Field Practicum Research Articles

Simulation in Social Work Education: A Qualitative Study of MSW Student Development

ABSTRACT The 2015 Educational Policy and Accreditation Standards (EPAS) recognizes simulation as a means for students to gain skills, technical proficiency, and field practicum hours. Research on its use in social work education has been largely cross-sectional. The purpose of this 9-month qualitative study was to explore the influence of three simulations on 12 MSW students in practice classes, using students’ semistructured reflections. A thematic analysis identified three key themes: awareness of key learning elements, development from skill-based performance to the inclusion of theoretical concepts, and growth from self-awareness to goal orientation. A conceptual model for the development of student metacognition from the use of repeated simulations is proposed.

Fostering awareness of self in the education of social work students by means of critical reflectivity

Fostering awareness of self in the education of social work students has focused primarily on a micro-conceptualisation of the self, which implies that the attention was, and still is, mainly on the intrapsychic processes brought about by theory and field practicum. The main argument is that the self should also encompass a macro-conceptualisation, where students have to ask themselves how they contribute to the maintenance of societal structures and how these structures influence them in the forming of their assumptions and belief systems about the self and the world. Three categories of critical-reflectivity questions asked about a parable on death and dying in a class discussion can sensitise students about the self as a product and a co-creator of society in the grieving process. These questions furthermore resonate an African-centred world view in the understanding of the self.

Medical Student Leader Performance in an Applied Medical Field Practicum.

Many medical schools in the United States are introducing leader and leadership curricula. However, there is a large gap regarding how to assess leader performance during undergraduate medical education. With the guidance of a conceptual framework, leadership assessment measures can be developed, learners can make expected improvements in performance over time, and assessment measures can be used in relevant, applied, medical teaching settings. Uniformed Services University (USU) medical students are educated to become healthcare leaders who can perform effectively in various settings. Medical students are assessed on multiple occasions for elements of leader performance during "Operation Bushmaster" - the capstone military medical field practicum event for fourth year medical students - by experienced faculty. A conceptual framework guides the assessment approach for leader performance during Bushmaster. The USU Leader and Leadership Education and Development program developed an assessment tool to measure student leader performance used in a military medical field practicum. The present paper examines whether: (1) leader performance can be measured at Bushmaster; (2) leader performance changed during Bushmaster; (3) leader performance elements are related to each other; and (4) overall leader performance is related to other medical academic performance. Trained faculty assessed students' leader performance. Data from three cohorts of USU medical students (N = 509) were collected. All data were collected, compiled, deidentified, and analyzed with approval from the USU Institutional Review Board (Protocol number: KM83XV). Descriptive statistics, repeated measures t-tests, trend analyses, and correlation analyses were performed. Data were available from 483/509 [95%] students. Results revealed that: (1) average leader performance was satisfactory; (2) overall leader performance and performance on each of the major elements of leader performance significantly improved over the course of Bushmaster; (3) major elements of leader performance were significantly correlated with each other and with overall leader performance; (4) leader performance was not correlated with students' performance on the MCAT total score or USMLE Step exam scores. With the guidance of a conceptual framework, the assessment tool was used to assess leader performance in a relevant, applied, medical teaching setting. The findings of this study indicate that leader performance can be measured. Additionally, leader performance appears to be a separate skillset from medical academic performance and both types of performance can be taught and developed. This was a retrospective correlation study and was conducted during a military medical field practicum at a single institution. Gathering additional validity evidence of the assessment tool is needed. With additional validity evidence, the assessment tool could be applied to other medical exercises in different settings and help with the assessment of leader performance beyond medical school.

Exploring the Design of Scaffolding Pedagogical Instruction for Elementary Preservice Teacher Education

ABSTRACTInquiry, central in science education reforms for decades, is a critical element required in many teacher education programs. However, the instruction of inquiry-oriented pedagogies in those programs has limited impacts on science preservice teachers (PSTs) who arefvn the agent of transforming classroom instruction. The challenges include the limited time PSTs are exposed to the instruction of inquiry in teacher education programs, the gap between educational theories and field practicum of inquiry to which PSTs are exposed, and the less engaging approach to the instruction of educational theories. At the elementary level, there is an additional challenge of PSTs’ low motivation toward science and science teaching. In response to these challenges, we designed an innovative approach of scaffolding pedagogical instruction (SPI) and examined its effectiveness in promoting PSTs’ competence and disposition toward science and science teaching. In this article, we thoroughly describe the design of SPI and the instrument measuring the learning outcomes. We apply paired t tests to compare 85 elementary PSTs’ knowledge of inquiry teaching as well as their science identity and science teacher identity before and after receiving SPI. The findings suggest a significantly positive impact of SPI in preparing PSTs with the competence in and disposition toward inquiry teaching.

Teaching self-care: The utilization of self-care in social work practicum to prevent compassion fatigue, burnout, and vicarious trauma

ABSTRACTField practicum is paramount to social work pedagogy in the preparation of emerging direct practice professionals. Field students integrate foundational knowledge as they implement practice skills learned in the classroom during the social work practicum experience. Working with clients who are suffering is inevitable in direct social work practice and field practicum students can be exposed to a broad range of intense emotional experiences as they assist clients in need. Integrating self-care skills, techniques and strategies into daily social work practice becomes essential to prevent compassion fatigue, burnout, and vicarious trauma. Incorporating self-care skills into the field practicum enhances opportunities for transformative student learning and helps to strengthen professional socialization during this critical educational experience. This article highlights the implementation of professional self-care instruction, use of activities and written student critical reflection assignments designed to enhance the practice experience through incorporating self-care education and strategies among undergraduate students within the field practicum seminar.

Students’ Reflections on Their Field Practicum: An Analysis of BSW Student Narratives

ABSTRACTThis qualitative study was undertaken to explore what undergraduate students reflect on during their learning to practice social work in the field. Reflection is essential in the social work field practicum where students learn the practice of social work by doing. Seventeen BSW students’ final field practicum learning papers are analyzed. Four themes emerge that highlight the content of their reflections: situations of uncertainty, opportunities for application, tensions in action, and confrontations with others. This article presents in detail these 4 themes. Discussion includes suggestions for helping students better engage in reflective learning.

Outcomes of the Expanded Programme on Immunization Pre-Service Training Initiatives in Kenya: A Mixed Methods Study

Background: The Maternal and Child Survival Program of United States Agency for International Development conducted a study in 2017 to assess the outcome of an initiative to strengthen Expanded Programme on Immunization (EPI) pre-service training. The pre-service training initiative was undertaken by the Ministry of Health (MOH) with support from partners in 2012-2016. The overall objective of the study was to assess the adoption and effectiveness of the initiative in the competency (knowledge, skills and attitude) of graduate nurses. Methods: The study included a conveniently selected sample of 14 pre-service training institutions, 23 field practicum sites, and 29 health facilities in western Kenya, and used quantitative and qualitative methods of data collection. Results: All pre-service training institutions were found to have adapted the WHO EPI prototype curriculum. Overall, tutors followed training method in the classroom as suggested in the curriculum, except evaluation of students’ learning lacked tests or quizzes. Students had opportunities for hands-on practical experience in the field practicum sites. Graduate nurses were found to have acquired the skills for vaccinating children. However, some pre-service training institutions lacked functional skills labs for practical learning of students. In addition, students did not receive up-to-date information on EPI program, and lacked knowledge and skills on monitoring and documentation of EPI coverage during preservice training. Conclusions: It appears that the EPI pre-service training strengthening initiatives facilitated competency-based EPI training of nurses in Kenya. However, preservice training institutions still have scope for improvement in the skills lab, hand-washing practice, providing up-to-date information, and training students on coverage monitoring and documentation.

A Study on the Development of Education Field Practica at the Overseas Mission Schools

A Study on the Development of Education Field Practica at the Overseas Mission Schools

Social Worker Integrated Care Competencies Scale (SWICCS): Assessing social worker clinical competencies for health care settings

ABSTRACTIntegrating physical and behavioral health services has the potential to reduce health disparities and service inequities among persons most at risk. However, clinical social workers in integrated health settings must possess relevant knowledge and skills to provide quality care to diverse populations. The Social Worker Integrated Care Competency Scale (SWICCS), developed to complement the Integrated and Culturally Relevant Care (ICRC) field education curriculum, measures students’ self-perceptions of knowledge and skills associated with providing behavioral health care. Three student cohorts (n = 38) completed the SWICCS three times during an integrated care field practicum. Results indicated a statistically significant increase in student knowledge and skills at each time point, with a large effect size (r = −.87). The SWICCS demonstrated utility in measuring and tracking social work student acquisition of knowledge and skills required for practice in integrated care environments.

A Virtual Field Practicum: Building Core Competencies Prior to Agency Placement

ABSTRACTProviding effective services to clients with increasingly severe challenges in an era of fiscal constraints calls for schools of social work to assume greater responsibility for preparing interns for clinical practice. This article describes a virtual field practicum (VFP), an online skill-building experience designed to meet this need and reports preliminary findings. The VFP employs client simulation and other experiential activities; its intent is to foster student acquisition of core competencies prior to agency placement. Longitudinal data were collected on VFP students and their traditional counterparts across 4 semesters. Results show that VFP students performed as well, if not slightly better, on competency measures than traditional students, suggesting that this model is a viable option for educators to consider.

항공관광과 학생의 현장실습 복리후생과 진로준비행동에 관한 연구 : 자긍심과 만족의 매개효과를 중심으로

This research attempted to analyze the influence of field practicum training welfare that provided students with appropriate training environments on the self-esteem, satisfaction and the career preparation behavior of students. Based on precedent research, the factors to test for (economic and facility support for welfare, self-esteem, satisfaction and career path preparation behavior) were deduced, and through relationship analysis between these factors, the research model was designed. A survey was conducted against students who had completed field practicum simulation training and a total of 200 surveys were used in the final analysis. The results of multiple regression analysis showed that economic and facility support for welfare had a positive (+) effect on self-esteem and satisfaction, and self-esteem had a positive (+) effect on career preparation behavior, while satisfaction had a negative (-) effect on career preparation behavior. Self-esteem was also shown to have a partially mediating effect in the relationship between welfare factors (economic and facility support) and career preparation behavior. Based on this analysis, this study deduced theoretical and practical suggestions.

TF-15 Wilderness Medicine: Foundations in Leadership and Austere Medical Care

Wilderness medicine is a growing subspecialty within emergency medicine. Increasingly, academic departments are developing robust programming through research initiatives, undergraduate to postgraduate curricula, and community outreach offerings. Wilderness medicine, defined as the delivery of medical care in resource-limited and austere environments, requires a knowledge base and skill set essential in general emergency medicine. Furthermore, the organized delivery of care in this context relies on non-technical skills in team leadership and communication critical to highly reliable systems across the contemporary health care landscape. We developed an experiential 4-week credit bearing elective for senior medical students, leveraging their personal passion for the outside world to drive a foundational introduction to the medical subspecialty. This senior medical student elective in wilderness and environmental medicine will serve as a comprehensive introduction to the subspecialty covering foundational content related to pathophysiology, epidemiology, therapeutics, and social factors in the human interaction with austere environments; develop skills in operational team leadership related to expedition medicine and search and rescue operations; and provide valuable space to combine students’ personal and professional passions. Our 4-week immersive curriculum includes a 17-day didactic portion followed by a 10-day field practicum. Knowledge base and skill concepts are first introduced through lecture, discussion, and interactive workshops. Content selection is curated from the Wilderness Medical Society’s requirements for the Fellow of the Academy of Wilderness Medicine (FAWM) and expert input. Knowledge acquisition is reinforced through application in high-fidelity simulation in the outdoor environment. Assessment of leadership skills and medical care is through direct observation. Group debriefing following each simulation further anchors learning. The didactic portion builds toward a 10-day field expedition largely planned by the students under direct guidance of course faculty. Each student has an opportunity to serve as expedition leader of the day. Additional medical simulation and skills workshops are utilized during in the field. A summative written exam assesses student retention of content. An observed and self-assessment tool for team leadership skills is used to appraise development and identify areas for further growth. We hope that participation in the course will introduce students to the subspecialty of wilderness medicine through an engaging, comprehensive and interactive experience. We believe this course will provide a non-traditional platform for refining essential skills in patient care, team-based operations, and the human factors influencing judgement, risk and error— all tools that will serve students well throughout their careers.

Conceptualization of capstone experiences: Examining their role in social work education

ABSTRACTCapstone experiences are requirements for undergraduate and graduate study in many disciplines, with 70–80 percent of US higher education institutions offering them. However, they appear to vary in both format and purpose with little consistency in their design. Capstone experiences can include participating in internships or volunteer work, engaging in project-based learning, and/or generating written work. While field practica have provided social work students opportunities for displaying competencies to practice, the use of projects, assignments, and experiential activities as capstone experiences, in which knowledge and skills can also be applied and demonstrated, are gaining popularity in social work education. However, the requisite functions of capstone experiences have not been identified, leaving educators with little guidance to help with pedagogical decisions. This article fills this gap by conceptualizing capstone experiences and discussing their value overall, as well as usefulness in social work education. Lastly, it describes challenges facing educators and students in the capstone process.

Reflectance-Based Imaging Spectrometer Error Budget Field Practicum at the Railroad Valley Test Site, Nevada [Technical Committees

Calibration and validation determine the quality and integrity of the data provided by sensors and have enormous downstream impacts on the accuracy and reliability of the products generated by these sensors. With the imminent launch of the next generation of spaceborne imaging spectroscopy sensors, the IEEE Geoscience and Remote Sensing Society's (GRSS's) Geoscience Spaceborne Imaging Spectroscopy Technical Committee (GSIS TC) initiated a calibration and validation initiative.

The Effects of Major Curriculum, Extra Curriculum, and Field Practicum on the Improvement of College Students’ Competencies: Focusing on Pre-service Youth Education Experts

The Effects of Major Curriculum, Extra Curriculum, and Field Practicum on the Improvement of College Students’ Competencies: Focusing on Pre-service Youth Education Experts

Emerging Social Work Field Education Trends in China

ABSTRACTMSW field education in China has been adopting Western models. However, this adaptation cannot address all educational and professional training needs in China. This study used an exploratory qualitative study design and interviewed 54 MSW students regarding their field experiences at a university in Shanghai. Results revealed six key themes: field education curriculum design’s influence on student field experiences, faculty advisers’ influence on student field experiences, field agencies’ expectations toward MSW intern performance, field agencies’ capacity to host MSW interns, student perceptions of their professional competencies, and students’ coping strategies to manage challenges in field practicum. Competency-based social work field education is a potential solution to address the current social work field education challenges in China.

Field Teaching Practicum Problems Experienced by Science and Mathematics Students and Their Attitudes toward Teaching Profession at Najran University

The current study aims to investigate the problems of field practicum at the College of Science and Arts at Najran University from science and mathematics students' perspective and to measure their attitudes toward teaching profession. To achieve this aim, a questionnaire of field teaching practicum problems and a scale of student teachers' attitudes toward teaching profession were prepared. The sample consisted of (123) male and female students of science and mathematics departments enrolled in the field practicum course. The study concluded that during field training, students face (21) problems distributed to four domains: cooperating school administration, academic supervisor, teaching skills of trainee student, and the trainee student’s personality. There is a statistically significant difference in the problems of cooperating school administration and teaching skills due to gender variable in favor of female students. There is a statistically significant difference in the problems of cooperating school administration due to specialization variable in favor of mathematics students. There is no statistically significant difference due to specialization variable in the other domains and problems as a whole. There is no statistically significant difference in the problems facing students due to the cumulative average variable. The sample responses to the attitude scale toward teaching profession reach an average agreement of (3.75), which indicates that the sample has positive attitudes toward teaching profession.There is no statistically significant difference on the attitude scale toward teaching profession as a whole or its domains due to gender or cumulative average variables. There is a statistically significant difference in the responses of the sample to the attitude scale toward teaching profession due to specialization variable in favor of science specialization.

어린이집 원장들은 보육교사실습생으로 사이버대학교 재학생들을 선호하지 않는가?

본 연구는 한국사회에서 사이버대학교가 모든 부분에서 일반대학들과 같은 편제, 행정, 교과과정들이 진행되고 있음에도 유독 실습관련 과목에서 관련 학과의 학생들이나 교수들이 불편을 경험하고 있다. 따라서 본 연구에서는 그 불편함의 근원을 찾아내고, 개선이 필요한 부분이 어떤 것인가를 파악하고, 개선의 방향을 도출해 내고자 한다.BR 본 연구는 질적연구를 연구(현상학적 연구) 방법론으로 택하여, 연구의 목적을 이해하며 연구자와의 의사소통이 가능하고 참여에 동의한, 사이버대학교를 직 · 간접적으로 경험한 10명의 어린이집 원장들을 택하였다. `17년 6월부터 9월까지 약 4달 간 심층 인터뷰를 진행하였다. 본 인터뷰는 연구 참여자들에 대한 기초조사 후, 그들 자신의 개념과 경험을 언어로 이야기하게 하는 심층면접기법을 통해 자료를 수집하였다.BR 분석의 결과 7개의 대주제를 추려낼 수 있었고, 이에 따른 결론을 도출해내었다.BR 첫째, 일곱 개의 대 주제는 다음과 같다. 사이버대생을 보육실습생으로 받는다는 것?, 현장감이 떨어지는 것이 사실!, 앞으로도 사이버대학교 출신 실습생들을 받을 것인지?, “사이버대학교에서 보육교사 자격증을 취득한다는 것이 문제가 되는가?”, 사이버대학교 출신 실습생들의 장점은?, 사이버대학교의 실습생들에게 해줄 수 있는 조언은? 어린이집 원장님들과 보육교사들의 실습생을 대하는 태도는? 이었고,BR 둘째, 결론 및 사이버대학교에서 해결해야 할 향후 과제로 중심이 되는 다섯 개의 주 내용을 모색해 보았다. 실습전 실습에 필요한 모든 내용의 사전 교육, 사이버대학교에 대한 오해를 불식시키기 위한 학교-교수-학생들 간의 지속적인 노력, 어린이집과 학과 혹은 학교 간 사전 상호협력관계, 충분한 교육과 지속적인 현장 접촉을 통한 자격증취득에의 오해 불식, 원장님들의 실습생을 어떻게 대하는가에 대한 태도로 정리 가능하였다.

Building Trust and Collaborating with Others: Challenges For A Sustainable Peace in Caquetá, Colombia

In the Amazonian department of Caqueta (Colombia), considered a Revolutionary Armed Forces of Colombia (FARC) stronghold, 300 families are currently challenged with implementing the peace agreement in their territory while also navigating the road to sustainable development. This process entails trusting others, collaborating, and making decisions about health and education services, environmental problems, economic issues, and even aspects of everyday life. The Paisajes Conectados program is focused on reducing deforestation and promoting sustainable development in two municipalities of Caqueta. Its mission is to build new skills and share knowledge within local communities in order to strengthen governance and participation. This paper presents the findings of a field practicum, developed with the objective of determining community perceptions of the Capacity Building and Governance Strategy implemented under the Paisajes Conectados program in the context of a transition from conflict to peace.

Translating Concept into Act forMulti-Cultural Practice: Comparison of Students’ and Field Instructors’ Perceptions of Diversity Training Effectiveness

Education for culturally competent practice increasingly is a responsibility for social work educators.Using data collected for an evaluation of the field education component of a large,Midwestern social work program, the purpose of this study is to shed light on students’ application in the field practicum setting of classroom training in culturally competent practice. Responses were obtained from field instructors (n=76) and students (n=70). Students reported learning in areas dealing with diversity at statistically significant levels; however, instructor ratings of student competence were significantly lower than student ratings. Results are discussed in light of necessary attitudes, knowledge, and skills. Implications for program monitoring and improvement, education, and further research are discussed.