Field Education Programs Research Articles

Transforming field education in social work: A special issue on field education

Welcome to this special issue of Transformative Social Work, dedicated to social work field education. As we navigate a rapidly changing world, the need for dynamic and impactful field education has never been more crucial. This special issue brings together a diverse range of perspectives and innovative approaches, highlighting how field education can be transformative in both practice and theory. In this collection of thought-provoking articles, we explore the latest research and new practices that are reshaping the way social work students, field educators, and practitioners engage with the field. Articles include discussions on Indigenous field education, developmental and green social work approaches, and field models such as macro placements, self-directed placements, and rotational hospital placements. We also feature the experiences of practicum students during the COVID-19 pandemic and examine what motivates field instructors to engage in field education. As we look to the future, the aspirations and commitments articulated by our contributors in this special issue offer a hopeful vision. The articles in this issue illuminate the adaptability of social work students, field educators, researchers, and practitioners, particularly in the face of unprecedented global disruptions such as the COVID-19 pandemic. The innovations not only address current challenges but also lay the groundwork for more dynamic and responsive field education programs. There is a collective resolve to integrate lessons learned, foster interdisciplinary collaboration, and uphold the principles of social justice that underpin our profession. By doing so, we can ensure that social work field education continues to evolve in ways that are inclusive, effective, and aligned with the needs of our diverse communities. We invite you to explore these contributions, reflect on their insights, and consider how they might inspire and inform your own practice in field education.

Findings from a national evaluation of social work field education programs in Liberia, West Africa

Program evaluation is an integral component of social work field education and continuous social work programmatic improvement. To conduct an inaugural national survey of social work field education programs in Liberia, West Africa, Made in Africa Evaluation (MAE) was used to design and implement a national evaluation of social work field education programs. The evaluation was led by and implemented with Liberian social work faculty and staff. Thirty-six field supervisors completed a quantitative survey. Results were used to assist programs identify strengths and areas for improvement. The MAE approach guided analysis and discussion of evaluation results. Findings revealed an emerging credentialed and experienced pool of field supervisors with high exposure and endorsement of human rights concepts, which was a strength. Field agencies were clustered in the city center of Montserrado County, the county seat for Monrovia-Liberia’s capital. Field agencies’ missions and services aligned with health, education, and gender equality sustainable development goals. Field agency supervisors provided few opportunities for students to practice macro based developmental social work activities such as advocacy and community work, an area identified as needing improvement. Challenges included Liberian social work faculty’s lack of experience in conducting evaluation research, insufficient access to scholarly databases to obtain research articles, and expensive data management platforms. Collaboration was recommended as a strategy to build evaluation capacity. How to reference using ASWNet style: Tuggle, F., Banks, S. and Gbessage, S. (2023). Findings from a national evaluation of social work field education programs in Liberia, West Africa. African Journal of Social Work, 13(6), 273-284. https://dx.doi.org/10.4314/ajsw.v13i6.1 Visit journal website: https://ajsw.africasocialwork.net

Remote field placements during the pandemic: Lessons learned at the University of British Columbia School of Social Work

COVID-19 and the global pandemic significantly shifted social work field education and required innovations in how practicum experiences could simultaneously meet experiential learning objectives and maintain safety. Remote practicums where students were connected to an agency/organization but completed all their learning/service delivery and supervision virtually was one of these innovations. As a quality assurance exercise, the Chair of the Field Education Program at the University of British Columbia (UBC) School of Social Work interviewed four MSW students about their experiences in remote practicums. This article describes some of the benefits and challenges outlined by the students and illustrates possible practices and policies that the UBC School of Social Work field team can make to harness the learning from these experiences.

Shifting to remote learning

The COVID-19 pandemic reached the U.S. in March 2020. This prompted an abrupt shift from face-to-face to remote instruction in universities globally. In one hard-hit urban region in the Midwestern Rust Belt, a public four-year university, its faculty, students, and staff struggled logistically, financially, academically, psychologically, and otherwise in order to create a working educational community during the pandemic. The social work department and its field education program were severely impacted and developed flexible options so that students could succeed in the classroom as well as in field.

A Simulated Placement: Using a Mixed-Reality Learning Environment for Social Work Field Education

ABSTRACT COVID-19 presented fresh challenges for social work field education, requiring agile and innovative solutions. To address the scarcity of direct client-facing placements during the extended and unpredictable public health restrictions, Australian Catholic University (ACU) created the Simulated Placement Experience (SPE) for final-year students. The program immersed students into nine practice scenarios over a two-week (70-hour) intensive placement. Real-time feedback and reflective coaching sessions with a social work supervisor offered students enhanced learning and development opportunities applicable to multiple service settings and client presentations. The program was well received by participating final-year students, who highlighted that the experience enhanced their ability to perform and critically reflect on their direct practice skills. This article outlines the model and the initial evaluation of the pilot program using a Student Satisfaction of Simulation Survey tool. The findings of this evaluation reveal the potential for simulation to provide novel, valuable learning experiences to social work students for practice placements. IMPLICATIONS COVID-19 restrictions presented an opportunity for social work field education programs to rethink the structure and nature of placement learning. Simulation-based learning provides social work students with enhanced learning and increased confidence as part of direct practice placements. There is scope to include supported simulation-based learning to enhance future social work field education programs; however, discipline-specific simulation standards and conceptual frameworks are needed.

Social Work Curriculum: Preparation for Sexuality and Sexual Well-being Practice

AbstractSocial work—an anti-oppressive, practice-based profession focused on social justice—supports people’s access to and ability to create healthy lives. Therefore, social workers should not only understand and value a service user’s sexuality, but also be able to competently navigate this area of practice. This mixed method study explored the role of social work education in preparing social workers for practice in sexual health settings. Forty-one Australian social workers and allied health professionals participated in a survey, seven of whom participated in subsequent focus groups. A descriptive analysis of surveys was conducted, and inductive analysis of the focus groups resulted in five overarching themes. Theme 1: ‘Educational Journey’ focused on the absence of content in Social Work curricula, contrasting with rich learning from peers and community members. Theme 2: ‘Disease, Disaster and Dysfunction’ highlighted that sexuality content was often framed through a deficit lens in their social work programmes. Theme 3: ‘Placement/Practice Learning’ highlighted the importance of social work field education programmes. Theme 4: ‘Being “Askable”’ was seen as essential. Theme 5: ‘Barriers’ resulted in four sub-themes: (i) Curriculum, (ii) Medicalisation, (iii) Baggage and (iv) Positioning. An overall recommendation is that the social work curricula must prepare social work students to utilise a sexual well-being-informed practice lens and more specifically to be askable. Further, implications for social work education and research are discussed.

Field Instruction with Integration and Implementation of Indigenous Social Work Education

The purpose of field work is ... to clarify technical instruction. Just as the botanist goes into the fields to study plants and flowers to supplement his text book knowledge, and just as the geologist turns from a study of books to the study of rocks, so the social worker goes from the classroom to the appropriate field work activity, using the field work as a means of clarifying and adding point to the classroom instruction (Manshardt, 1985, p. 3).Field instruction, a crucial component of social work education, is recognised as an educational process to facilitate integrative and experiential learning. Though the pattern and organisation of social work practicum have some universality, the micro-based practice model adopted in the Indian context has led to inappropriately designed field education programmes producing students unsuited to meet the developmental need of the Indian society. Efforts made to restructure field instruction to prepare students for macro-based practice roles have been too slow to find their way into the educational programme of most of the schools of social work in India. Major problems such as scarcity of field placements, non-availability of qualified agency-based field instructors, inadequate linkage between classroom teaching and field realities, and poor faculty position still prevail. Crucial areas for change in field instruction are examined and alternative strategies are suggested in the light of the emerging socioeconomic concerns of the country and recent trends in the profession.

The Experiences of Indigenous Students on Placement: A Scoping Review

ABSTRACT It has been increasingly recognised that sociohistoric exclusion must be understood, and systemic barriers actively challenged in order for Indigenous students to safely access, participate, and succeed in tertiary education. This includes the field education experience, which is considered core to developing professional identity and competence across a number of professions. This scoping review gathered scarce research literature about Indigenous students’ experience of placement. A systematic search identified 12 sources from 11 studies that described these experiences across the disciplines of social work, education, and nursing. Findings revealed the motivating and challenging lived experiences of Indigenous students, including experiences of racism and discrimination on placement, misrecognition and misrepresentation, and the importance of relationships in facilitating positive placement experiences. Findings also indicated the relevance of implementing unique practice frameworks and offered recommendations for placement for Indigenous students. IMPLICATIONS The placement experiences of Aboriginal and Torres Strait Islander students should be understood through student-led research and voice. Organisers of field education programs can increase their commitment to culturally safe placements by reviewing their processes in the light of this knowledge.

Transforming the Field Education Landscape: national survey on the state of field education in Canada

ABSTRACT The Transforming the Field Education Landscape (TFEL) project conducted a survey to gather information from field education coordinators and directors (FECDs) about their field education programs, staffing models, resources, and activities, and to invite their perspectives on field education in Canada. The purpose of this mixed methods study was to better understand the state of social work field education in Canada, from the perspectives of FECDs in accredited Canadian social work education programs. The study used an adapted version of a survey instrument developed by the Council of Social Work Education (CSWE) in the United States in 2015. Field education staff at 39 of the 43 accredited programs in Canada completed the survey. Results revealed differences in staffing and program administration models based on program size, and highlighted the workloads and challenges experienced by FECDs in facilitating quality practicum opportunities. The results show that FECDs are engaged in unique activities and responsibilities within social work education programs. The impacts of funding cutbacks, student readiness for placement, and resource shortages, including staff, time, institutional support, and placement disruptions, are among the challenges discussed in this article. The findings establish a baseline on the state of social work field education in Canada.

The Shifting Landscape of International Practicum in Social Work Education

International practicum, or international field placements, create opportunities for social work students to address global social challenges in an international setting and prepare for social work practice. The landscape of international practica in social work has evolved and shifted over the last two decades. This article reports on the findings of a literature review that was conducted to understand how international practicum has changed over time. The study established search criteria that led to the inclusion of 70 publications, 16 in the first decade (2000 to 2010) and 54 in the second decade (2011 to 2020) utilizing the web of Science and Social Work Abstracts, as well as specific searches conducted on the University of Calgary Library Database, EBSCO host, ProQuest, and Google Scholar. The results of the literature review show that there were fewer publications in the first decade and the emphasis was on understanding international practicum and field models. During the second decade, the published literature on international practicum tripled, focusing predominantly on developing new field education models, engaging in critical reflection and theory, and how to create successful field placements for students through preparation, teaching, and discussion. International practicum opportunities are critical to fostering transformative learning in social work students, and post-secondary institutions will need to re-establish international field education programs after the COVID-19 pandemic.

Canadian Social Work Field Education During a Global Pandemic

The COVID-19 pandemic has significantly affected all aspects of social work education, including field education. The Transforming the Field Education Landscape (TFEL) partnership conducted two national online surveys to determine the impacts of the pandemic on social work field education. The first survey explored the perspectives of students and received responses from 367 Bachelor of Social Work (BSW) and Master of Social Work (MSW) students. The second survey was designed to gather the perspectives of field instructors, with 73 field instructors completing the survey. The article examines the impacts of the pandemic on social work practice, field supervision, practicum flexibility and accommodations in placement, the shift to remote learning, perceptions of future career prospects and the effects on wellness and mental health. This article contributes to an increased understanding of the strengths and challenges facing social work field education, and informs field planning and responses in a pandemic. The findings will be of interest to social work field education programmes, field education coordinators and directors, field instructors, field agencies and undergraduate and graduate social work students. Recommendations for social work field education are offered.

Anti-racism and equity-mindedness in social work field education: a systematic review

ABSTRACT The purpose of this article is for schools of social work to critically evaluate their Field Education Programs for practices that impede anti-racist and equity-minded learning environments. This systematic review synthesizes the literature over the last decade to examine literature that may assist with field education evaluation. After reviewing the literature, five studies were located that addressed anti-racism within social work education; however, zero evaluative tools were located. Therefore, the authors have compiled a series of evaluative questions, as part of an initial evaluative tool, in the critical examination of anti-racist and equity-mindedness in their field education departments.

The Significance of Indigenous Field Education: an Analysis of the Social Workers Advancing Through Grounded Education Program.

The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) is predicated on the inherent sovereign rights that all Indigenous peoples have to their lands, cultural practices, and traditional resources prior to colonization and assimilation. However, Indigenous populations continue to be disproportionately affected by inequitable access to education, workforce development, and physical and mental health care. Opportunities for education and workforce development in the field of social work are essential to strengthening Indigenous communities. Indigenous students must often move outside of their communities to pursue master’s-level social work degrees, decreasing their opportunity to practice skills within these communities during required master’s-level practica. Universities must offer equitable opportunities to Indigenous students wishing to complete practica within Indigenous communities by providing financial support and curricular preparation. In 2014, the Social Workers Advancing through Grounded Education (SAGE) program was created by the Kathryn M. Buder Center for American Indian Studies to provide these opportunities to MSW students, particularly Indigenous students. SAGE consists of recruitment, classroom training, field training, and partnership development. The program has provided financial and educational support to 53 students and created 43 formal partnerships with Indigenous-serving institutions, with nearly 90% of SAGE recipients identifying as Indigenous. This article presents findings that suggest access to practica with Indigenous populations leads to Indigenous social work students feeling more confident about serving Indigenous communities as social work professionals upon graduation. These results add to literature regarding best practices for creating equitable field education programs suited to enhancing social work in Indigenous communities.

Collaboration in Social Work Field Education: A Reflective Discussion on a Multiuniversity and Industry Collaboration

ABSTRACT Australia has seen an increase in social work student enrolments, resulting in increasing competition among universities in finding appropriate placements, all within a neo-liberal context affecting capacity of organisations to support student placements. To address this, a student placement program was developed by the Queensland Field Educators Network and a large government organisation, facilitated by three Queensland universities. This article provides a reflective discussion on the learnings from this initiative, focusing on the importance of collaboration to enable better access to placement opportunities and quality of learning opportunities for students. IMPLICATIONS Collaboration between university field education programs can contribute to increasing placement opportunities for all students. Developing university–industry sector relationships can contribute to more consistent learning opportunities for students. Collaboration rather than competition among universities for placements is consistent with social work values, resisting dominant neo-liberal managerialist philosophies. Meaningful collaboration between the university and the social work field will involve investment, respect, and identifying mutually beneficial outcomes.

BEYOND THE CHALLENGES: NEW INSIGHTS AND INNOVATIONS IN FIELD EDUCATION

The International Conference on Social Work and Fieldwork Education in Hong Kong was organized to discuss the need for change and innovation in social work education with a particular focus on field education. There is a need for social work field educators to identify innovative, promising, and wise practices in field education. In many contexts, field education is challenged to procure sufficient placements each year. This growing demand for placements has created numerous challenges in field education programs. In response to the challenges facing social work field education, and the need to develop sustainable models of field education, the Transforming the Field Education Landscape (TFEL) project was formed. The TFEL project is a partnership designed to integrate research and practice through the development of partnered research training initiatives aimed at enhancing student research practice knowledge and applied skill development. In Canada, many field education challenges were amplified due to the COVID-19 pandemic, which required social work programs to adapt in order to navigate unprecedented circumstances. This article discusses the challenges facing field education programs and provides an overview of the TFEL project, with a focus on how the partnership is addressing these concerns. It defines what is meant by innovative, promising, and wise practices in field education, and how these innovations can assist in preparing the next generation of social workers to become highly qualified personnel.

On a Wing and a Prayer! An Exploration of Students’ Experiences of External Supervision

Abstract Field education is a core component of social work courses globally and has been recognised as providing significant learning opportunities to develop professional practice. Evidence highlights the strong correlation between student satisfaction with their supervisory relationship and their satisfaction with placement, but current practices have resulted in more reliance on placements with a variety of supervisory arrangements, which may be compromising a quality and supportive supervisory relationship. This article reports on an Australian online survey of 284 social work students about their experience of supervision, focusing on 119 students who received external supervision. Both quantitative ratings and qualitative comments showed that students generally described their external supervision as valuable and offered space to reflect critically on practice. Nevertheless, many felt disadvantaged without a social work presence onsite and not being observed or observing social work practice. Concerns were raised about task supervisors who offered supervision ‘on the run’ and had limited understanding of social work roles and values. Many students struggled on placement and felt that, once placement was confirmed, they received minimal support from University staff. Findings should alert field education programmes that students require consistent and ongoing involvement.

Theological Field Education as a Bridge across Disciplines

Theological field education—also known as contextual education—operates as the explicitly embodied nexus of seminary-based learning, placing both practical theological and broader theological, religious, and/or spiritual educational frameworks in dialogue with one’s experiences within a particular site context. Drawing upon the example of the events that took place in March 1965 at the Edmund Pettus Bridge connecting Selma to Montgomery, as well as the bridge’s enduring function as a material and symbolic site of transformation, connections are made to the ways that theological field education bridges both practical theology and other areas of theological education, generally and as actualized specifically within one theological school’s field education program, through three overarching themes: Embodiment, reflection, and formation. In the acts of bridging that occur in each of these areas, points of commonality are discussed and illustrated. Finally, initial suggestions for further bridging between disparate academic fields and theological field education are offered toward the cultivation of a more integrative, transformative curriculum.

Addressing a Homeless Services Workforce Deficit Through Collaborative Social Work Field Placements

ABSTRACT As homelessness continues to pose a significant social problem in many urban areas, service agencies rely on social workers to fulfill a critical role. However, recruitment and retention of social workers for high-demand fields, such as homeless services, is challenging. This study offers a formative analysis of a master’s of social work field education program that brings multiple universities and service agencies together, with the Corporation for Supportive Housing in Los Angeles serving as lead convener. The preliminary efficacy of the collaborative field placement model is examined through a program stakeholder analysis and extensive literature review. Findings inform program enhancements and revisions. Evidence-based recommendations for communities interested in improving social worker recruitment and retention through a collaborative field placement program are offered.

A Preliminary Conceptualisation of the Social Work Field Liaison Role through Collaborative Practice

ABSTRACT Field liaison is a fundamental component of social work field education programs and is critical in monitoring and supporting the field education supervisory relationship. Despite its integral importance, field liaison is a somewhat neglected and underexplored area, particularly from the perspectives of those undertaking the role. To better support the role, in 2015 the Victorian Combined Schools of Social Work initiated a liaison forum, which has become an annual event. The authors have reflected on the congruence of participants’ discussions over four forums. This article shares these reflections and reports their preliminary conceptualisations of the role. IMPLICATIONS The social work liaison role in field education is a multifaceted role, requiring greater attention to operationalising, administering, and implementing the role across higher education providers. It is critical that further research into the liaison role is undertaken to continue to conceptualise the role from multiple stakeholder perspectives.

The Role of Supervisory and Training Practices in The Field Education Programmes in Achieving the Course Objectivesfrom the Perspective of the Student Teachers in the Faculty of Science and Arts in Sharourah

The present study aimed at identifying the role of supervisory and training practices in the field education program in achieving course objectives from the perspective of the student teachers in the Faculty of Science and Arts in sharourah, and its relationship to some variables (gender, specialization,estimation). To achieve this, the researcher used the descriptive-analytical method, and the study tool was designed, which consists of (24) items distributed on two axes: the objectives of field education and supervisory and training practices.Then, the study tool was applied to the research sample represented in the entire study community, which consists of (65) male and female students in the Faculty of Sciences and Arts in Sharurah Governorate in the academic year 1437-1438 AH. The results of the study indicated that the objectives of the Field Education have been achieved to a large extent , In addition, the field education program and the supervisory and training practices it included have helped in achieving these objectives, with a difference in the role from one practice to another,It was also found that there were no significant differences due to the difference in gender and estimation variables, while there were statistically significant differences due to the difference in the specialty variable in favor of the major of Islamic studies.The study recommended expanding the fields of practice in field education by updating the traditional methods.