The Field Educator: A Scholarly Journal from the Simmons University School of Social Work

Social Work Field Education During the COVID-19 Pandemic: A Scoping Review of the Literature

Published April 2023

Abstract

In response to the COVID-19 pandemic, the Council on Social Work Education modified field education delivery methods and reduced the number of required field hours. Consequently, schools of social work and field agencies employed online and other methods of distance learning to fulfill field education requirements. This scoping review synthesizes available literature on social work pedagogical approaches to field education during the COVID-19 pandemic, identifies knowledge gaps in the literature for future studies, and suggests the need for proactive disaster preparation for future field challenges. Eleven peer-reviewed articles are included in this review. We describe the challenges and achievements experienced by schools of social work, students, and field supervisors. Findings indicated five themes: (a) remote field work, (b) alternate activities, (c) communication, (d) technology, and (e) early termination with clients. Suggestions illuminate implications for best-practice scenarios to promote future disaster preparedness.

Keywords: social work; social work pedagogy; field education; COVID-19

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Closing the Mental Health Treatment Gap Through Field Education: A Call to Action

Published April 2023

Abstract

Seventy-five to ninety percent of individuals affected by mental illness do not receive the treatment they need, largely due to the shortage of mental health professionals. Common Mental Disorders (CMDs) like depression and anxiety constitute a large part of the disease burden of mental illness and can be treated effectively with low-cost, low-resource psychosocial interventions that can be delivered by trained paraprofessionals. Social work education can contribute to closing the treatment gap for mental illness by training Bachelor’s of Social Work (BSW) students to deliver evidence-based interventions for CMDs during their field education experience, and thereby meet a critical need in their communities.

Keywords: mental health treatment gap; social work education; evidence-based psychosocial interventions; field education; common mental disorders, task-sharing; social work Grand Challenges; CSWE competencies; Problem Management Plus

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Understanding the Impact of the COVID-19 Pandemic on Social Work Field Placements: A Student’s Perspective

Published April 2023

Abstract

This study seeks to understand how the COVID-19 outbreak impacted social work students completing field placements during the spring 2020 semester. In May 2020, a national survey was distributed soliciting information from MSW and BSW field students to examine their perspectives on their universities’ and field agencies’ responses to disruption of field education courses. The survey instrument consisted of seven open-ended questions pertaining to the potential impact COVID-19 had on students during their spring 2020–semester field placement, and the final question asked students to voluntarily submit a photo of their work space during the pandemic. Data were analyzed using QDA Miner. Analysis made use of open coding and directed coding using themes derived from the literature and the survey questions. Results revealed that while some field placement students received support, guidance, resources, and communication from their agencies and universities, many did not. Moreover, many students experienced unexpected ethical dilemmas and frustrations associated with the abrupt termination of relationships with clients. These findings are used to formulate policy recommendations for universities and field agencies regarding sudden transition to remote work during a pandemic-related shutdown.

Keywords: field education; ethical dilemmas; COVID-19; university policies; termination

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Field Instructors’ Perspectives on Educating Social Work Students in the Mandatory Reporting of Child Abuse and Neglect

Published October 2022

Abstract

This mixed-methods study examined field instructors’ (N = 58) perspectives on how to prepare social work students for mandatory reporting of child abuse and neglect. One-way analysis of variance (ANOVA) examined differences in field instructors’ perspectives of their educational roles and responsibilities by program level. Overall, field instructors strongly agreed that schools need to prepare students regarding their role as mandatory reporters (M = 1.61, SD = 0.78), and moderately agreed that schools do a good job in this endeavor (M = 2.57, SD = 0.95). Field instructors thought Master of Social Work (MSW) students had better awareness of mandatory reporting at the start of practicum [(F(2, 41) = 2.95, p = 0.06] compared to Bachelor of Social Work (BSW) or a mixed cohort of BSW/MSW students. Thematic analysis examined students’ expected knowledge and skills before, during, and after field education regarding mandatory reporting. The following themes emerged: 1) knowledge of child abuse and neglect; 2) knowledge of professional roles and boundaries; 3) knowledge of the processes involved in reporting child abuse and neglect; and 4) preparation through experiential learning. Implications for integrating legislative and ethical responsibilities into social work education are offered.

Keywords:field instructors; field education; mandatory reporting; child abuse and neglect; online survey

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The Vital Role of Field Supervisors’ Perspectives:
Connecting the Field Setting to Social Work Competencies

Published October 2022

Abstract

Field education is the signature pedagogy of social work education, yet there has been criticism by field education scholars regarding its assessment and evaluation. In this qualitative inquiry, I used focus groups to inquire about how field supervisors understood educational competencies as applied to their students. Over half of the themes that emerged were associated with self-reflection, interpersonal challenge, or emotional readiness. Recentering the perspectives of field supervisors may provide new avenues to improve field assessment and evaluation.

Keywords: field education; field supervision; competencies; social work education

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MSW Field Syllabi Analysis: The Crossroads of Intersectionality and Social Work Field Education

Published October 2022

Abstract

In order to be competent social workers, it is necessary for social work students to understand who they are and how their experiences shape their perceptions of the world. Exploring how one’s unique identity characteristics influence or limit access to systems of power and privilege is the essence of intersectionality. This exploratory, qualitative study aimed to examine the degree to which intersectionality was infused into MSW field syllabi. The implications of the findings suggest that intersectionality is not fully integrated into MSW field syllabi. Results of this study summarize opportunities within social work education to increase students’ awareness of intersectionality.

Keywords: intersectionality; MSW field education; syllabi; social location; EPAS

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Reflective Supervision Training Model: Impact on the Supervisory Working Alliance

Published October 2022

Abstract

Reflective supervision scaffolds a stronger supervisor working alliance (SWA), or supervisor–trainee relationship, which is critical to trainees’ skill development. Given supervisory trainings’ positive impact on these dynamics, and the increased need for access to these trainings, an asynchronous online training program for clinical supervisors was assessed to evaluate its impact on the SWA during social work and counseling field placements. Findings revealed supervisors’ satisfaction with the training, and improved SWA from pre- to posttest for both trainees and supervisors, with supervisors’ years of experience playing a unique role. This study supports the establishment and participation of supervisors in an asynchronous training program.

Keywords: clinical fieldwork; reflective supervision; working alliance; social work; counseling

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Training Field Instructors:
Beyond the Stated Needs

Published April 2022

Abstract

The Council on Social Work Education requires field directors to provide orientation and ongoing training to field instructors. In the authors’ experience, participants at national field director committee meetings and regional field director consortium gatherings regularly propose collaboration on resources for field instructor training materials. This research arose from that expressed need. A national survey of social work field directors collected the essence of what respondents felt field instructors needed to know in order to enhance student competence effectively. Results reinforced the need for a collaborative repository of educational resources, but also revealed a lack of agreement on what field instructors need to know beyond orientation topics, which are often program specific. Development of national field instructor competencies supported by evidence-informed training materials are necessary next steps. Still, they should be considered transitory to a more fundamental system change that does not rely heavily on overloaded agency-based practitioners for intensive teaching.

Keywords: field instructor training; field education; training modalities

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Social Work Field Practicum Instruction During COVID-19:
Facilitation of the Remote Learning Plan

Published April 2022

Abstract

In social work, integration of theory and practice primarily occurs within the practicum. For practitioners, enacting the role of field instructor is associated with both personal and professional benefits. The COVID-19 pandemic led to dramatic challenges in this role, given that many student placements transitioned from in-person to remote engagement. This study explores the experience of field instructors in supervising social work students who were engaged in remote learning plans. Their experiences followed a continuum from crisis to developing a “new normal,” with opportunities that augmented and, occasionally, had benefits over traditional approaches to field education.

Keywords: Canada; COVID-19; field education; remote learning; virtual learning

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From Abstraction to Clarity: Centering Human Rights in Field Education

Published April 2022

Abstract

Social work department mission and vision statements are replete with commitments to human rights as central to social work aims. However, a gap exists in the literature regarding field students’ transfer of human rights comprehension into human rights practice in field practicum. This paper takes conversations about human rights from the peripheral and brings them into focus by providing clarity to the implementation of human rights theories, concepts, and competencies in field education. Authors outline an eight-module curriculum that assists field supervisors, field educators, and field students to sustainably integrate social work practice and human rights practice into field education.

Keywords: field education; field practicum; human rights; seminars

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Faculty Field Liaisons:
Ambassadors of Implicit Curriculum

Published April 2022

Abstract

The Council on Social Work Education (CSWE) requires social work education programs to assess both the implicit curriculum and the explicit curriculum. There is a divergence in the literature regarding these types of curricula; research on explicit curriculum is prevalent, while research on implicit curriculum is nominal. The implicit curriculum for social work education provides a powerful mechanism for assessing the atmosphere and culture of the learning environment for students. The field program is a natural, if challenging, venue for social work programs’ assessment of their implicit curriculum. As such, the role of the faculty field liaison becomes a critical piece in understanding the implicit nature of the field education experience. This research project explored for purposes of program evaluation the role and responsibilities of faculty field liaisons over five years, using exit surveys completed by graduate-level social work students (N = 168) and their assigned field instructors (N = 244). The findings suggest that the role and responsibilities of the faculty field liaison—especially when staffed by a full-time tenure-track faculty member—for both groups of respondents contributed to higher rates of satisfaction with the overall field experience, a desire for more site visits, and more effective relationships.

Keywords: faculty field liaison; implicit curriculum; field experience; social work

The Council on Social Work Education ([CSWE] 2015) requires social work education programs to assess both the implicit and the explicit curriculum. There is a divergence in the literature regarding these types of curricula; research on explicit curriculum is prevalent, while research on implicit curriculum is nominal. The implicit curriculum for social work education provides a powerful mechanism for assessing the atmosphere and culture of the learning environment for social work students—especially given that the field education experience is viewed as the profession’s signature pedagogy (Shulman, 2005) and is governed by stringent standards (Grady et al., 2018).

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Striving, Surviving, but Not Thriving:
Mental Health Trainees Adjusting During COVID-19

Published December 2021

Abstract

COVID-19 has introduced mental health professionals to unprecedented levels of distress. Mental health trainees have also experienced considerable transitions in their work, school, and personal lives; however, few studies have investigated the impacts on their wellbeing. This brief, qualitative study surveyed two focus groups consisting of mental health trainees to elicit their perceptions and experiences of adjusting during the onset of COVID-19. Two key themes emerged: “Striving and Surviving,” and “Not Thriving.” These themes represent the spectrum of adjustment profiles the trainees reported. Implications for the training of mental health professionals and support of their wellbeing are discussed.

Keywords: mental health trainees; COVID-19; practica; social work students

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Field Instructors’ Perceived Benefits of and Barriers to Student-Led Field Research Projects

Published December 2021

Abstract

Research demonstrates a chasm between the instruction of practice-informed research and research-informed practice in field education. Drawing on surveys, this study explores the perceived benefits of and barriers to student-led field-based research projects among social work field instructors at a private university in southern California. Key benefits identified included improved service delivery and professional connections between research and practice, while key barriers included lack of time and limited employer reward for supporting student research. Field instructor training, field visits, and student preparedness were noted as beneficial supports to enhance research–practice collaborations between community agencies and social work programs.

Keywords: field-based student research projects; field instructor perceptions; benefits and barriers to field-based research

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Field Instructors as Professional Gatekeepers: A Qualitative Study of Gatekeeping Influences

Published December 2021

Author’s Note: This article is based on doctoral dissertation research completed by the author on a stakeholder analysis of a baccalaureate social work program. Results of the full stakeholder analysis were published in the winter 2019 issue of the Journal of Social Work Education. A second article, published in the spring 2019 issue of Field Educator, presented new findings on field instructors’ experiences supervising practicum students with challenging behaviors. This article offers additional findings specific to field instructors and their perspectives on professional gatekeeping. Only data pertaining to gatekeeping in field education were included in the analysis reported here. No results or data are duplicated in the three manuscripts.

Abstract

Field instructors play a significant role in students’ social work education. Professional gatekeeping is an ongoing process of evaluating students’ competence and professional suitability. Gatekeeping responsibility often falls to field instructors during practicum. In this exploratory qualitative study, 13 social work field instructors acknowledged an obligation to be professional gatekeepers when they supervised practicum students. Field instructors described four primary considerations influencing their performance of gatekeeping activities: identification with multiple field instructor roles, ethical obligations as a professional social worker, commitment to their students, and support from the university. Findings may be used for training and supporting field instructors.

Keywords: field education; professional gatekeeping; student supervision; social work practicum; field instructors

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BSW Students in Field: Factors Contributing to the Internship Experience

Published June 2021

Abstract

Drawing on field evaluation surveys, this qualitative case study explored one BSW senior cohort’s (N = 29) perceived characteristics for successful completion of field, experience with field supervisor, and positive aspects of and concerns related to internship placement. Using thematic analysis, findings revealed that students emphasized initiative and flexibility as two characteristics that were important to being successful in practice settings. Learning opportunities and work environment were identified as positive aspects of internship sites, while lack of placement support and poor supervision emerged as two key concerns. Results will inform professionals and educators of strategies to support students’ professional development through field education.

Keywords: field internship; social work education; BSW student experience

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Preparing Students for Trauma Exposure in Field Education Settings

Published May 2021

Abstract

Over a two-year period, Master of Social Work (MSW) field education students were asked to complete measures on their trauma histories and trauma symptoms to assess their risk for secondary traumatic stress (STS) and vicarious trauma (VT) when in field placements. Results of the study found that a significant number of students had trauma histories, that they developed symptoms of STS while in their field experience, and that some developed symptoms of VT. Results indicate the necessity for trauma training, including self-care, for all faculty members, supervising field instructors, and student interns to support the field experience.

Keywords: field education; secondary traumatic stress; vicarious trauma; social work; master’s students

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Integrating Practice Research into Social Work Field Education

Published May 2021

Abstract

Social work field education is considered a key element of social work education. While many field education placements traditionally have focused on teaching practice-based skills and integrating theory into practice, it is also critical to incorporate research into social work practice and field education. This article discusses how practice research can be integrated into social work field education by drawing upon a training module designed for this purpose by the Transforming the Field Education Landscape (TFEL) partnership. Implications and recommendations for practice research and field educators are provided.

Keywords: field education; practice research; social work; practicum/internship

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Preparing Students for Field Education Using Innovative Field Labs and Social Simulation

Published January 2021

Abstract

Field education is considered the signature pedagogy of social work education and the fundamental location for the implementation of learning into practice. Preparing students for the field is paramount to their success. This paper explores the use of field labs in combination with simulation conducted in a controlled environment outside of the classroom to prepare social work students for their first field placement. Students participating in the program (N = 22) completed both a pre- and post-assessment of their knowledge of safety as measured on an objective exam and self-estimate of counseling skills as measured on the Clinical Self Estimate Inventory. Results of a series of paired-samples t-tests with a Bonferroni correction indicated that knowledge and self-estimate of these skills had statistically significant increases (p < .007), supporting the concept of field labs in conjunction with simulation as valuable tools in preparing social work students for entrance into field education.

Keywords: field education; simulation; field seminar; social work education

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Building a Better Field Seminar

Published January 2021

Abstract

In this small-scale study of 130 respondents from the CSWE Field Directors listserv, the research explores the pedagogical challenges and opportunities of teaching social work field seminars. Adult learning theory and the integration and implementation of self-directed learning become the genesis for a better understanding of how to teach a seminar in a way that engages students in active and reflective learning. This analysis provides a platform for understanding the fundamental pedagogical requirements of teaching field seminars in social work education.

Keywords: field education; field seminar; adult learning theory; student-led

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Evaluating Student Outcomes in Field Education with a Standardized Instrument: The Updated Field Practicum Placement Assessment Instrument (SWEAP 2015 FPPAI)

Published January 2021

Abstract

The SWEAP 2015 Field Placement/Practicum Assessment Instrument is a standardized measure of student attainment in field practicum/placement, designed to align with the 2015 Educational Policy and Accreditation Standards of the Council on Social Work Education (CSWE, 2015). The tool is used by field instructors in undergraduate social work programs and in the generalist year of graduate programs to assess student competency across the nine CSWE Core Competencies. Analysis of data on 4,209 students from 66 undergraduate social work programs and 795 generalist-year master’s-level social work students from 10 graduate programs supports the reliability, validity, and utility of the instrument.

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Finding Empathy in Error: Student Consideration of Multiple Approaches to Interprofessional Education

Published January 2021

Abstract

Health care professions are emphasizing the importance of well-functioning teams to improve health outcomes. Educating students in professional silos has been the tradition in higher education, but this separate approach has come under scrutiny for creating barriers to addressing the complexity of today’s health care system in the United States. Collaborative problem solving is necessary to end health disparities and medical error. The authors discuss an interprofessional internship using multiple approaches to interprofessional education that embrace interactive learning, and explore educational opportunities from the students’ point of view. The authors highlight observations about reluctance within the student interprofessional teams to make mistakes or to explain miscommunication supporting research evidence, suggesting that students harbor fears of disrupting hierarchy and the status quo.

Keywords: error; social work; interprofessional; SDOH

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How Many Hours is Enough? The Effects of Changes in Field Practicum Hours on Student Preparedness for Social Work

Published May 2020

Abstract

The field practicum is social work’s signature pedagogy, but no empirical research has established how many hours students need to develop professional competence. Extensive hours pose hardships for working students, so research should determine minimum and optimal numbers of practicum hours. This quasi-experimental study evaluated changes to field hours for BSW, Foundation MSW, and Advanced MSW students. Reduced hours did not harm BSW and Advanced MSW students’ preparedness. However, increased hours may have aided Foundation MSW students’ skill development. Social work programs should consider students’ professional development and their school, work, and family obligations when setting field practicum hours requirements.

Keywords:  field practicum; field hours; practice readiness; social work internship; evaluation

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Graduating Seniors Prepare Classmates for Practicum

Published May 2020

Abstract

This qualitative study explored the advice of graduating BSW students (N=180) to upper-level students about to embark on their practicum field experience. Using a content analysis methodology, students’ field experience reflections on preparing for the practicum centered on three major themes:  practical tips for picking a practicum, being teachable, and finding value in the practicum experience. The desired goal for this inquiry was to provide information that would prove useful to students entering their practicum experience, the field instructors providing on-site supervision, and the BSW field directors conducting orientation to both of these groups.

Keywords:  practicum; BSW students; content analysis; field experiences

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Generational Learning in Social Work: Is it Them or Us?

Published May 2020

Abstract

Field education is the signature pedagogy of social work programs, serving to develop the skills and competencies required for this professional designation. This qualitative study explores the experiences of social workers supervising students in the current millennial and Z generations in their social work field placements. Field supervisors indicated challenges particular to the current generation of social work students as coming in the form of a lack of confidence, initiative, and work ethic, and difficulty accepting feedback and engaging in critical self-reflection. The findings highlight the need for social work educators to revisit traditional approaches to teaching and evaluation. 

Keywords: social work; field education; generation; qualitative 

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Selection of Field Education Management Software in Social Work

Published May 2020

Abstract

As the signature pedagogy of social work education, field education is a critical and complicated aspect of program development. Effectively managing this complex process is a priority and requires a significant amount of administrative activity to maintain compliance and manage experiences for all stakeholders. While countless field placement software platforms are available to streamline processes and improve efficiencies, little guidance is available to support programs to strategically evaluate, select, and implement a software platform. In this article, the authors provide a model for vetting field placement software using a case study. The article concludes with implications for other universities considering adopting software to manage placements within their social work field education departments.

Keywords: social work; field education; placement software; technology; case study

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Self-Care Among Field Practicum Supervisors: Assessing The Self-Care Wellshop™

Published October 2019

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Abstract

Few studies have empirically examined training approaches aimed at improving self-care among field supervisors. This brief documents the assessment of The Self-Care Wellshop™, a training that was delivered to field supervisors (N=40) in one southeastern state. Evaluators employed a retrospective pre-post design to examine variables of interest. Overall, findings indicate that participants were satisfied with the training. As well, analyses reveal significant increases in self-care knowledge and value associated with self-care. Data from this study suggest that specific attention to proffering self-care trainings to field supervisors can be beneficial and may have implications for socializing students matriculating into the profession.

Keywords: Self-Care; Training Model; Field Supervisors
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“How to Connect the Two”: Social Media in Field Education

Published October 2019

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Abstract

Social media use is growing rapidly among the general public. This study examined social media use patterns among field instructors and explored the benefits and barriers of using social media in field education. Data were collected through a cross-sectional survey with close- and open-ended questions. A total of 153 field instructors participated. The results showed that the majority of field instructors have not used social media in field education. They also identified advantages and challenges of social media use in field education. Future research should further explore how social media can be used to strengthen the field education effort.

Keywords: social media; social networking; field education; social work education; student supervision
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Challenges and Recommendations for Rural Field Education: A Review of the Social Work Literature

Published October 2019

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Abstract

Individuals in rural communities are in need of social workers who are prepared to address their needs. Field education helps prepare students for professional practice, and should be structured to address the needs of rural communities. This literature review examines the social work literature for best practices in rural field education and provides recommendations to improve field education in rural settings.

Keywords: rural; literature review; field education
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An Anti-Oppressive Model for International Practicums

Published May 2019

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Abstract

This qualitative study explores the lived experiences of social workers who completed international practicums and how their experiences have impacted their practice after their placement. Based on the results, a model is presented to support the trifecta of stakeholders: the student, the administration, and the community served. The model includes the organization of: meaningful orientation and debriefing, an anti-oppressive practicum learning environment that aligns with the community’s needs, communication between the sending institution and host program, and professional supervision for students that provides organized oasis experiences that encourage immersion and cultural growth and learning.

Keywords: international social work practicums; cross-cultural social work; cultural competency; anti-oppressive practice; international social work education
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Field Instructor Perspectives on Challenging Behaviors in Social Work Practicum

Published May 2019

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Abstract

Students sometimes struggle in practicum, failing to demonstrate acceptable application of social work values and skills learned in the classroom. When students are unprepared and unskilled in field, responsibility for professional gatekeeping often falls to field instructors. In this exploratory qualitative study, 13 field instructors identified student characteristics that were most challenging during field supervision: little openness to feedback, direction, or supervision; poor personal and professional boundaries; incongruence with social work values; and disengagement from practicum and the social work profession. In addition, field instructors shared their views for improving student screening and gatekeeping throughout the social work curriculum.

Keywords: field education, social work practicum, social work education, student supervision, poorly performing students, qualitative research
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Engaging Field Instructors as Standardized Patients in Social Work Education

Published May 2019

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Abstract

Health science programs have engaged in simulation and have involved standardized patients (SPs) to create learning opportunities. This paper is centered on a class activity that involved social work clinicians/field instructors from the community as SPs to engage in simulated situations. The activity was incorporated in courses to create opportunities for students to apply knowledge gained in classrooms to enhance skills through simulated situations with an SP. Findings suggest that students agreed or strongly agreed that the activity helped them with active listening skills. This paper highlights the educational strengths of engaging field instructors as SPs to strengthen practice skills.

Keywords: standardized patient; field educator; simulation

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The Contribution of Clinical Supervision to Wellness in the Workplace: Implications for Social Work Field Education

Published May 2019

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Abstract

Field education in social work is intricately connected to the state of the social service sector, with implications for the quality of workplace practices to support wellness for practitioners within the organizational context. This context shapes the supervisory process; therefore, institutional wellness policies and practices are an essential consideration when supervising social work practitioners and field practicum students. This article presents a review of the clinical supervision literature, particularly in relation to organizational wellness, followed by a discussion on the implications of the interrelationship between organizational wellness and clinical supervision for social work field education.

Keywords: supervision, wellness, field supervision, organizational wellness, field education

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Readiness for Practice in Social Work Through a Constructionist Lens

Published October 2018

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Abstract

This conceptual article applies social constructionist thinking to an analysis of the term readiness for social work practice and its uses. “Readiness,” “ready,” and “not ready” are frequently used colloquially in casual conversations and formally in evaluating student/practitioner aptitude for professional practice; multiple understandings of readiness and how it develops are apparent. Multiple understandings of readiness seem to feed practice assessment and for this reason the apparent multiplicity in sense-making about what it means to be ready (or not) becomes potentially problematic. Social work educators are encouraged to be vigilant to how practice interactions are socially constructed and how this informs conclusions about readiness.

Keywords: social constructionism; readiness; field instruction; practice assessment
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Recruiting, Maintaining, and Sustaining Integrated Behavioral Health Sites for Field Education

Published October 2018

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Abstract

Models of integrated behavioral health care are expanding nationwide wherein physical and behavioral health are met concurrently. Social workers, with their clinical and communication skills and strengths-based person-in-environment approach, are well-suited for these settings. In response, social work field placement settings need to keep pace with health care system demands. This paper discusses key components to successfully recruit and sustain integrated behavioral health field placement sites. Challenges encountered as well as helpful strategies to overcome barriers will be addressed to help ensure quality learning experiences for social work students, optimum support for field instructors, and sustained community partnerships.

Keywords: integrated primary care, integrated care, field education, social work field placement
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Exploring the Self-Care Practice of Practicum Supervisors: Implications for Field Education

Published October 2018

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Abstract

Despite the increasing attention to self-care within the broader social work profession, research on the topic is nominal, particularly within the context of social work education. This cross-sectional, exploratory study surveyed social work field practicum supervisors (N=127) in one Southeastern state regarding their personal and professional self-care practices. Results indicate a significant relationship between two key variables and personal and professional self-care scores, respectively. Specifically, social work field practicum supervisors from for profit entities reported higher self-care practices than those employed at non-profit entities. As well, those with a social work license indicated higher self-care. Both of these variables (e.g., employer type and licensing status) significantly explained self-care. After a review of relevant literature, this paper reports findings, presents pertinent discussion points, and explicates apposite areas for future research.

Keywords: self-care; field practicum supervisors; social work education
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Innovations in Field Education to Improve Integrated Care for Young People and their Families

Published October 2018

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Abstract

Health care services are rapidly changing, shifting away from traditional models toward integrated approaches relying on team-based care. To meet evolving workforce needs, social workers must be prepared for interprofessional team practice in integrated health settings. Much of students’ practical training occurs in field placements. Agencies may not be prepared for integrated and interprofessional practice, presenting a challenge for students in preparing for work in integrated health settings. This article describes how implementation of a student-training model informed the need to more purposefully include the field in training. Specific innovations in field education to improve student and agency preparation to provide integrated care for youth and families are discussed.

Keywords: social work education; field education; interprofessional education (IPE); integrated health; behavioral health
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Admission of Master’s Degree Students with Criminal Backgrounds: Implications for Field Directors

Published May 2018

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Abstract

This study was designed to explore Master of Social Work programs’ policies when admitting students with criminal backgrounds and the implications of this practice for field directors. The issue of students with criminal records is a challenging one for social work programs and the responsibility is often left solely to the field director. In this study, field directors participated in an online survey related to perceived challenges, gate-keeping practices, and policy development. Findings and recommendations are discussed.

Keywords: criminal background checks, field director, social work field education
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Assessing BSW Student Documentation Skills: An Exploratory Study

Published May 2018

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Abstract

Using a modified version of an existing documentation review worksheet, researchers conducted an exploratory study that examined the quality of documentation among senior BSW social work majors in their last semester, in which they complete a 500-hour field practicum. Results showed that one percent of students documented a client strength and 45.9 percent of students did not sign the document. Additionally, 96 percent of the documents were legible, and 81 percent of students included service provision in their documentation. Recommendations for further research and suggestions for replication are included.

Keywords: documentation, BSW students, writing skills standards
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Vignette-Based Skills Assessment in Social Work Field Education: Evaluating Students’ Achievement of Professional Competency

Published May 2018

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Abstract

This study describes the development and implementation of a Vignette-Based Skills Assessment (VBSA) tool to provide a holistic evaluation of social work student skill development and demonstration of competency in field education. Study participants consisted of 58 foundation-year students from the full-time and part-time cohorts. Students were administered the VBSA at the onset of the academic year in the beginning phase of their field practicum and at the end of the year in the late phase of the field practicum. Results demonstrated statistically significant increases in students’ mastery of seven of the nine social work competencies. Score were also compared to field instructor annual evaluation of student progress but showed inconsistent correlation. Vignette-based assessment methods have demonstrated merit to effectively measure student practice skill progression over time, augmenting field instructor ratings on student practice behaviors. Secondary benefits include early detection and intervention with students who are not meeting minimum standards of practice. Challenges and limitations of the study include the length of time involved in scoring VBSAs and the need for additional research to establish validity and inter-rater reliability of the tool. Implications and opportunities for VBSA use in field evaluation and social work program outcomes evaluation are discussed.

Keywords: field education, social work, competency, student assessment, evaluation

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Volunteering Enhances the Social Work Student Experience

Published October 2017

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Abstract

While field education has been designated the signature pedagogy of the social work curriculum, students often have exposure to social welfare agencies long before practicum semester(s). Despite the number of social work programs that utilize volunteering to help students better understand the social work profession, little is known about the effects of volunteering on academic measures as well as the student. This study (N=67) found that volunteering has considerable positive benefits for the implicit curriculum through socializing the student, providing a real world context, and embodying the professional value of service.

Keywords: volunteering, service learning, implicit curriculum
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The Meaning and Value of Supervision in Social Work Field Education

Published October 2017

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Abstract

Supervision has played an important role in social work field education for many years. This evaluative qualitative study considers perspectives of field instructors and students regarding the meaning and value of supervision. Findings align with the limited information available through literature review. Field instructors value teaching and giving feedback to students that shapes their professional practice in the field setting. Field instructors also value the opportunity to develop their own leadership and management skills. Students value learning from experienced professionals in the field, feedback on skill development, and the opportunity to process what is happening in field experience.

Keywords: field education, field instructor perspective, meaning and value, social work education, student perspective, supervision, qualitative

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Enhancing Partnerships with Field Instructors: Identifying Effective Retention Strategies

Published May 2017

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Abstract

Fostering long-term partnerships with field instructors is a priority for all social work field education programs. Therefore, schools of social work implement numerous strategies to enhance field instructor loyalty. This article presents results from a university survey of social work field instructors intended to identify instructors’ most-valued incentives and the most influential factors and strategies that promote field instructor retention.

Keywords: field education program, field instructor retention, incentives
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Field Practicum Supervisor Perspectives About Social Work Licensing: An Exploratory Study

Published May 2017

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Abstract

This exploratory study examined field practicum supervisors’ perceptions about social work licensing. Researchers utilized a convenience sample of field practicum supervisors (N = 158) at CSWE-accredited schools in one southeastern state. An online survey was administered to collect primary data related to variables of interest. This included general knowledge about licensing, value, and impact on the profession. After a brief background discussion, this paper elucidates findings from the study; discusses implications for social work education, in general and field education specifically; and identifies appropriate areas for future research.

Keywords: Social Work Licensing; Professional Regulation; Social Work Education
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The Value of Adjuncts: A Study of the Intrinsic Factors Impacting Field Seminar Instruction

Published May 2017

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Abstract

A phenomenological research study was conducted to explore the intrinsic factors that influenced the job satisfaction of twelve adjuncts teaching field education seminar courses. Semi-structured interviews were conducted with the participants to explore their lived experiences. The study’s results indicate three emergent themes which influenced the adjuncts’ job satisfaction: 1. Professional Development, 2. Enhance the Social Work Profession, and 3. Work with Emerging Social Workers. In this article, the rich and thick descriptions of the results, implications for social work education, and recommendations for field education directors are presented.

Keywords: adjuncts, field education, job satisfaction

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A Preliminary Evaluation of a Method for Teaching Documentation to Prospective Child Welfare Interns

Published May 2017

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Abstract

Documentation of social work services is an important aspect of most field experiences. Specifically, in a child welfare setting, documentation forms the basis for life-changing court decisions. Both case-based learning and problem-based learning are well-established methods for teaching social work students about documentation. This article describes a method combining case-based learning and problem-based learning for teaching child welfare documentation to undergraduate social work students using movie characters as “clients.” A preliminary assessment of student perceptions and attitudes relative to their experience with that teaching method is presented, together with recommendations for future investigation into the extent and effectiveness of child welfare documentation training at the undergraduate and graduate level.

Keywords: documentation, case-based learning, problem-based learning, child welfare
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Preparing BSW Students for Practicum: Reducing Anxiety Through Bridge to Practicum Course

Published May 2017

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Abstract

A challenge for BSW programs is designing curriculum that both addresses students’ anxiety prior to their field placements and prepares students to enter the field with the necessary values, skills, and knowledge. While the literature is rich in discussions of anxiety among graduate students, there is limited research on BSW students. Hence, this study examined the effectiveness of utilizing a Bridge to Practicum course in reducing anxiety of students entering the practicum. The study further identifies topic areas that help increase preparedness for practicum. Results indicated that core social work courses had prepared students to handle the rigor of the field placement. Although students may begin with preconceived notions (about the practicum site, their field instructor, and the work they are expected to perform), a major issue with anxiety was the fear of the unknown.

Keywords: preparedness, anxiety, bridge to practicum, BSW
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Student Self Report of Core Field Instructor Behaviors that Facilitate Their Learning

Published May 2017

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Abstract

The purpose of this study was to describe student self-report of core field instructor behaviors related to their learning. In response to an anonymous survey, 168 students reported behaviors that facilitated their learning and that interfered with their learning. Using grounded theory, these behaviors were categorized into two overarching themes as developmental support or task support— and varied by age, prior work experience, and placement level. The findings can be used to evaluate field instructor performance, intervene when student learning needs are not adequately met, and train existing instructors to provide targeted instructional support.

Keywords: field instructor, supervision, practicum
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Distance Field Education: A Model for Development, Delivery, and Evaluation

Published May 2017

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Abstract

This article provides a model for the development, delivery, and evaluation of distance field education programs. Distance field education poses benefits and challenges due to the contextual realities of students, agencies, communities, and university social work programs. The framework identifies systematic guidelines for graduating competent professionals utilizing seven components for effective implementation and administration. Model components are centered on: field policy and standards; partnerships with human service agencies; distance field supervisor orientation and ongoing training; hybrid method integrative seminar; documentation of learning contract, time and agency supervision; utilization-focused evaluation; and systematic program reflection.
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Tolerance of Heterosexism and LGBTQ-Affirmative Practice in Generalist Field Education

Published May 2017

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Abstract

Field education has an important role in professional education for social workers and provides an opportunity for students to engage diversity in practice, including sexual orientation and gender identity diversity. However, organizational settings differ in the extent to which they tolerate heterosexism and intend to engage in LGBTQ-affirmative practice. This paper reports on a pilot study (N = 19) of students’ experiences with heterosexism and gay-affirmative practice intentions in their field education settings. There was a relationship between heterosexism tolerance and generalist field placement students’ LGBTQ-affirmative practice intentions. Results also suggested that these social work students are sensitive to LGBTQ issues and have a willingness to engage in LGBTQ-affirmative practice. Implications for classroom and field education are explored.

Keywords: heterosexism; affirmative practice; field education; lesbian, gay, bisexual, transgender and queer communities
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Transfer of learning to the field: A follow-up with child welfare MSW students after an intensive clinical training

Published November 2016

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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

Published November 2016

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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

Published November 2016

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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

Published November 2016

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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?

Published November 2016

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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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Employment Interview Simulation Project: Evaluation and Application to Social Work Field Education

Published May 2016

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This project was made possible through funding from the Bertha Rosenstadt Trust Fund in Health Research, administered through the Factor-Inwentash Faculty of Social Work, University of Toronto.

Abstract: The transition from student to professional is challenging and often filled with pressure to secure relevant employment in a competitive market. We provided MSW students with employment interview simulations during their final practicum to evaluate the application and utility of this training to social work field education. A participatory action research model was utilized. Primary themes were identified as fundamental to interviews, including: managing anxiety, self-reflection, and effective communication. Overall, students found the process and feedback to be invaluable to their learning. We suggest ways in which interview training can be integrated into field education to strengthen students’ postgraduate employability.

Keywords: Simulation interviews, interview training, MSW students, field education, managing anxiety
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Engaging Field Instructors to Develop Measurements of Student Learning Outcomes in School Social Work Settings

Published May 2016

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Abstract: The Council on Social Work Education (CSWE) has a distinct emphasis on the development of student competencies and has made a strong declaration that field education is the “signature pedagogy” of the social work profession (CSWE, 2008).  This has required professional preparation programs to examine whether MSW students have acquired social work skills in field settings. Since the social work code of ethics encourages practitioners to engage community stakeholders in the decision making processes, we advocate for partnering with field instructors to develop rating scales and a formative process by which those skills will be taught and evaluated. This article describes the process of developing an evaluation tool and initial outcomes that resulted from its utilization.

Key words: field instructor partnership; field evaluation tool; formative evaluation; social work skills rating scale; school social work
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The Logistics of Practicum: Implications for Field Education

Published May 2016

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Abstract: The logistics of field practicum in social work education, specifically the number of hours that students are able to complete, have yet to be reported in the literature. Survey results of 199 BSW and 507 MSW students from U.S. and Canadian Schools of Social Work shed light on the extent to which students are meeting hourly field education requirements. Findings indicate that one quarter of students do not anticipate being able to complete the required number of field hours by the end of the semester, and another quarter report not accurately logging their hours. These findings raise important questions about ethical standards and current models of field practicum.
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The Resurgence of Moral Basis in Social Work Field Education: The Experience of Field Instructors in Hong Kong

Published May 2016

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Abstract: A reflective paradigm, practice wisdom (a kind of moral engagement practice), represents a challenge to the dominant paradigm of technical rationality when dealing with human interactions in the context of social work practice. The author developed a theoretical framework of four features of practice wisdom, a practical moral knowledge, and explored how field instructors exercise this pedagogical practice wisdom in social work field instruction in Hong Kong. This article evaluates concerns about field instructors’ role in reviving the moral basis in their teaching. Implications for field instructors are discussed.

Keywords: field instructors, moral engagement, practice wisdom
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Field Education With External Supervision: Supporting Student Learning

Published October 2015

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Abstract: The importance of field education in preparing social work students for professional practice is globally acknowledged. At times considered less desirable than placements with internal supervision, current workplace and tertiary education contexts see an increase in field education with external supervision. This paper reports on qualitative research that explored the experiences of key stakeholders in social work field education with external supervision in Australia. Findings highlight that field education with external supervision, like other social work practice learning opportunities, is focused on learning about practicing social work. Potential and inherent challenges of placements with external supervision are discussed.

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The Devil is in the Details: A Content Analysis of Field Manuals

Published October 2015

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Abstract: The study is a content analysis of twenty undergraduate field education manuals from one northeast state using NVIVO, a qualitative data analysis software. The authors examined how the manuals’ content supports program transparency in gatekeeping into the profession and the roles of faculty field liaisons and agency field supervisors. In the transition to the 2015 Council on Social Work Education Educational Policy and Accreditation Standards (CSWE EPAS), the authors also examined the incorporation of the EPAS competencies. The manuals showed some consistency but also variation of content and detail.
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Building Confidence in Social Work Interns Through an Evidence-Based Practice Seminar During Field Education

Published April 2015

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Abstract: This paper seeks to evaluate the effects of an evidence-based practice (EBP) seminar for MSW interns in building confidence in their application of clinical skills. Interns participated in an EBP seminar during their field placements and completed a therapeutic skills self-assessment form pre-post seminar, and a post-seminar impressions survey upon completion. Results indicate that following the seminar interns felt more confident in their ability to evaluate research supporting specific treatments and in using specific therapeutic techniques. Providing MSW interns with an EBP seminar during field placement is a feasible and effective way for interns to build self-confidence and learn practice-based therapeutic techniques.
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Evaluating Social Work Education Outcomes: The SWEAP Field Practicum Placement Assessment Instrument (FPPAI)

Published April 2015

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Abstract: This manuscript reports on the development, piloting and validation of the Field Placement/Practicum Assessment Instrument (FPPAI). The FPPAI is a measure of student attainment in social work field practicum/placement under the 2008 Education Policy and Accreditation Standards (EPAS) of the Council on Social Work Education. The tool is designed for use by field instructors in undergraduate and foundation year graduate social work programs. Competency of 457 students from 19 undergraduate social work programs, across 18 states, was measured over three years. Analysis supports the reliability, validity, and utility of the FPPAI as an outcome measure of the 2008 EPAS competencies, and related practice behaviors.
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Using Field Evaluation Data for Continuous Quality Improvement: A Policy Competency Example

Published October 2014

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Abstract: Although many programs utilize field education outcomes in their overall assessment plan, there are few models for how to use these data for continuous quality improvement, especially when benchmarks have been met. This article presents a model for developing a field-based intervention to improve the incorporation of policy-related content in field. It is grounded in one school’s experience with the 2008 EPAS policy competency, which outcome data showed to be among the lowest competencies over several years in this school’s BASW and MSW programs. Implications for enhancing curriculum content and improving the connection between classroom and field are considered.
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Back to Basics: A Skill-Based Approach to Assessing Social Work Students within Directly-Observed Practice

Published October 2014

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Abstract: This article is based on a piece of research completed with final-year social work students and practice teachers (educators/assessors) within Northern Ireland. The work was concerned with the assessment of students via direct observations of “live” practice, and captured the views, perceptions, and experiences of students and practice teachers.

The findings highlighted the complexity of the direct observation process and the need for effective skills in preparation, assessment, planning, communication, evaluation, and intervention/participation. The outcome challenges current thinking, as there was a high level of support for the use of professional discretion to intervene by practice teachers during an observation.
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Field Learning in Social Work Education: Implications for Educators and Instructors

Published October 2014

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Abstract: Field learning plays a leading role in social work education, and as such, social work educators and field instructors need to know how their students learn and develop during the field education experience; by being aware of the ways in which students learn and develop in social work agencies, educators and instructors can better understand students’ educational needs and find ways to best support them through the learning process in practice. In this spirit, the article examines field learning in social work education in relation to the two dominant learning approaches for students as adult learners [individual approaches (adult learning theory) and sociocultural learning approaches] and looks at their application in field placement settings. The article highlights the multifaceted nature of field learning while suggesting that sociocultural approaches are closely associated with the nature of learning in field settings, and as such, they are particularly important for understanding the process of students’ learning in social work field education.
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A Program Evaluation of Block and Concurrent Practicum Formats

Published October 2014

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Abstract: This study investigates issues related to block versus concurrent formats for the advanced MSW field placement. Quantitative and qualitative survey data were collected from current MSW students (N = 103) and field instructors (N = 84). Each group identified the advantages of both block and concurrent formats for field education. Educational outcomes, the needs and preferences of students and field placement sites, and institutional perspectives should be taken into account when developing field curriculum and policies. Offering both types of practicum formats may be one way to maximize student choice and field placement options.

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Introducing FIELD: Field Instructors Extending EBP Learning in Dyads

Published October 2014

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Abstract: Field Instructors Extending EBP Learning in Dyads (FIELD) has been crafted in consideration of the social work profession’s need for innovative and collaborative models with field education that further evidence-based practice (EBP) implementation efforts. FIELD is driven by the continuing education interests of field instructors and the availability of local expertise, and it embraces the complementary strengths of students and field instructors. Herein, we provide the background for the development of such a curricula model and delineate model components. FIELD may offer a viable curricula option for synchronizing academic and field efforts toward sustainable social work workforce improvements.
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MSW Student Perception of Evaluation Research as a Capstone Project: A Pilot Study

Published October 2014

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Abstract: This article presents initial results of an Institutional Review Board (IRB)-approved case study exploring ways students may benefit from completing a capstone project within field practicum and research course sequences. The capstone project consists of an evaluation research project developed and completed during the final two semesters of a student’s MSW program. To assess perceived benefits, the authors surveyed graduating students (N = 59) at the end of their year-long project (n = 39 respondents; response rate 66%). In addition, qualitative data was obtained from written self-assessment exercises (n = 14). Lessons learned can contribute to improving pedagogy and enriching students’ field experiences.
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Inside/Outside Training: A Campus-Based Field Unit Approach for Working with Veterans

Published April 2014

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Abstract: This article reports on the development and implementation of a campus-based, faculty-supervised field unit used to train Bachelor’s and Master’s-level social work students to work with military personnel, veterans, and their families. The model starts with working inside the campus environment by using services to student veterans to both respond to needs of the student veteran population and to teach competencies for serving the veteran population outside of the campus in community veteran service organizations. It discusses the lessons learned from student outcomes and program outcomes over the past three years and implications.
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Competency Level versus Level of Competency: The Field Evaluation Dilemma

Published October 2013

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Abstract: This study examines the use of a competency-based scoring rubric to measure students’ field practicum performance and competency development. Rubrics were used to complete mid-year and final evaluations for 56 MSW students in their foundation field practicum. Results indicate that students scored higher than expected on competency development measures, appearing to provide evidence of good overall program outcomes in terms of competency levels achieved by students. Results also appear to provide evidence of grade inflation by field instructors, however, calling into question whether students have actually gained adequate skills to engage in competent social work practice.

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Social Attitudes of Field Instructors

Published October 2013

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Abstract: In both the classroom setting and field practicum, social work students begin to develop competence in practice with diverse populations. Field instructors play a critical role in educating students on diversity issues and preparing students to practice without bias. A cross-sectional study was conducted to better understand social attitudes of field instructors participating in a Seminar in Field Instructor (SIFI) training (N=88). The field instructors had generally positive attitudes. Results indicated that field instructors’ comfort level and demographic variables were predictors of social attitudes. Implications for social work field instruction are discussed.
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Empowering Students to Promote Social Justice: A Qualitative Study of Field Instructors’ Perceptions and Strategies

Published October 2013

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Abstract: This qualitative study examines field instructors’ perceptions of social work practice that promotes social justice. The author conducted 17 in-depth interviews with qualified field instructors using grounded theory methods to elicit perceptions of the meaning of social justice among field instructors and pedagogical strategies related to empowering students in the promotion of social justice. Findings reflect field instruction goals and tasks based on the lived experiences of social work practitioners providing the practicum experience. This study offers a framework for social work field instruction that employs exposure to diverse clients and manifestations of injustice, focused discussion, and role modeling as educational strategies. It also provides a theoretical frame, rooted in empowerment, for field instruction that centers on student values socialization, validation through experience, building critical thinking skills, and emphasis on the reflexive action.

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The Behavior Change Project: A Field Assignment in Empathy Building, Self-Awareness, and Direct Clinical Practice

Published October 2013

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Abstract: The author describes the use of a behavior change project implemented in a social work field seminar at the University of Memphis. Students select one of their own behaviors to change and implement an empirical study of their progress in changing the behavior. The project provides the students with an opportunity to put themselves in the client’s place in a way that also assists them with understanding direct practice and evaluating clinical outcomes.

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Reflections on LGBT Students in Social Work Field Education

Published April 2013

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Abstract: Over the last twenty years, social work literature on practice with lesbian, gay, bisexual, and transgender (LGBT) populations has grown, and research has begun to emerge about challenges faced by LGBT social work students and practitioners in the field. Using the author’s reflection on her own field experiences as a lesbian social work student almost twenty years ago, this article reviews the ways in which social work education and practice have changed to support these students’ unique concerns, and it details the places where educators and field instructors fail to meet LGBT students’ needs. The author also provides suggestions about ways that the profession can move forward to maximize students’ learning experiences.

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Exploring International Internships in Social Work Education

Published April 2013

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Abstract: This study discusses the results of a survey completed by 228 accredited social work programs describing their international field placement opportunities. Responses were aggregated to identify the number and frequency of international placements, the countries where placements occurred, the model used to develop international placements, and the supervision and monitoring of international placements. The benefits and challenges to offering international social work placements are identified, and sustainable resources for promoting the development of international placements are discussed. The information is intended to aid in the future development of international field placements and to encourage collaborative efforts to increase access to such placements.

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Building Culturally Competent Social Work Field Practicum Students through the Integration of Campinha-Bacote’s Cultural Competence Healthcare Model

Published April 2013

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Abstract: Using the Campinha-Bacote model of cultural competence, this paper examines the integration of measures for enhancing internship students’ knowledge, values, and skills for work with culturally diverse groups. The paper focuses on four constructs (cultural awareness, cultural knowledge, cultural encounter, and cultural desire) within the model to help field educators move students beyond cultural recognition toward the formation of culturally competent identities. The paper further identifies skill-based interventions, which are aligned with the Educational Policy and Accreditation Standards (EPAS) competencies and practice behaviors to aid the internship student in preparing for professional social work practice.

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From the Editor, October 2012

Published October 2012

We are celebrating the first anniversary of the Field Educator, the online journal to promote knowledge exchange within the social work field education community. In this new issue, “Field Scholar” includes peer-reviewed articles on ethics in field instruction, bridging theory and practice in a domestic violence internship, field directors’ experiences with complex and competing demands in field education, and assessing student performance in field.

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Essential Ethics Education in Social Work Field Instruction

Published October 2012

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Abstract: Ethics content in field instruction is a vital component of social work education.  Ethical standards and knowledge have expanded significantly in recent years.  The author provides a comprehensive overview of core ethics content that should be incorporated into students’ internships, and also highlights key themes that should be addressed.  Essential ethics content addresses core social work values, students’ personal and professional values, ethical dilemmas in field placements and social work practice, ethical decision-making frameworks and strategies to manage ethics risks.

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Building Bridges: Training Social Work Students in Domestic Violence Work

Published October 2012

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The pervasive nature of domestic violence in American society is clear. One in four women in the U.S. reports experiencing violence by a current or former partner at some point in her life (Center for Disease Control, 2008). Domestic violence is a chronically underreported crime (U.S. DOJ, 2003); many acts of coercive control within relationships may fall outside traditional legal definitions of abuse. Yet this crime has serious and lasting physical and mental health effects on women, men and children across the lifespan (Tjaden & Thoennes, 2000). All social workers will work with survivors regardless of their setting or treatment modality (see Danis, “Domestic Violence: A Cross-Cutting Issue for Social Workers”).

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Complex and Competing Demands in Field Education

Published October 2012

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The changing demographic, economic, academic, societal, and political contexts of field education in social work have been topics of much discussion and scholarship since the mid-1990s. Recent additions to this changing context include the elevation of field education to the “signature pedagogy” of social work education and the pervasiveness of commercialization within higher education. This study explores the realities of these contexts through the lens of the Field Director. Findings from fifteen in-depth, qualitative interviews suggest that Field Directors experience a complex set of competing demands at a time when needs, requests, and requirements from students, university administrators, and accreditors are on the rise, while resources in the field are diminishing.

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Assessing Student Performance in Field Education

Published October 2012

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As the signature pedagogy of social work education, assessing student performance is a critical component of individual field student and program assessment.  A central question is how to measure students’ practice competence. Student performance in field education has been evaluated by measuring students’ interpersonal skills and practice skills. In addition, the effectiveness of field has been measured through self-efficacy scales, student satisfaction scores, client satisfaction scores, and competency-based evaluation tools.  Each of these different methods of evaluation will be discussed.  The CSWE 2008 competencies integrated into student learning contracts and field assessments, surveys, quantitative research, and qualitative research are offered for social work programs’ consideration.

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2013 Prize for Excellence in Field Education Scholarship

Published October 2012

The Simmons School of Social Work and the Field Educator sponsor an annual award to promote excellence in field education scholarship. A $1,000 prize will be awarded for an outstanding paper on social work field education. The winning paper will be announced at the 2013 Annual Program Meeting (APM) of the Council on Social Work Education (CSWE) and will be published in the Fall issue of the Field Educator. All entries must meet the submission guidelines for the Field Scholar section of the Field Educator.

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Call for Papers, October 2012

Published October 2012

The “Field Scholar” is the section of the Field Educator devoted to the publication of formal, scholarly articles on theory and research in field education. “Field Scholar” is issuing a call for theory and research papers on a variety of subjects. These subjects include best practices in field instruction, measures of competencies in field, school-agency collaborations and innovative approaches to challenges in field education. These articles will be reviewed for rigor and relevance by members of a panel of noted field educators from the US and abroad; the list of consulting editors can be found in About Us.

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From the Editor

Published April 2012

Welcome to the second issue of the Field Educator! In our first six months, we are pleased to have begun to fulfill our mission to promote knowledge exchange within the social work field education community. Many people have read not only the first issue of the journal, but also the regularly updated blog and news reports and we have had many enthusiastic responses. We have made outreach to field educators in other countries and to other professionals whose training involves internships. In this issue, we have representation in the “Practice Digest” section from field educators from social work schools and from their affiliated agencies. There are articles about special populations in field placements: veterans, bilingual students and students with mental health disabilities. Different forms of supervision will be described, including online field instruction and motivational interviewing in supervision. There are also descriptions of competencies in a macro setting for the LGBT community and a field placement in a large hospital. The “Students Speak” section includes an article about the intern’s “first impression” in an agency, and one about a “perfect placement” in a dialysis unit.

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$1000 Prize for Excellence in Field Education Research

Published April 2012

The Simmons School of Social Work and the Field Educator announce an annual award to promote excellence in field education research. A $1,000 prize will be granted for an outstanding research paper on social work field education. The first winning paper will be announced at the 2012 Annual Program Meeting (APM) of the Council on Social Work Education (CSWE) and published in the fall 2012 issue of the Field Educator.

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Call for Papers

Published April 2012

The “Field Scholar” is the section of the Field Educator devoted to the publication of formal, scholarly articles on theory and research in field education. “Field Scholar” is issuing a call for theory and research papers on a variety of subjects. These subjects include best practices in field instruction, measures of competencies in field, school-agency collaborations and innovative approaches to challenges in field education. These articles will be reviewed for rigor and relevance by members of a panel of noted field educators from the US and abroad; the list of consulting editors can be found in About Us.

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$1000 Prize for Excellence in Field Education Research

Published December 2011

The Simmons School of Social Work and the Field Educator announce an annual award to promote excellence in field education research. A $1,000 prize will be granted for an outstanding research paper on social work field education. The first winning paper will be announced at the 2012 Annual Program Meeting (APM) of the Council on Social Work Education (CSWE) and published in the fall 2012 issue of the Field Educator.

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From the Editor

Published October 2011

Welcome to the Field Educator! The Field Educator is an open access journal dedicated to the exchange of knowledge between field educators in academia and in the practice community. Field is the heart of social work education, and has been designated its “signature pedagogy.” There is a wealth of tacit knowledge held by field educators: field instructors/practice educators, training coordinators, liaisons and field directors. The aim of the Field Educator is to make this knowledge explicit and to share it within the community involved in training social workers.

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Call for Papers

Published October 2011

The Field Scholar is the section of the Field Educator devoted to the publication of formal, scholarly articles on theory and research in field education. Field Scholar is issuing a call for theory and research papers on a variety of subjects. These subjects include best practices in field instruction, measures of competencies in field, school-agency collaborations and innovative approaches to challenges in field education. These articles will be reviewed for rigor and relevance by members of a panel of noted field educators from the US and abroad; the list of consulting editors can be found in About Us.

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