Knowledge Outcomes Within Rotational Models of Social Work Field Education

Abstract

This study assessed knowledge outcomes among concurrent, concurrent/sequential, and sequential rotation models of field instruction. Posttest knowledge scores of students ( n = 231) in aging-related field education were higher for students who participated in the concurrent rotation model, and for those who completed field education at a long-term care facility. Scores were also higher for students in programs that infused a higher number of geriatric competencies in their curriculum. Recommendations are provided to programs considering rotation models of field education related to older adults.

Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks as a ‘Wrap Around’ Resource

“…Tackling the dearth of social work placements in some countries is well recorded [95][96][97][98]. This author would contend that social work students need social work placements.…”

“…This author would contend that social work students need social work placements. There is recognition in some countries that difficulties around acquiring and sustaining social work placements present serious challenges [96][97][98]. With the eBooks NUI Galway placement stakeholders told their stories and shared their wisdom.…”

Restructuring Social Work Field Education in 21st Century Canada

“…Traditionally, social work field education consisted mainly of one-to-one tutoring and mentoring of students by field instructors (Birkenmaier, Curley, & Rowan, 2012;Bogo, 2006;George, Silver, & Preston, 2013;Poulin et al, 2006). Essentially, field instructors serve as role models for their practicum students by demonstrating the knowledge, technical skills, attitudes and values that are intended to be adopted and internalized by the student through direct observation and active instruction (Barretti, 2007).…”

“…While this traditional field instructor-student dyad model is still the most prominent form of social work field education today, within the context of budget cutbacks and increased workloads, barriers to the continuation of this traditional practicum format are being identified with increasing frequency and urgency (Ayala et al, 2018;Bellinger, 2010;Bogo, 2006Bogo, & 2015Crisp & Hosken, 2016;Gursanky & Le Sueur, 2012;Lager & Robbins, 2004;McConnell et al, 2013;Morley & Dunstan, 2013;Noble & Irwin, 2009;Poulin et al, 2006;Preston, George, & Silver, 2014;Regehr, 2013;Reisch, 2013;Todd & Schwartz, 2009;Weinberg & Taylor, 2014;Wiebe, 2010). Field coordinators have articulated that securing quality traditional field education opportunities has become increasingly challenging (Birkenmaier et al, 2012;Lager & Robbins, 2004;Poulin et al, 2006).…”

“…Participants reported dedicating a considerable amount of their work time and energy toward designing and implementing innovative practicum strategies. Social work education programs in Canada and elsewhere have successfully developed a variety of alternate placement models and processes (Anderson et al, 2012;Birkenmaier et al, 2012;Danis, Woody, & Black, 2013;Mishna, Levine, Bogo, & Van Wert, 2013;Panwar et al, 2014;Pelech, Barlow, Badry, & Elliot, 2009;Todd & Schwartz, 2009;Wiebe, 2010). A list of current strategies and suggested innovations discussed by participants is presented above in Table 2.…”