Master Of Social Work Research Articles

Using aquaponics to fight against hunger

The joint effort to address malnutrition amongst school children in Liberia through Aquaponics particularly at the More Than Me Academy by the social work students at the AME University and the Extra curriculum Lead at Hilltop Schools came about when the nurse at the Academy started her regular malnutrition and deworming assessment where she discovered that 20% of the students in the elementary section were malnourished. Students of Social Work department doing Internship at the MTMA came together and brainstormed on ways of addressing this health deficiency crisis. The interns finalized that in other to address the malnutrition issues among the students, they will provide nutritious meal highlighted from the food pyramid. This effort aligns with goal two of the Sustainable Development Goal (SDG) which envision a zero hunger world, we later discussed about a more sustainable methods of ensuring that all the kids including the ones with malnutrition at the Academy continue having a healthy diet during their days in schools. From this discussion, we as students decided to embark on a garden project which will serve as the main source of nutrients that will matched that of the pyramid.How to cite this article using ASWNet styleSnorton, E. A. Jr (2023). Environmental empowerment: A new approach to poverty eradication in Africa. People centred – The Journal of Development Administration (JDA), 8(3), 92. Social Work and Development Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i3.7
 Conference AbstractSocial Work and Development Student Conference (SWDSC), Held on 16 June 2023, Day of the African Child (DAC), Organised by Africa Social Work and Development Network (ASWDN).
 Conference Organising Committee: Danzel Rademan, University of the Free State, South Africa (Chairperson); Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda (Vice-Chairperson); Never Winnie James Sebit, South Sudan; Bachelor in Social Work, RCSS, India (Secretary); Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe (Vice-Secretary); Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe (Committee member) & Takudzwa Banda, Bachelor of Social Work, University of Zimbabwe (Committee member).
 Visit journal website: https://jda.africasocialwork.net

Environmental empowerment: A new approach to poverty eradication in Africa

Most of the rural population in Africa is affected by poverty. High levels of poverty are witnessed through food shortages, low life expectancy and environmental degradation. Arguably, poverty in general and in Africa specifically is partly caused by a poor environment. An environment that is poor impoverishes its population. There are two types of poor environments in Africa; an environment that is inherently poor and another which is made poor by human beings. To deal with poverty and underdevelopment in Africa, social workers must empower the natural environment. An empowered environment capacitates community development. As it stands, social work in Africa focuses on empowering the poor who reside within an impoverished environment and to that effect, social work empowerment programmes are ineffective.How to cite using ASWNet styleDudzai, C. (2023). Environmental empowerment: A new approach to poverty eradication in Africa. People centred – The Journal of Development Administration (JDA), 8(3), 93. Social Work and Development Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i3.8
 Conference AbstractSocial Work and Development Student Conference (SWDSC), Held on 16 June 2023, Day of the African Child (DAC), Organised by Africa Social Work and Development Network (ASWDN).
 Conference Organising Committee: Danzel Rademan, University of the Free State, South Africa (Chairperson); Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda (Vice-Chairperson); Never Winnie James Sebit, South Sudan; Bachelor in Social Work, RCSS, India (Secretary); Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe (Vice-Secretary); Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe (Committee member) & Takudzwa Banda, Bachelor of Social Work, University of Zimbabwe (Committee member).
 Visit journal website: https://jda.africasocialwork.net

Developing and integrating professional resilience: influencing factors for social workers as students and new practitioners

ABSTRACT Increasingly complex practice contexts challenge social workers’ resilience, impacting workforce attraction and retention. This study comprised longitudinal and qualitative research to understand what influences professional resilience development, maintenance and integration. Purposive sampling resulted in the inclusion of 23 participants from eight Australian universities. Interviews occurred when the participants were students nearing the completion of a Master of Social Work (Qualifying) degree and again after approximately six months of post-qualifying practice. The results reveal social workers’ resilience develops over time through processing experiences that occur within contexts and shape professional identity. Supportive relationships are integral to this process, becoming protective resources during adversity. In universities and human service organisations, relationships with peers, teams, direct line managers, and supervisors are crucial for enabling insight and growth through critically reflecting on experiences and understanding their impact on professional identity formation and resilience. A disparity emerged between the expectation of available resources as a student and the reality as a newly qualified social worker. The relational nature of resilience has implications for educating social work students and preparing them for practice realities, organisations seeking to sustain a resilient workforce, and practitioners who navigate these complex contexts.

Transitioning to Professional Practice: Experiences of International Master of Social Work [MSW] Graduates from Australian Programs

ABSTRACT With increasing numbers of international students entering Australian social work programs, research has focused on the challenges of teaching these students due to perceived cultural differences and language comprehension. However, limited research has examined their experiences when transitioning to practice. Semi-structured interviews were conducted with 15 international MSW graduates originating from 10 countries and residing across three Australian states. Participants’ transition to practice involved similar challenges to those described in research for the broader cohort of newly qualified social workers. However, for the current cohort, initial concerns are equally focused on “fitting in”, due to a learned perspective that their cultural and linguistic difference would inhibit practice. Drawing on ecological systems theory, belonging was influenced by contextual factors relating to levels of cultural diversity within workplaces; co-worker support; and participants’ sense of preparedness from their education. For all participants, these feelings of difference lessened over time, with some later reflecting that their cultural difference and lived experience was beneficial to their practice. Findings suggest that the strengths of these diverse students could be more readily recognised during education and the field, for improving preparedness for practice, and inclusivity in Australian social work. IMPLICATIONS Problematising international social work students and focusing on their perceived deficits can erode graduates’ confidence when first transitioning to the field. The need for cross-cultural learning opportunities for educators, students, and field education agencies is highlighted for recognising the benefits of diversity and for improved preparation of early career social workers for the current professional field. Advances in training and education are needed in organisations where more culturally diverse graduates are securing employment, to ensure that international graduates are supported in early practice, and that diversity is valued in workplaces.

Scope of multilingual education, teaching, and training: perspective of post-graduate social work students in India

ABSTRACT Language as a medium of instruction in education is a highly debatable and contested subject across the globe. Many countries prefer to provide primary education in their local language. However, in times of language politics, social work educators and practice initiated a debate on multilingual methods of teaching and practice for comprehensive interventions at the grassroots level to prevent language barrier from becoming an obstacle in social work practice. In India, English has been the preferred medium of instruction in most of the social work schools and departments that train students for fieldwork and practice. While such a method has certainly been effective in providing a uniform education in the field of social work, many students from vernacular educational backgrounds experience extreme difficulty in the initial period of their training.Based on the data collected from fifty Master of Social Work (MSW) students through Google-forms with open ended questions and thematic analysis, the article argues that a multilingual approach to social work education in teaching and providing reading resources could be the first step in addressing the language difficulties of MSW students from the vernacular backgrounds. This approach will further broaden the scope of social work services within the client system. Besides, the constant encouragement and motivation to be equipped with a better understanding of English to compete at the global level of social work perspective could be another essential part of social work education and training in India.

Faith Integration: Student Perspectives on Spirituality and Social Work in a Christian Master of Social Work (MSW) Program

The role of spirituality has become increasingly important in the field of social work, especially when considering a holistic approach. Religion and spirituality are used to guide beliefs and actions and give meaning and purpose to life. This research, situated at an Evangelical Christian University, explored why it is critical for practitioners to be spiritually equipped when working with those in need and their perceptions of the importance of faith to practice and identity. This study identified seven themes: how spirituality assists practitioners in dealing with information and events in the social work field and the importance of spirituality in providing strength, hope, guidance, self-preservation, a positive example for clients, and an opportunity to share the love of God. This research contributes to the future of social work education. Keywords: Faith Integration, Social Work, Spirituality

What do BSW graduates need to know about mental health?: educational insights derived from integrating service-users’, students’, and academic-educators’ perceptions

ABSTRACT This study aims to support curriculum development by integrating service-users’, students’, and academic educators’ perspectives regarding the mental health knowledge Bachelor of Social Work (BSW) students should possess upon graduation. Set in the Israeli context, thirty-nine semi-structured interviews were conducted with ten service-users, ten academic-educators, ten BSW, and nine Master of Social Work (MSW) students. Data were analyzed using inductive thematic analysis. Analysis revealed three major themes: 1. Person-centered approach—A humane, non-patronizing, relationship-based approach forms the foundation of mental health practice 2. Negotiating the role of bio-medical knowledge—Contributions and perils of bio-medical knowledge to social work education and practice. 3. Mental health knowledge broadened—Additional topics valuable to BSW graduates’ knowledge, such as knowledge about service-users’ experiences, recovery approach, and critical mental health. The discussion presents four educational-insights derived from the findings: 1. Articulate recovery as the mental health framework for person-centered approach. 2. Teach bio-medical knowledge from a person-centered holistic perspective. 3. Ground person-centeredness in a socio-political context. 4. Involve service-users and practitioners in academic education. These insights are discussed in the context of current debates in social work education, such as person-centeredness, service-user involvement, and neo-liberal individualization.

Impeding factors hindering juvenile offenders’ access to pretrial diversion services in Zimbabwe: study of St Marys, Chitungwiza Urban Centre Zimbabwe

This paper aims at exploring the antecedent factors affecting access to Pre-Trial Diversion (PTD) services by juvenile offenders from high density suburbs in Zimbabwe with particular focus on St Marys high density suburb. Having been tailor made to suit these offenders’ core rights and needs, this program seeks to promote preventive, protective, rehabilitative, reformatory and restorative justice among young offenders. This is achieved through diverting them from the formal criminal justice system that is firmly hinged on punishment, incarceration and prosecution. To this effect, out of 156 administrative districts, Chitungwiza District was selected for this study because of proliferating cases of juveniles’ incarcerations and prosecutions besides it being the oldest and first district to host this program. This paper’s key objectives thus, are to profile the PTD program as a tool to access restorative justice, assess the factors or barriers behind juvenile offenders’ failure to access diversion services and finally, to suggest possible intervention measures to improve access to the aforementioned services. Thus, the restorative justice theory informed this study as it advocates and sets parameters for the establishment of a child-friendly justice system. Again, this study adopted the qualitative research approach and more so, case study design informed this study. To this end, data were collected from participants using a combined set of data collection methods. These methods include documentary review of three reports from Justice for Children Trust (JCT), the Ministry of Justice, Legal and Parliamentary Affairs and UNICEF accordingly. Seven (7) in-depth and five (5) key informant interviews of young offenders and key professionals (within the diversion committee) respectively were also conducted. The study also conducted two (2) focus group discussions with firstly, key stakeholders with a bearing in juvenile justice promotion and secondly, with young offenders for rich and comparative insight. Submissions from participants revealed that there are seven (7) diversion options provided for juvenile offenders including counselling, victim-offender mediation, group conferencing, reparation, community service among others. Regardless of the existence of these options, the findings established that, most of these juveniles lacked the impetus to access diversion services due to a myriad of socio-economic, politico-legal, physical and religio-cultural barriers. These factors generally include limited diversion options, resource constraints, shortage of skilled labour, knowledge, poor involvement of significant others, poor infrastructure, beliefs and perceptions about the causes of juvenile offending, lack of political will and the absence of the Child Justice Act. Cognisant of these barriers to this end, it was recommended that there is need to expedite the enactment of the Child Justice Bill in particular, increase awareness raising on children’s rights, build capacity building among key stakeholders coupled with decentralizing the program while increasing participation of parents or guardians in diversion processes. How to cite this article using ASWNet style Sithole, J. D. S. (2023). Impeding factors hindering juvenile offenders’ access to pretrial diversion services in Zimbabwe: study of St Marys, Chitungwiza Urban Centre Zimbabwe. People centred – The Journal of Development Administration (JDA), 8(2), 47. Social Work and Development Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i2.5 Conference Abstract Social Work and Development Student Conference (SWDSC), Held on 16 June 2023, Day of the African Child (DAC), Organised by Africa Social Work and Development Network (ASWDN). Conference Organising Committee: Danzel Rademan, University of the Free State, South Africa (Chairperson); Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda (Vice-Chairperson); Never Winnie James Sebit, South Sudan; Bachelor in Social Work, RCSS, India (Secretary); Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe (Vice-Secretary); Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe (Committee member) & Takudzwa Banda, Bachelor of Social Work, University of Zimbabwe (Committee member). Visit journal website: https://jda.africasocialwork.net

Internal insecurity in Nigeria and the conundrum of out-of-school children

Governments worldwide are responsible for ensuring the safety and security of their citizens and providing uninterrupted access to quality education. Unfortunately, the Nigerian government has faced challenges in fulfilling these responsibilities, resulting in a rise in out-of-school children. This study investigates the impact of internal insecurity, including incidents of student kidnapping and attacks on schools by bandits and terrorists, primarily in northern Nigeria, on the educational system. Relying on the bottom-top approach, and designed as a qualitative desk research, utilizing the documentary data collection and analysis methods, the study explores how these security challenges have contributed to the growing rate of out-of-school children and how best to use the bottom-top approach to resolve the identified challenges. The findings reveal that student kidnapping and incessant attacks on schools, coupled with the antecedent school closures, have hindered the accessibility and affordability of basic education, leading to an increase in the number of out-of-school children in Nigeria. Based on the results, the study recommends government prioritization and increased funding for education, as well as providing scholarship support and the deployment of armed education marshals to vulnerable students from security-challenged states. How to cite this article using ASWNet style Emordi, P. J. and Egbuchulam, P. C. (2023). Internal insecurity in Nigeria and the conundrum of out-of-school children. People centred – The Journal of Development Administration (JDA), 8(2), 49. Social Work and Development Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i2.7 Conference Abstract Social Work and Development Student Conference (SWDSC), Held on 16 June 2023, Day of the African Child (DAC), Organised by Africa Social Work and Development Network (ASWDN). Conference Organising Committee: Danzel Rademan, University of the Free State, South Africa (Chairperson); Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda (Vice-Chairperson); Never Winnie James Sebit, South Sudan; Bachelor in Social Work, RCSS, India (Secretary); Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe (Vice-Secretary); Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe (Committee member) & Takudzwa Banda, Bachelor of Social Work, University of Zimbabwe (Committee member). Visit journal website: https://jda.africasocialwork.net

Assessing Shared Trauma Among Master of Social Work Students: A Validation Study

Purpose: This study reports on the validation of the COVID-19 Quality of Professional Practice Survey (C19QPPS) among Master of Social Work (MSW) students in field training. Method: The C19QPPS measures the unique construct of shared trauma among social work practitioners related to COVID-19 but has yet to be validated with any population. To determine validity, data were collected from 145 graduate students and a model-generating form of structural equation modeling was employed. Results: The priori theory of three shared traumatic stress factors, Technique, Growth, and Trauma were confirmed. The best-fitting model consisted of three factors with acceptable fit statistics (χ2 = 66.45, p = .00; RMSEA = 0.07, 90% CI [0.04, 0.10]; CFI = 0.95; TLI = 0.93). Discussion: Results validated the C19QPPS for evaluating MSW students’ shared trauma related to COVID-19. The findings support utilizing the C19QPPS to evaluate shared trauma among professional social workers.

A Patient-Clinician Discussion of Current Challenges in Schizophrenia Part 2: Negative Symptoms in Schizophrenia [Podcast

Dr John Kane discusses negative symptoms in schizophrenia alongside fellow expert, Dr William Carpenter, and Mr Matthew Racher, a Certified Recovery Peer Specialist and dedicated advocate for people living with schizophrenia, who is currently studying for his Master of Social Work (MSW) in Miami, Florida. In this podcast, the authors discuss challenges and opportunities faced by patients and clinicians in the assessment and treatment of negative symptoms. They also touch upon emerging therapeutic strategies, with the aim of raising awareness of the unmet therapeutic needs of those living with negative symptoms. Mr Racher provides a unique patient perspective to this discussion, drawing on his own daily experiences of living with negative symptoms, as well as offering positive insights from his recovery from schizophrenia.

A Pilot Study of Transdisciplinary Graduate Capabilities, Interpersonal Communication, and Technical Competence: Bachelor of Applied Information Technology and Master of Social Work Student Partnership

Academics at Griffith university envisioned a complementary learning and supportive relationship could be developed between Bachelor of Information Technology (BAIT) students and Master of Social Work (MSW) students. Discussions between discipline specific staff highlighted that each discipline had strengths and expertise that could assist students to overcome challenges brought about by systemic changes in tertiary education, gaps in skillsets and curriculum, and workforce expectations. Pressures included students attending university from culturally and linguistically diverse backgrounds, the increasing importance of information technology (IT) in the classroom and workplace, as well as the requirement to communicate effectively across a range of disciplines. Working, interacting, and communicating effectively in cross-discipline and culturally diverse environments is a requisite for all graduates, however academics found there were few opportunities for students to partner across disciplinary silos. Staff from both disciplines collaborated to develop a conversational pedagogical framework to underpin a pilot program to support peer learning, using active problem-based learning with IT and social work students. The pilot program evidenced a complementary transdisciplinary, learning partnership and enabled students from IT to help students from social work develop IT skills, while social work students assisted IT students to become more confident in their interpersonal communication skills.

Communicating Research Evidence within the Therapeutic Space: A Competency Framework for Graduate Social Work Education

ABSTRACT Although social work, as a profession, has increasingly emphasized the importance of evidence-based practice (EBP), social work students do not consistently learn to infuse EBP as a process in their daily practice, contributing to low EBP uptake in the field. Communicating evidence to clients is an ethical imperative for informed consent and a precondition for shared decision-making; however, students are not adequately trained to talk to clients about research evidence as part of intervention planning and contracting. This article describes the development of a competency framework for communicating research evidence within the therapeutic relationship, in support of a teaching and learning innovation aimed at cultivating holistic competence in Master of Social Work students as they learn about and perform EBP. The competency framework draws on models and practices from social work, medicine, nursing, psychology, and related disciplines. The development of competencies in the communicative process within EBP is part of an evolving pedagogical approach that may serve to enhance EBP education in social work.

Building a Community-Academic Partnership to Expand Workforce Development in Underserved, High-Need/High-Demand Areas.

This case study highlights the partnership development between a large, urban, public, community-based behavioral health system and an academic program. Using principles of partnership building and facilitators that enhance partnership building, we describe the process of initiating, building, and sustaining the partnership. The Health Resources and Services Administration (HRSA) workforce development initiative was the primary catalyst for the partnership development. The public, community-based behavioral health system is located in an urban, medically underserved area and health care professional shortage area. The academic partner is a master in social work (MSW) program in Michigan. We assessed partnership development by using process and outcome measures that captured changes in the partnerships and in implementation of the HRSA workforce development grant. The goals of this partnership were to develop the infrastructure to support the training of MSW students, expand workforce skills in integrated behavioral health, and increase the number of MSW graduates who work with medically underserved populations. During 2018-2020, the partnership trained 70 field instructors, engaged 114 MSW students in HRSA field placements, and developed 35 community-based field sites (including 4 federally qualified health centers). The partnership provided training for field supervisors and for HRSA MSW students and developed new courses/trainings focusing on integrated behavioral health assessment/intervention practices, trauma-informed care, cultural awareness, and telebehavioral health practices. Of 57 HRSA MSW graduates who responded to a postgraduation survey, 38 (66.7%) were employed in medically underserved, high-need/high-demand urban areas. Partnership sustainability was helped by formal agreements, regular communication, and a collaborative decision-making approach.

Examining the influence of colleges’ and universities’ religious affiliation on graduate social work education in the United States

ABSTRACT Throughout social work’s history, scholars have debated the impact religiously affiliated colleges and universities have on social work education. Some have viewed religious affiliation as an asset contributing to training in values and ethics, while others question whether institutions’ religious commitments conflict with professional values. To date, no national study has examined the perceived influence that institutions’ religious affiliation has on Master of Social Work (MSW) programs. Drawing upon data from a national survey of MSW faculty across the United States, we begin to address this gap. Results reveal several ways faculty perceive their institutions’ religious cultures influence education and training on social work competencies.

‘A constant battle’: the interaction of government discourse, poverty and child and family social work practice

ABSTRACT This 2017 study explores social workers’ perspectives on the interaction of UK government discourse, poverty, and social work practice with families since the 2007–08 economic crash. This has continued relevance in today’s economic climate when the number of families in poverty is increasing. This small-scale qualitative study used interviews with social workers undertaking assessments in statutory children and young people’s service in one inner-London borough, analysed using thematic analysis. Conducted for a Social Work Masters dissertation, the study finds social workers hold structural explanations for poverty, and feel themselves to be in conflict with the prevailing individualising poverty discourse. Approaches to financial talk with families risk foreclosing the possibility of open discussion and unintentionally reinforce stigma. The sense of conflict in working within the austerity climate bears an emotional toll on participants.

Impact of COVID-19 on social work field education: Perspectives of Canadian social work students.

Social work field education has experienced major disruptions due to the COVID-19 pandemic, while also embracing new opportunities to grow. The Transforming the Field Education Landscape research partnership developed a cross-sectional web-based survey with closed- and open-ended questions to understand student perceptions of COVID-19's impacts on social work field education. The survey opened during the first wave of the pandemic from July 8 to 29, 2020 and was completed by 367 Bachelor of Social Work (BSW) and Master of Social Work (MSW) students across Canada. Quantitative and qualitative data were analyzed using descriptive statistics and thematic analysis. Respondents experienced reduced practicum hours and placements terminating early or moving online. Students were concerned about gaining adequate experience for future job prospects. They were generally positive about academic institutional responses to COVID-19 but described financial challenges with tuition costs and a lack of paid practica. Respondents were mostly satisfied with practicum supervision. They experienced negative impacts of COVID-19 on mental health with isolation and remote learning and described a lack of institutional mental health support. Students were concerned with missing direct practice skills, while some students reported more flexible hours, access to online events beyond their region, and increased research experience. They expressed a need for practicum flexibility and accommodation. Recommendations include an increase in flexibility and accommodations for practicum students, exchanges of promising and wise field education practices, and accessible postsecondary mental health supports. Professional development opportunities should support graduates who missed learning opportunities in their practicum.

Using Clinical Simulation to Assess MSW Students’ Engagement Skills

ABSTRACT Social work educators are compelled to use reliable and valid methods to assess student learning outcomes. This study adapted a clinical simulation by integrating traditional role-play of case scenarios and elements of the Objective Structured Clinical Examination, which is often used to assess students’ practice skills. Master of Social Work (MSW) students’ engagement skills were assessed at the end of the first semester of their foundation year using the clinical simulation. Participants were first-year MSW students from two theory and practice courses. The study demonstrated the value of using a clinical simulation in practice courses to assess engagement skills. Correlations of self, peer, and instructor performance scores were compared and interrater reliability was assessed. Peers rated their classmates’ performance the highest, and some peer ratings were negatively correlated with instructor ratings. There was higher correspondence in self- and instructor ratings in some skills and poor correspondence in others. Peers tended to rate their classmates’ performance as showing intermediate proficiency, while self- and instructor ratings of engagement skills indicated basic proficiency. Overall, there was poor interrater reliability. Challenges relating to the implementation of a clinical simulation and its implications for social work education are examined.

Program evaluation of a new interprofessional geriatrics curriculum for advanced practice nursing and master of social work learners

ABSTRACT The Indiana Geriatrics Workforce Enhancement Program (GWEP) implemented a new longitudinal geriatrics curriculum for advanced practice registered nurse (APRN) and master of social work (MSW) learners to prepare them for interprofessional collaborative practice in the care of older adults. This paper reports program outcomes of a novel longitudinal interprofessional geriatrics curriculum involving immersive learning for these learners. Outcomes are described in terms of learner reaction, modification of attitudes/perceptions, acquisition of knowledge/skills, behavior change, impact on the organization, and impact on the patient or client using the Freeth/Kirkpatrick evaluation model. Program participation influenced graduates’ knowledge of and their perceived ability to participate in team care and job selection in geriatric-focused positions.

A blended immersion course: advancing practice for social work students working with military members, veterans, and their families

ABSTRACT This paper presents a specialization blended immersion course in social work with military, veterans, and their families that includes a 3-unit elective course for Master of Social Work (MSW) students incorporating a virtual (i.e. synchronous) class component and an eight-day visit to the Washington DC area. Data collection from over 60 students over a four-year period was collected, and mixed methods analysis indicated success in knowledge acquisition related to social work practice and policy with military and veteran communities. This study supports other research findings on the usefulness of immersion experiences in acclimating students to different cultures, in this case, military culture. Additionally, as today’s digital education platform evolves in light of COVID-19 more students are engaged in online education. As such, this paper describes a framework for combining methods of instruction, such as blended and immersive experiences, that can be useful for social work education and in advancing practice in working with these populations.