Abstract
This study aimed to examine field instructors’ perceptions of foundation year students’ readiness to engage in field education in a delayed entry field model. Eighteen field instructors were interviewed and an additional 68 field instructors responded to an online survey about information they received about students’ performance in simulated situations. Their expectations and impressions of foundation MSW students were also elicited. Responses were analyzed using descriptive qualitative methodology. Themes emerged related to instructors’ perceptions about students’ anxiety, the importance of the field instructor–student relationship, and issues that can negatively affect student learning, such as ageism.
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