSW) students’ preparedness in cultural competence skills to treat clients with respect and uphold their dignity. The researchers used Hicks’ (2013) elements of dignity, along with questions related to cultural competency, to guide a focus group with students. Overall, the students expressed readiness in the classroom to serve clients. However, some expressed uneasiness with knowing how to apply the practice skills learned in the classroom when in their field practicum. Case studies and skill lab modules could support students’ real-life skills with clients.

Keywords: social work, client dignity, cultural competence, field practicum, BSW program
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A Field Practicum Experience in Designing and Developing a Wellness Initiative: An Agency and University Partnership

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Abstract

Increasing complexities in field education require new field practica models.  Concomitantly, growing evidence supports the need for wellness initiatives in social service organizations.  This article describes a piloted model of a partnership between two universities and an agency, in which MSW students’ field practicum focused on conceptualizing, planning, implementing, and evaluating a wellness initiative at a social service organization.  The article offers a template for other professional programs to adapt.  The authors describe the components of the field practicum, in relation to EPAS competencies.  The authors critique the placement experience, concluding with future recommendations and further applications.

Keywords:  Wellness Initiative; Scholarship of Teaching-Learning (SoTL); Agency and University Partnership; Field placement model; Competencies
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Field Manuals: A road map to student learning?

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Abstract

Twenty baccalaureate social work field education manuals from New York State were examined for the content they contained related to student assessment, how they linked theory and practice, and student responsibility in their learning and behavior. Data are examined in the context of the Council on Social Work Education’s Educational Policy and Accreditation Standards (CSWE EPAS) and current literature. Findings highlight the range of content both in areas covered and depth of detail. Results provide a foundation for field programs to compare their manuals as they make revisions for EPAS 2015 and build on recommendations made in the 2014 CSWE Field Education Summit.

Keywords: field education, manuals, CSWE EPAS, assessment, professional behavior
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