Master Of Social Work Students Research Articles

The interdisciplinary training academy for integrated substance/opioid use disorder prevention and health care: A qualitative look at a new remote field education model.

The opioid syndemic presents a critical need for effective interprofessional training in health care, especially in behavioral health disciplines. Addressing this need, the Interdisciplinary Training Academy for Integrated Substance/Opioid Use Disorder Prevention and Health care (ITA) was developed to provide adaptable educational experiences for emerging behavioral health professionals. This study, reflecting years 2020-2023, explored the experiences and perspectives of ITA fellows regarding interprofessional collaboration and opioid workforce development, focusing on how these elements are integrated. After conducting focus groups, we employed applied thematic analysis to qualitatively analyze the experiences of ITA fellows (11 women and six men; 41% Hispanic/Latino and 59% White; 14 Master of Social Work students and three psychology postdoctoral fellows). This method allowed for a detailed exploration of their perceptions and the nuances of their learning process within the context of opioid workforce development. The findings indicated that fellows' learning processes were adaptive, evolving over time to meet their changing needs. Initially, fellows faced challenges related to role clarity and process understanding. However, they reported significant professional growth as the program progressed, highlighting the effectiveness of the ITA's interprofessional approach in a remote learning setting. The study emphasizes the need for ongoing research to identify and overcome barriers to effective interprofessional collaboration. The results contribute insights into the role of remote field education in preparing future health care professionals to address complex health crises effectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Evaluating the Psychometric Properties of the Revised Attitudes Toward Research Scale for Use with MSW Students.

Evaluating students' attitudes toward research is essential for instructors of any research methods class, as students' general attitudes toward research may impact if and how they integrate research into practice decision making. However, few psychometrically sound, multidimensional instruments that can be used with Master of Social Work (MSW) students exist. This work used confirmatory factor analysis to evaluate the psychometric properties of the Revised Attitudes Toward Research Scale with a diverse sample of 396 master's level social work students. Multiple indicators, multiple causes models and a series of Monte Carlo simulations were then used to assess the relationship between various dimensions of students' attitudes toward research, their prior research exposure/training, and their sociodemographic characteristics. Results indicate that the overall performance of the measure with this sample of MSW students was strong, and the factor structure was consistent with that found when evaluated with different samples in previous research. Moreover, various sociodemographic characteristics predicted scores on the research usefulness, research anxiety, and positive research predisposition subscales. The use of this tool allows instructors to identify students with high levels of research-related anxiety and those who may not intuitively comprehend the need to understand empirical research findings and integrate them into practice decision making. The authors offer suggestions for integrating this validated tool into social work research methods classes to assist in developing students' ability to engage in all steps of the evidence-based practice process once in the field.

Educating Students for Political Participation: Bringing “Voting is Social Work” to Life

ABSTRACT Elections have become the new battleground for democracy and civil rights. Yet few social work programs provide opportunities for students to gain competency in electoral politics and voter engagement. This article describes an elective course for Master of Social Work students offered in the runup to the 2018 and 2020 elections. Using classroom and community-based learning, students engaged in activities designed to maximize voter participation. Feedback derived from multiple sources speaks to student learning, feelings of accomplishment, a recognition that voting matters, and insights regarding the link between voting and social work. This course represents one model that can be replicated, in whole or in part, as social work programs seek to incorporate voting-related activities into their curricula.

Embedding Cultural Knowledge in Social Work Education: Reflections from Master of Social Work Students at a Regional Australian University

Abstract Social work students (SWS) are increasingly demanding diverse curriculums and training in skills that will help them decentre whiteness as their default position of professional practice. This article reports on findings from a qualitative study exploring how Masters of SWS at a regional Australian university engaged with content delivered in a core unit with a strong focus on anti-racist, anti-oppressive practices. The unit’s structure and delivery facilitated a dialogue that compelled students, especially those from dominant cultural groups, to ‘think of and reflect on themselves as ‘raced’ rather than the invisible ‘norm’ to which all other cultural groups are compared’ (Walter et al., 2011, p. 8).The unit raised complex questions about how social services and policies unwittingly reproduce discourses of rescue and saviourism towards racially and culturally marginalised communities and how students could challenge such practices. The article’s emphasis on supporting SWS towards a triangulated trajectory reports on how experiences of cultural knowledge in the classroom are facilitated by (i) the experience (or lived expertise) of the educator, (ii) the willingness of the student to interrogate their intersectional social positioning in society and (iii) a practice framework that focuses on curiosity and humility rather than competence.

Preparing Social Workers to Promote Environmental Justice: An Exploratory Study

ABSTRACT To contribute to best practices in educating social work students on environmental justice, we report the results of a study evaluating a module that was incorporated into the course Human Behavior and the Social Environment (HBSE). A mixed-methods design was used to examine student attitudes toward environmental justice. Participants were 61 Master of Social Work students from three cohorts. The students provided pre- and posttest responses to the Climate Change Attitude Survey. Students also offered 33 comments in response to an open-ended question about views on climate change. Overall, findings revealed increases in beliefs that climate change is negatively affecting the environment and that this change has a disproportionately negative effect on populations served by social workers. Feedback indicated students viewed the module as contributing to their learning. Results suggest that integrating environmental justice content into core courses like HBSE is a promising approach to strengthening environmental justice education in social work.

MSW Student Experiences with the OSCE: Advancing Holistic Competence for Emerging Social Workers

ABSTRACT This qualitative study aims to examine foundation year Master of Social Work (MSW) students’ experiences with the objective structured clinical examination (OSCE) using a holistic framework. Study participants included 64 MSW students who completed a 15-minute virtual OSCE with standardized patients and expert observers followed by a five minute debrief. In-depth student narratives about the experience were transcribed and analyzed thematically. Key themes emerged highlighting the value of practicing clinical skills, receiving immediate constructive feedback and honing skills in managing nervousness and developing confidence. Study implications include the critical need for MSW students as developing clinicians to rehearse clinical skills and receive feedback and the benefits of using the OSCE to expand field- and classroom-based learning.

Improved student outcomes: a unique, culturally relevant, and intensive behavioral health training program

ABSTRACT The behavioral health workforce shortage is pervasive across the United States. To address this need, it is important to establish effective and culturally relevant trainings for behavioral health practitioners. This study examines the results of a Health Resource Service Administration (HRSA) Behavioral Health Workforce Education and Training (BHWET) funded program intended to increase the qualified workforce meeting high need and demand. Over the four-year funding of the program, 119 Masters of Social Work students graduated from the social work program with specialized training. The program was successful providing innovative training focused on interdisciplinary collaboration, evidence-based practices, and culturally responsive services.

Service Utilisation of an Innovative Mental Health Counselling Clinic

Abstract Responding to the increasing challenges to mental health equity, Talk It Out Counseling Clinic (the Clinic), an innovative, public-facing counselling service, was established at the University of Toronto during the pandemic. Operating on the principles of anti-oppression and trauma-informed care, the Clinic trains Master of Social Work students to deliver mental health counselling to populations encountering multiple barriers to mental health equity through phone or video. Guided by a quality improvement framework, this study used chart reviews to examine the demographic characteristics, initial mental health status and service utilisation of clients (N = 116) who completed services at the Clinic during its inaugural year. Three-quarters of the clients identified as Black or other racialised individuals, and over 70 per cent rated their general mental health as poor or fair. Nearly 80 per cent of clients referred to the Clinic proceeded to an intake, amongst whom 69.6 per cent successfully completed the services. Warm handoff was associated with service engagement, whilist men and older clients were more likely to terminate the services prematurely. The study underscores the mental health needs of communities confronting multiple challenges and illuminates the processes conducive to client engagement and service delivery within an innovative, school-run mental health clinic.

Facilitating leadership exploration in MSW students through community-based participatory photovoice project

ABSTRACT While a wealth of conceptual literature attempts to describe the relationship between leadership and social work, there is a dearth of empirical research on teaching leadership skills to emerging social workers. This qualitative study focuses on the impact of using a community-based participatory project—photovoice—as a method to teach specialized community practice in graduate social work education. The study participants consist of masters of social work students at a Hispanic Serving Institution based in the southwestern region of the United States of America. The data sources of the study are reflection papers that students wrote after completing a photovoice project as part of the course requirement. We sought to understand what students learned from implementing and evaluating a photovoice project. Through inductive thematic analysis, findings show that students gained experiences with professional leadership and management skills. The team constructed two themes that capture the essence of what students learned: (i) navigating leadership qualities and (ii) deconstructing preconceptions of leadership.

Provision and Long-Term Assessment of a Specialized Clinical Evidence-Based Practice Curriculum for Master of Social Work Students

This study investigated social workers’ knowledge of the common elements in evidence-based practice to treat youth mental health conditions following a specialized curriculum during their Master of Social Work (MSW) education. Participants’ knowledge was measured during their MSW education and in their first 5 years of social work practice after graduation. The quantitative study measured participants’ knowledge of common elements three times; 86 social workers participated in the study with 67 sets of scores at three data points. Study results showed that participants knew more after completing the curriculum but knew less one to five years after graduation. Overall, however, their knowledge remained higher than before the curriculum. The findings provided insight into social workers’ knowledge of common elements of evidence-based practice modalities over time following a specialized curriculum. Findings also suggested that having multiple work obligations, lacking supervision, and receiving supervision by someone other than a social worker were all factors that might hinder graduates from continuing their education in evidence-based practice after graduation.

Back to the Future: How Master of Social Work Students Adjusted to Returning to In-Person Instruction During the COVID-19 Pandemic

ABSTRACT The COVID-19 pandemic impacted social work students accustomed to in-person learning, forcing a shift to remote education. During fall 2021 and spring 2022, they faced a return to physical classrooms. Few studies have explored the effects of reverting to in-person classes amidst the pandemic. This exploratory study surveyed 135 Master of Social Work students in the U.S. tri-state area, focusing on the emotional and cognitive impacts of transitioning back to in-person learning after at least one semester online. Findings indicate that students prefer choosing their study mode, need emotional preparation for in-person learning, and face multiple psychosocial challenges impacting their education. The study suggests that educational institutions should offer flexible learning options and enhance emotional support to support students’ education.

Training Master of Social Work Students in Brief Intervention for Unhealthy Alcohol Use: Results of a Validated Adherence Assessment.

Many social workers receive limited training in working with clients engaged in unhealthy substance use. As a result, national organizations and agencies such as the Council on Social Work Education and individual social work programs are beginning to address this need by incorporating training into higher education social work programs. The purpose of this study was to examine Master of Social Work (MSW) students' adherence to a brief intervention protocol for unhealthy alcohol use. A total of 91 MSW students consented to the assessment of their digital, audio-recorded class assignment by independent raters. Although 90% of MSW student participants were found to be overall adherent to the protocol, gaps in training quality were also identified. Lessons learned for addressing the gaps are discussed, along with future directions for teaching and learning in social work related to substance use.

Coping strategies among professional social work trainees - A cross-sectional study from India's capital city.

To find out the nature of coping strategies and the relationship between coping strategies and background characteristics of Master of Social Work (MSW) students in Delhi. The sample size is 297 (male 123 and female 174) by adopting a non-probability purposive method. A survey among the MSW students (first and second years) of four Universities in Delhi was carried out. The result shows that the most used coping strategies are positive in nature (emotional and problem-focused). The utilization of coping strategies is influenced by the background characteristics of the respondents. It necessitates further awareness of positive coping strategies by introducing changes in the curriculum of the MSW program.

Evaluating the Use of ePortfolios in Social Work Education: Assessing Student Competency in Meeting Graduate Attributes

ABSTRACT Social work external accrediting bodies are moving towards competency-based models that require educational providers to demonstrate that students meet specific competencies at graduation. It is expected that all social work students at accredited social work programs in Australia will have acquired specific graduate attributes and demonstrated the associated learning outcomes by the completion of their degree. The purpose of this study was to investigate the experiences and benefits of using an ePortfolio with Master of Social Work students (n = 43) to critically reflect on their own learning and demonstrate how they met the Australian Association of Social Work graduate attributes necessary for accreditation. The findings revealed that students’ perceived level of readiness for practice and identity as a professional social worker increased with the successful completion of the ePortfolio. The study also identified barriers and enablers in implementing the ePortfolio as an assessment piece to document overall program learning outcomes. The conclusion discusses how ePortfolios are a viable assessment tool in the online and blended learning space that has benefit for both the student and the program in demonstrating learning outcomes and compliance with accreditation graduate standards. IMPLICATIONS Academic ePortfolios are an effective tool for student reflection and communication of competence of required graduate outcomes. Student self-assessment of graduate attributes can strengthen professional identity and preparedness for professional practice. The ePortfolios benefit students and social work educators by sharing the accreditation-obligated responsibility of ensuring that AASW graduate competencies are met.

Internalization of and advocacy for social work professional ethics through microfilm: a progressive teaching reform for MSW ethics curriculum

ABSTRACT Social work ethics is vital to social work education and professional development. However, traditional didactic teaching does not always translate to internalization of social work ethics, and few visual teaching tools measure the extent to which the students have truly internalized professional ethics. Using the perspective of action research, the present study introduced a progressive teaching reform to a Master of Social Work (MSW)-level social work ethics curriculum at a social work school in China. The progressive reform went through two action cycles. In the first cycle, a preliminary attempt, the instructor redesigned the course structure and applied student-generated microfilms as a final assignment. In the second cycle, educators from China and the United States collaborated in class to revise the course in response to issues raised in the first cycle and explore refined and more effective pathways to help MSW students internalize and advocate for professional ethics through filmmaking. The present study examined successes and failures throughout the reform process, providing practical lessons and evidence for social work educators interested in adopting filmmaking as an experiential teaching tool in MSW educational practices.

Teaching Note—Substance Use Education to Improve Harm Reduction Attitudes: Preparing Social Workers to Advance Public Health

ABSTRACT Social workers can help advance public health through increased acceptability of harm reduction principles and practices. This study evaluated Master of Social Work students’ attitudes towards harm reduction before and after a substance use and social work practice course and assessed differences in students’ attitude outcomes across multiple course instructors. Harm reduction attitudes were assessed using the Harm Reduction Acceptability Scale (HRAS). Results indicated that students exhibited more favorable attitudes towards harm reduction after course completion and experienced consistent learning about harm reduction across multiple sections/instructors. This has implications for integrating standardized health-related content within social work curricula to improve attitudes towards harm reduction and to encourage more widespread adoption of public health approaches for substance use.

Self-Care and Quality of Life: Associated Factors Among MSW Students

ABSTRACT There is an increasing concern for self-care and quality of life among Master of Social Work (MSW) students as they prepare to serve vulnerable individuals, families, and communities. Evidence suggests numerous benefits to practicing self-care; however, the majority of these studies focus on practitioners in the helping professions as opposed to graduate students working toward their degrees, suggesting a need for research. Accordingly, this study investigates the association between self-care actions, distress tolerance, mindfulness and quality of life among MSW students. A cross-sectional survey design, was used to examine these associations among 148 MSW students. Three multiple regression analyses were conducted to determine the relationship among the key variables. Results suggest that emotional self-care was significantly associated with quality of life, and that the level of engagement in self-care actions differed across students’ socioeconomic class. Students’ mindfulness and emotional self-care also were positively associated with distress tolerance. Findings suggest that promoting engagement in emotional self-care and mindfulness self-care may promote higher quality of life among MSW students. Implications for MSW programs and the potential to support students’ health and sustainable learning are discussed.

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.

A Systematic Review and Meta-Analysis of Simulated Learning’s Effects in Social Work Education

ABSTRACT Social work education has increasingly integrated simulated learning, yet there is a scarcity of quantitative syntheses on its effects. This systematic review and meta-analysis examines the effectiveness of simulated learning in social work education based on outcomes from using either live standardized clients (SCs) or virtual clients (VCs). The study indicates a significant positive effect of simulated learning, regardless of client type (SMD = 0.95; 95% CI = 0.61 to 1.29). Subgroup analyses suggest that such learning is more effective with Masters of Social Work students, when utilizing VCs, for mental health assessment learning, in smaller classes, and in recent studies. These findings enhance the evidence base supporting the use of simulated learning in social work education.

Motivations, career decisions, and decision-making processes of mid-aged master of social work students

ABSTRACT Professionals working in health and social care in the United Kingdom face long-term stress and burnout. Some staff decided to leave the health and social care profession, particularly since the United Kingdom left the European Union. While Brexit and the COVID-19 pandemic have exacerbated the insufficient human resources in health and social care and the shortage of qualified social workers, the resultant stress and burnout is the long-term issues. This study aims to understand the motivations and reasons why second-career Master of Social Work students decide to join the social work profession during their mid-age. Phenomenology was employed and twenty Master of Social Work students at three British universities were invited. Using social cognitive career and motivation theory and a two-step data analysis procedure, the four main findings resulting from this study were the success of the internship arrangement in boosting careers in populated rural communities, the ability of rural social workers to improve the lives of aging populations, and the advantages of being part of a supportive work community, including experiencing a supportive managerial style. This study will fill the gaps in identifying issues related to workforce shortage, social work education, and internship placements in social work settings.