Field Practicum Research Articles

Social Work Field Practicum in the Time of Social Distancing: A Case of Bangladesh

Field practicum is an integral part of social work education. Social work students are typically placed with social service organisations to put into practice what they have learned in the classroom and to acquire new skills in the practice setting. However, the COVID-19 pandemic limited face-to-face communications, which affected on-site internships. The purpose of this article is to examine the difficulties in conducting social work field practicum during the COVID-19 pandemic in Bangladesh. Based on the in-depth interviews with purposively selected three social work academics, five field practicum students, and three field placement agency supervisors, this article identified the challenges of conducting field practicum during the pandemic. The implications of analysis include creation of a regulatory body and the development and adoption of innovative strategies by social work educators and schools.

Student voices within Indigenous social work practicum recommendations and the Seven Grandfather Teachings

This article examines the integration of Indigenous perspectives, particularly the Seven Grandfather Teachings, in Indigenous social work education and field practicum, focusing on student experiences. Colonization has had significant impacts on Indigenous communities, leading to intergenerational trauma, which calls for the need for culturally appropriate social services. Historically, mainstream social work has been complicit in the oppression and genocide of Indigenous peoples, leading to negative perceptions among Indigenous communities. Western theoretical hegemony in education has marginalized Indigenous perspectives, emphasizing the need for inclusivity. Indigenous social work, rooted in acknowledging colonialism and oppression, promotes self-determination and cultural revitalization, highlighting the importance of Indigenization in the profession. Field education is emphasized as crucial for students, encouraging self-reflection and cultural sensitivity. The Seven Grandfather Teachings—love, respect, bravery, honesty, humility, wisdom, and truth—are introduced as guiding principles in ethical behaviour and relationships. The integration of these teachings into coursework and practicum experiences is highlighted, aiming to prepare students for culturally responsive social work practice. Student narratives are utilized to illustrate personal experiences and the application of the teachings in real-world settings. Overall, the article underscores the importance of cultural competency, self-reflection, and community engagement in addressing the unique needs of Indigenous peoples in social work practice.

Innovative fieldwork education in Africa

My remarks focus essentially on the theme of social work education in Africa. I observe that social work education per se has two prongs – classroom instruction and field practicum. I then indicate that the paper is interested in the practicum component of social work education. It notes that in the context of Africa, there has been a clarion call for relevance in social work on the continent. To this end, terms like Ubuntu and indigenisation, have emerged in the context of the discourse on the quest for relevance of social work on the continent - concepts which are consistent with a developmental social work model. My argument is in order to successfully promote the development approach in social work, change has to begin in the education component. The challenge though is that some institutions of education and training in social work, have purported to be promoting the developmental social work education approach, when in fact, the practicum component of their education and training programmes is not consistent with the developmental approach. Apparently, some social work educators are not very clear in terms of what the developmental approach entails, while others are curtailed by institution culture and policies. I then argue that in order to produce a cadre who is well versed in the developmental social work approach, the fieldwork practicum component has to be consistent with the key tenets of the developmental approach. Six models of the developmental social work approach to fieldwork placements are presented as examples of the kind of field placements that would go with the developmental approach. Advantages of the developmental type of placements are briefly explored. HOW TO REFERENCE USING ASWDNET STYLE Mupedziswa R. (2024). Africa Day Indaba 2022 – Innovative Fieldwork Education in Africa. presentation made during Africa Day Indaba 2022. African Journal of Social Work, 14(3), 126-132. https://dx.doi.org/10.4314/ajsw.v14i3.3 Visit journal website: https://ajsw.africasocialwork.net

Challenges of social work field practicum and professionalization in Bangladesh

ABSTRACT Social work education and practices began in Bangladesh more than half a century ago. Yet, it has not attained the professional status demanded by the country. This paper aims to examine the challenges of field practicum and the professionalization of social work in Bangladesh. Applying a qualitative approach, the study found that the field education of social work in Bangladesh has been devalued due to a shortage of professional agencies and qualified field supervisors, disagreement between students and agency supervisors, lack of state recognition, and prevailing societal perceptions. Furthermore, the study highlights a critical gap in practical skills development due to supervisors lacking social work training, hindering their ability to bridge the theory-practice gap for students. Consequently, graduates often lack the necessary competency to effectively address complex social issues. The study outcomes strongly advocate for the continuous support of social work educators and trained fieldwork supervisors. Furthermore, the establishment of an accreditation council for social work education and professional recognition of social work can also help overcome the challenges of field education in social work in Bangladesh.

Social work education in South Korea in the era of the Fourth Industrial Revolution

ABSTRACT Social work education in South Korea has significantly advanced since 1947. However, the Fourth Industrial Revolution and COVID-19 have significantly altered contemporary Korean social work education. Therefore, the current study aims to provide an overview of the state of social work education in South Korea. Based on Posner’s curriculum analysis theory, this study analyzed 1) the history and characteristics, 2) education curriculum, 3) institutional system, and 4) criticism of social work education in South Korea. Consequently, the present study found limited response to the Fourth Industrial Revolution and COVID-19 including the development of emerging subjects (e.g. Social Welfare and Big Data), from universities. This study also confirmed that the non-face-to-face practicum arrangements due to COVID-19 are temporary and ineffective. Additionally, we noted a lack of development in high-quality non-face-to-face or virtual reality-based field practicums from a long-term perspective. Furthermore, the present study highlights the need to integrate social work education (e.g. theory with practice and practice with policy), improve curriculum and quality control (e.g. prevent the indiscreet expansion of educational institutions and the mass production of social work licensing), and respond promptly and effectively to emerging social needs (e.g. diversity).

사회복지사업법 시행규칙 개정 이후 사회복지 현장실습 운영현황과 개선방안

The social welfare field practicum is a fundamental part of the social welfare discipline, representing its identity as an applied social science. In August 2019, the Enforcement Rule of Social Welfare Services Act was revised to address the issues of over-issuing social worker certificates and to strengthen field practicum requirements in order to promote professionalism. As a result of this revision, significant changes have been made to the field practicum since 2020. The purpose of this study is to identify the experiences of each practicum subject, including universities, educational institutions, students, and placement agencies, in field practicum after the revision. Additionally, this study aims to propose ways to improve social welfare education in Korea. The survey was conducted from July to August 2021 and included 95 universities and educational institutions, 318 students, and 2,051 placement agencies. The analysis results indicate that there are differences in the management of field practicum instructors, seminars, and orientation, as well as in the payment of practicum fees and institutional support, depending on the type of educational institution. Overall, students evaluated their practicum experience positively, but also reported unsatisfactory and unfair experiences. The study revealed varying perspectives on the revision of the Enforcement Rules depending on the type of educational institution. Based on these findings, the study proposes the initiation of a social welfare field practicum certification system for social welfare educational institutions. It also suggests the establishment of a consultative board that includes all educational institutions and stakeholders. Additionally, the study recommends improving the management of practicum fees, highlighting the need for standardized education plans and teaching for field practicum, and preparing fundamental ways to improve the field practicum system.

Outcomes of an Interprofessional Opioid Training Program for Graduate Students in Nursing and Social Work

ABSTRACT Social workers and other behavioral health professionals trained to provide prevention, treatment, and recovery services for opioid use disorders (OUD) remain urgently needed in the U.S. particularly in states with widespread health professional shortage areas. To help mitigate this workforce gap, faculty in social work and nursing at a public university in Alabama developed and piloted an innovative HRSA-funded interprofessional traineeship to prepare graduate-level nursing and social work students to assess and treat opioid use disorders (OUD). The yearlong traineeship included specialized coursework on evidenced-based practice in addictions, interprofessional telemedicine and simulation training, and multi-semester field practica in outpatient treatment settings. Impact of the pilot training was evaluated using a pre-experimental one group design. Baseline and post-training surveys assessed knowledge, attitudes, and skills related to OUD and interprofessional practice and perceived program impact. Significant increases were observed for trainees’ self-reported knowledge, attitudes, and skills. Moreover, at graduation students reported that the traineeship had improved their abilities to interact with underserved populations, collaborate interprofessionally, and understand ethical issues in SUD treatment as well as enhancing their professional competence, clinical problem-solving, and health workforce skills. Findings suggest that the interprofessional training program may prepare social work and nursing graduate students to effectively serve clients with OUD and help to address a critical workforce gap in medically underserved communities.

Studi Inventarisasi Hewan Invertebrata Di Pantai Monta Kabupaten Bima

Field practicum held by students of Gnggusuwaru University, Biology Education Study Program, on Sarae Me'e Beach with the aim of clarifying invertebrate animals. There are several animal phyla that we found, namely the cnidaria phylum and the echinoderm phylum, which live on rocks at a distance of 3.95 meters from sea water. The arthropod phylum lives in sea water at a depth of 1.5 meters from the sea surface. The mollusk phylum lives on land at a distance of 15 meters from sea water.

Developing social work education in Vietnam: the student field practicum during the pandemic

ABSTRACT Vietnam’s education provision faced challenges during the fourth wave of the COVID-19 pandemic. During the first wave in early 2020, the majority of university classes had already converted to online mode. However, because the field practicum is an essential course requirement in the social work curriculum, doing it online posed a challenge for both students and instructors. This research describes the field practice experiences of social work students in Vietnam under the influence of COVID-19. A national online survey was conducted among all Bachelor of Social Work (BSW) students who completed a field practicum course between August 2020 and August 2021. The findings indicated students’ opinions on overcoming obstacles during field practice, their conflicted feelings, and some lessons learned. These findings show that social work educators may be able to identify important insights for preparing students for online social work practice and assist students and teachers to adapt to the unprecedented crisis.

When a client dies: preparing social work students for mortality-related challenges in field practicum

Social work students frequently encounter issues of death, dying, grief and loss during field practicum placements, yet often feel unprepared to cope with the emotional challenges and provide effective care. A review of current literature reveals the significant impact of client death on social work students across diverse practicum settings, as well as substantial gaps in grief and loss education within social work curricula that leave students feeling ill-equipped to handle these experiences. This article argues that there is an ethical imperative to better support students facing mortality and loss in practicum by implementing trauma-informed, multi-level interventions. Key recommendations include: normalizing conversations about death, providing regular debriefing opportunities, helping students develop self-awareness and self-care plans, infusing grief and loss content into the curriculum, and facilitating meaning-making and resilience. Recommendations are offered for field instructors, faculty liaisons, placement agencies, universities, and students’ support systems to transform distressing encounters with client death into profound opportunities for personal growth, professional development, and building the capacity to provide compassionate end-of-life care. Ultimately, this article calls for a paradigm shift within social work education and society at large toward more a more grief-literate, death-positive culture that uplifts and humanizes the experiences of dying and bereaved individuals.

Needs Analysis of Tourism Destination Study Program as a New Study Program at Politeknik Negeri Jember

Being a newly established study program, the Tourism Destination Study Program of Politeknik Negeri Jember had several needs to be completed to support the teaching and learning process. This study aimed to determine the needs of the Tourism Destination Study Program to support its teaching-learning process. This study deployed a descriptive qualitative method. The informants of this study were lecturers and students in the Tourism Destination Study Program of Politeknik Negeri Jember. The data were obtained from field observations in the Tourism Destination Study Program, interviews with lecturers and students, and field documentation. The results showed that there were three things needed by the tourism destination study program, including (1) a tourism laboratory or studio in the Tourism Destination Study Program, (2) an integrated field practicum instrument for Tourism Destination Study Program students and, (3) teaching materials to open students' perspectives on service management in the Tourism Destination Study Program of Politeknik Negeri Jember.

Enhancing Analytical Thinking Skills and Scientific Attitudes of Prospective Science Teacher Students through Pre-Practicum Virtual Simulation

Analytical thinking skills are important for science pre-service teachers to achieve the professional competence of science educators. The aim of national education mandates the formation of a complete human being through the development of character and attitudes in the learning process, including a scientific attitude. Data shows that students' analytical thinking skills are still below standard and scientific attitudes have not been sufficiently trained in learning. The purpose of this research is to describe the analytical thinking skills and scientific attitude of prospective science teacher students through pre-practicum virtual simulation. The research design was a post-test-only control group design with a sample of 55 prospective science teacher students. The data was taken using an analytical thinking ability test and a scientific attitude questionnaire. The instruments used are worksheets and web-based simulations. The experimental class conducted a pre-practicum virtual simulation before the field practicum. The results of the Wilcoxon test were <0,05 showing differences in students’ analytical thinking skills through practicum and pre-practicum virtual simulation learning. The highest score of the analytical thinking skills indicator is ‘organizing’ namely 71,0 in the experimental class. Scientific attitude with the highest indicator is curiosity in the experiment and control class with percentages of 97% and 88% respectively. Overall, both analytical thinking skills and scientific attitude are enhanced through virtual simulation pre-practicum.

Comparing avians diversity between two university in Indonesia

IPB University and the University of Indonesia (UI) are two of the many campuses in Indonesia that take part in the UIgreenmetric ranking every year. In 2018, The two campuses were ranked in the top two of UIgreenmetric for national campuses and were committed to going to green campus. This study is important because the campus area in both universities is an area used by students as a place to study, the location of field practicums and research. Besides that, this research can be used as a reference for evaluating and improving environmental conditions at each campus. This study aims to compare the avian diversity on both campuses. Avian data was conducted at the green campus open space using the Ten Species List of MacKinnon and Variable Circular Plot Method. The observation was recorded every morning and afternoon with repetition. The comparison of bird species diversity between IPB Darmaga Campus and UI Depok Campus is included in the same classification, namely the moderate. The higher the number, the higher the species diversity classification. Still, the diversity value is higher in IPB Darmaga Campus at 2.7 compared to UI Depok Campus, which is 2.3.

Understanding the concept of diversity, abundance, and distribution of marine invertebrates through practicum students of the Biology Education, Pattimura University

The application of marine biology courses cannot be separated from field practicum activities which are integrated with the main scientific pattern of Pattimura University, namely build nobleh marine, meaning that the marine biology lecture process is a goal of developing human resources. One of the competencies of marine biology courses which emphasizes is that students must understand the life of various types of marine invertebrates that live in each coastal water ecosystem and must also master how to observe and research various types of marine invertebrate life found in each zone of coast (intertidal zone and subtidal). The results of the findings of various types of marine invertebrates were carried out by diversity analysis, the results were 2.0 <H'=2.363836 ≤ 3.0, meaning the level of diversity was medium. The relative density of invertebrates on various substrates includes sand 25%, density on sandy gravel substrates 9.9%, muddy substrates 11.4%, coral substrates 15%. The distribution patterns of various types of invertebrates can also be explained according to the results of analyzes including (1) clustered distribution patterns occur in Crustacea (Emita sp, Harpiosquilla raphidae, Ocypoda cursor), Gastropoda (Nerita polita, Conus sponalis), Bivalvia (Venerupis corrugate), (2) The distribution pattern is uniformly occurs in invertebrates of Bivalvia (Anadara broughtonii, Mytilus trossulus, Tridacna rosewateri, Pinctada radiate), (Diadema setosum, Holothuria scabra), Gasropoda (Strombus decorus). Proving the truth of the concept or theory of various types of invertebrates in biology courses the truth of the sea has been tested through field practicums in the coastal waters of Salahutu District, Ambon Island

사회복지학 전공 대학생들의 코로나19 이후 첫 대면현장실습경험에 관한 질적연구

This study aimed to explore the field practicum experiences of college students majoring in social work who experienced their first face-to-face field practicum after COVID-19. For the purpose of this study, the researchers conducted Focus Group Interview(FGI) by dividing 12 college students majoring in social welfare who conducted their first face-to-face field training after COVID-19 into 3 groups. Data collected through FGI were analyzed using qualitative analysis methods. The analysis results were as follows. First, during the practicum preparation process, the participants experienced a roller coaster-like application process and expectations and concerns prior to practicum. Second, during the practicum process, participants experienced ambivalence about task accomplishment, benefits gained through relationships, doubt about unsystematic practicum, and practicum life coexisting with COVID-19. Third, in the process of completing the training, the participants experienced personal growth, confidence in their career path, pride as a professional, and remaining regret. The study confirms that the experiences of social work college students during field training encompass a mix of positive and negative aspects, with positive relationship experiences being particularly significant. Recommendations are provided for practice and education to enhance the quality of social work field training.

Prohibiting Harmful Practices Against LGBTQIA+ Individuals and Students in Field Placement: Recommendations

ABSTRACT Field practicum is known as the “signature pedagogy” for social work. Though the Council of Social Work Education’s accreditation standards guide the placement processes, research on the experiences of lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual and gender minorities (LGBTQIA+) students shows that this population continues to face discrimination in practicum placements. In this point-of-view article, we present conflicts that can arise when programs do not have explicit conversations with agencies about LGBTQIA+ inclusivity. We discuss current accreditation standards and relevant points from the Code of Ethics that support implementation of specific protections for LGBTQIA+ students and clients in practicum placements. Recommendations are made for addressing barriers of equity now and in future iterations of the EPAS.

Nurturing Success: Empowering Human Services Students to Lead a Campus Food Pantry

Recent research has shed light on the concerning issue of food insecurity among college students in the United States. According to recent reports, approximately 30% of college students experience food insecurity (CUFBA, 2020). This problem has serious implications, as financial concerns often force students to leave college without completing their degrees (Johnson, 2009). In response to this growing challenge, campus-based food pantries have emerged as a potential solution. However, colleges and universities are facing budget constraints and funding limitations, making it increasingly difficult to meet the needs of financially struggling students. This article explores the role of Human Services programs in addressing food insecurity on college campuses through the development of campus food pantries. By utilizing service-learning, internships, and field practicum courses within Human Services programs, colleges and universities can effectively tackle this issue. These programs can provide the necessary labor force and expertise, while also partnering with local agencies to secure essential supplies. This approach becomes crucial when state resources are limited or reduced. Engaging Human Services students in campus food pantries not only helps address the immediate need for food assistance, but also offers valuable experiential learning opportunities. Students gain practical experience in serving their communities and understanding the challenges associated with food insecurity. This symbiotic arrangement benefits both students and the college communities they are part of, creating a win-win situation for all involved.

Preservice Teachers' Self-Efficacy through Hybrid Field Practicum in a Korean Teacher Education Program

Preservice Teachers' Self-Efficacy through Hybrid Field Practicum in a Korean Teacher Education Program

What happened to field practicum in social work education during COVID‐19? Evidence from Bangladesh

AbstractField practicum is an integral part of social work education, and students of bachelor's and master's levels need to gain the requisite experience of field practicum to achieve the degrees. Like many practice‐based disciplines, social work has been facing enormous challenges in arranging field practicum during COVID‐19. This qualitative study aims to understand the experiences of social work faculties, students, and agency representatives for field practicum in the time of the COVID crisis in Bangladesh. Four public universities having social work schools were selected purposively and a total of 18 in‐depth interviews and four Key Informant Interviews were conducted with different stakeholders related to field practicum. The study finds that though theoretical classes were conducted using online platforms, students faced many hurdles in completing their field practicum. Several innovative strategies, such as community‐based field practice, delaying completion of field practicum, reducing daily working hours, etc. were followed to adapt to the new normal situation. This pandemic seemed to be a lesson for everyone to think of an alternative arrangement for field practicum, such as developing a flexible curriculum, virtual fieldwork, community‐based field practice, field meetings, concurrent fieldwork, etc.

Social Work Student Experiences of Completing Internships in Canada During COVID-19: Application of a Remote Learning Plan

ABSTRACT On March 11, 2020, the World Health Organization declared a global pandemic as a result of the spread of the COVID-19 coronavirus, a severe acute respiratory syndrome. Public health authorities throughout Canada were emphasizing early detection, physical distancing, hand washing, sheltering in place through household and self-isolation, and the closing of schools and businesses. For universities it meant the cancelation of classes and an immediate move to virtual or online learning to finish semesters, some of which were within weeks of completion, others that were just beginning. For the School of Social Work at King’s University College, London, Ontario, Canada, the restrictions and limitations imposed by the pandemic had far reaching implications that went beyond a disruption in classroom instruction and also meant terminating or suspending field practicums. Rather than having student learning succumb to the virus, the School of Social Work instituted a creative solution that involved the students developing Remote Learning Plans with the support of their Field Instructors and Faculty Consultants who would serve to minimize the disruption to the students’ learning. This study explores the student experience in moving to remote learning plans – specifically what challenges, changes, and opportunities for growth it provided.