Published May 2020
by Megan M. Petra, PhD
The University of Toledo
Sherry Tripepi, MSW
The University of Toledo
Louis Guardiola, MSW
The University of Toledo
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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Published May 2020
by Pam Clary, PhD
Missouri Western State University
Jana Frye, MSW
Missouri Western State University
Teresa Flaugher, BSW
Missouri Western State University
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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Published May 2020
by Andrew Mantulak, PhD
King’s University College at Western University
Alenka Bullen, MSc
The Brain and Mind Institute at Western University
Mary Kay Arundel, MSW
King’s University College at Western University
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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Published May 2020
by Kristen Samuels, MSW
University of Phoenix
Laurel Iverson Hitchcock, PhD
University of Alabama at Birmingham
Melanie Sage, PhD
University at Buffalo
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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Published October 2019
by J. Jay Miller, PhD
University of Kentucky
Erlene Grise-Owens, EdD
The Wellness Group, ETC
Theresia M. Pachner, MSSW
University of Kentucky
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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Published October 2019
by Lin Fang, PhD
University of Toronto
Maria Al-Raes, MA
University of Toronto
Vivian F. Zhang, MSW
University of Toronto
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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Published October 2019
by Rachel L. Wright, PhD
Appalachian State University
Kristin W. Harmon, MSW
Appalachian State University
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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Published May 2019
by Elizabeth Patterson Roe, PhD
Malone University
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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Published May 2019
by Lisa A. Street, EdD
Evangel University
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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Published May 2019
by Maureen Rubin, PhD
University of Nevada, Reno
Gillian Francis, MSW
Carson Tahoe Behavioral Health Services
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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Published May 2019
by Patricia Samson, PhD
University of Calgary
Sherri Tanchak, MSW
University of Calgary
Julie L. Drolet, PhD
University of Calgary
Amy Fulton, PhD
University of Calgary
Linda Kreitzer, PhD
University of Calgary
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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Published October 2018
by Karene-Anne Nathaniel, PhD
The University of the West Indies at St. Augustine
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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Published October 2018
by Lisa de Saxe Zerden, PhD
University of North Carolina at Chapel Hill
Meryl Kanfer, MSW
University of North Carolina at Chapel Hill
M. Theresa Palmer, MSW
University of North Carolina at Chapel Hill
Anne Jones, PhD
University of North Carolina at Chapel Hill
Rebecca B. Brigham, MSW
University of North Carolina at Chapel Hill
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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Published October 2018
by J. Jay Miller, PhD
University of Kentucky
Jessica Donohue-Dioh, MSW
Campbellsville University
Shelagh Larkin, MSW
Xavier University
Chunling Niu, EdD
University of Kentucky
Rachel Womack, BS
University of Kentucky
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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Published October 2018
by Carrie W. Rishel, PhD
West Virginia University
Helen P. Hartnett, PhD
West Virginia University
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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Published May 2018
by Chavon D. Dottin, EdD, MEd, MSW
Delaware State University
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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Published May 2018
by Tiffany Welch, DSW
Mansfield University
Lisa Kunzmann, MSW
Mansfield University
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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Published May 2018
by Catherine Fisher, MSW
Azusa Pacific University
Kimberly Setterlund, MSW
Azusa Pacific University
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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Published October 2017
by Angela Curl, PhD
Miami University (Ohio)
Kalea Benner, PhD
University of Kentucky
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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Published October 2017
by Melissa Ketner, MSW
Indiana State University
Dianna Cooper-Bolinskey, MSW
Indiana State University
Diane VanCleave, PhD
Indiana State University
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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Published May 2017
by Ronni L. Zuckerman, MSW
University of North Carolina at Chapel Hill
Amy S. Levine, MSW
University of North Carolina at Chapel Hill
Joseph J. Frey, MSSW
University of North Carolina at Chapel Hill
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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Published May 2017
by J. Jay Miller, PhD
University of Kentucky
Stacy Deck, PhD
Spalding University
Cynthia Conley, PhD
Spalding University
Molly Bode, MSSW Candidate
Spalding University
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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Published May 2017
by Telvis M. Rich, EdD
Capella University
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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Published May 2017
by Michael J. Lyman, PhD
Shippensburg University of Pennsylvania
Wendy A. Unger
University of Pittsburgh
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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Published May 2017
by Ali Kamali, PhD
Missouri Western State University
Pam Clary, PhD
Missouri Western State University
Jana Frye, MSW
Missouri Western State University
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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Published May 2017
by Carol Coohey, PhD
University of Iowa
Lily French, LMSW
University of Iowa
Rebecca Dickinson, LISW
University of Iowa
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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Published May 2017
by Susan Cutler Egbert, PhD
Utah State University
Diane Calloway-Graham, PhD
Utah State University
Derrik Tollefson, PhD
Utah State University
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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Published May 2017
by Trevor G. Gates, PhD
University of the Sunshine Coast
Debra Fromm Faria, MSW
State University of New York - Brockport
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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Published November 2016
by Elizabeth J. Greeno, PhD
University of Maryland
Laura Ting, PhD
University of Maryland, Baltimore County
Kevin Wade, MSW
University of Maryland
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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Published November 2016
by Anwar Najor-Durack, PhD
Wayne State University
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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Published November 2016
by Stefan Battle, EdD
Rhode Island College
Anthony Hill, EdD
Springfield College
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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Published November 2016
by Erlene Grise-Owens, EdD
Spalding University
Justin “Jay” Miller, PhD
University of Kentucky
Laura Escobar-Ratliff, CSW
Spalding University
Donia Addison, MSW
Spalding University
Midaya Marshall, MSW
Spalding University
Donna Trabue, MSW
Volunteers of America MidStates
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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Published November 2016
by Elisa M. Martin, PhD
Siena College
Toni-Marie Ciarfella, MPA
Independent Researcher
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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Published May 2016
by Mary-Katherine Lowes, MSW, RSW
Mount Sinai Hospital
Danielle Omrin, MSW, RSW
Mount Sinai Hospital
Andrea Moore, BSW, MSW, RSW
Mount Sinai Hospital
Joanne Sulman, MSW, RSW
University of Toronto
Jill Pascoe, MSW, RSW
Mount Sinai Hospital
Eileen McKee, MSW, RSW
University of Toronto
Sabrina Gaon, MSW, RSW
Mount Sinai Hospital
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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Published May 2016
by Robert H. Ayasse, LCSW PPSC
University of California, Berkeley
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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Published May 2016
by Page Walker Buck, PhD, MSSW
West Chester University
Lynda Sowbel, PhD, LCSW
Hood College
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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Published May 2016
by Sandra Oi-Ngor Cheung, RSW, PhD
Hong Kong Shue Yan University
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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Published October 2015
by Ines Zuchowski, PhD
James Cook University
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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Published October 2015
by Elisa M. Martin, PhD
Siena College
Toni-Marie Ciarfella, LCSWR
Marist College
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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Published April 2015
by Peter Ducharme, MSW
Children's Hospital Boston
Ashley Rober, BS
Children's Hospital Boston
Elizabeth Wharff, PhD
Children's Hospital Boston
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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Published April 2015
by Brian Christenson, PhD
Capella University
Tobi Delong-Hamilton, PhD
University of Utah
Patrick Panos, PhD
University of Utah
Kathryn Krase, PhD
Long Island University, Brooklyn
Victoria Buchan, PhD
Colorado State University
Dorothy Farrel, PhD
Colorado State University
Tameca Harris-Jackson, PhD
Texas A&M University
Ruth Gerritsen-McKane, PhD
University of Utah
Roy Rodenhiser, EdD
Boise State University
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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Published October 2014
by Paul Freddolino, PhD
Michigan State University School of Social Work
Sheryl Groden, LCSW
Michigan State University School of Social Work
Julie Navarre, LMSW
Michigan State University School of Social Work
Jo Ann McFall, LMSW
Michigan State University School of Social Work
Amanda Toler Woodward, PhD
Michigan State University School of Social Work
Alisson Jahr, BASW
Michigan State University School of Social Work
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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Published October 2014
by Mark Irwin
Southern Health & Social Care Trust
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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Published October 2014
by Eleni Papouli, PhD
Technological Educational Institute (TEI) of Athens
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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Published October 2014
by Angela Curl, PhD
University of Missouri
Suzanne Cary, MSW
University of Missouri
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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Published October 2014
by Julie Tennille, PhD
West Chester University
Phyllis Solomon, PhD
University of Pennsylvania
Joretha Bourjolly, PhD
University of Pennsylvania
Andrea Doyle, PhD
University of Pennsylvania
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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Published October 2014
by Marcie Fisher-Borne, PhD
North Carolina State University
Jodi K. Hall, PhD
North Carolina State University
Willa Casstevens, PhD
North Carolina State University
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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Published April 2014
by Katherine Selber, PhD
Texas State University, San Marcos
Nancy Chavkin, PhD
Texas State University, San Marcos
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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Published October 2013
by Robin L. Ringstad, PhD
California State University, Stanislaus
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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Published October 2013
by Bronwyn Cross-Denny, PhD
Sacred Heart University
Janna C. Heyman, PhD
Fordham University
Yvette M. Sealy, PhD, MPH
Fordham University
Dana B. Marlowe, PhD
Fordham University
Jill Cretella, MSW
Fordham University
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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Published October 2013
by Kirsten Havig, PhD
University of Oklahoma - Tulsa
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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Published October 2013
by Susan Elswick, EdD, MSSW
University of Memphis
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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Published April 2013
by Lori Messinger, PhD
University of North Carolina at Wilmington
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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Published April 2013
by Patty Hunter, LCSW
California State University, Chico
Caitlin Hollis, MSW
University of Southern Mississippi
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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Published April 2013
by Alex Colvin, PhD
Prairie View A&M University
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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Published October 2012
by Emeline Homonoff, PhD
Editor
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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Published October 2012
by Frederic G. Reamer, PhD
Professor, School of Social Work
Rhode Island College
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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Published October 2012
by Melanie LeGeros, MSW
Passageway, Center for Community Health and Health Equity
Brigham and Women’s Hospital
Jackie Savage Borne, MSW
Passageway, Center for Community Health and Health Equity
Brigham and Women’s Hospital
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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Published October 2012
by Page Walker Buck, MSS, PhD
Assistant Professor & Chair of Field Education Curriculum, Graduate Social Work Department, West Chester University
Janet Bradley, MSS, MLSP
Director of Field Education, Undergraduate Social Work Program, West Chester University
Lydia Robb
Director of Field Practicum, Graduate Social Work Program, West Chester University
Rachel Shapiro Kirzner
Director of Social Services, Specialized Health Services, Public Health Management Corporation
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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Published October 2012
by Karen Tapp, JD, MSW
Assistant Professor, Northern Kentucky University
Caroline Macke, Ph.D, MSW
Assistant Professor, Northern Kentucky University
Tara McLendon, Ph.D.
Northern Kentucky University
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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Published October 2012
by
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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Published October 2012
by Gianna Gifford, MA, MSLIS
Managing Editor
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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Published April 2012
by Emeline Homonoff, PhD
Editor
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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Published April 2012
by
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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Published April 2012
by Gianna Gifford, MA, MSLIS
Managing Editor
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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Published December 2011
by Jonathan Barracato
Production Editor
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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Published October 2011
by Emeline Homonoff, PhD
Editor
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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Published October 2011
by Gianna Gifford, MA, MSLIS, Managing Editor
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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