Applied Learning in Social Work Education: A Scholarly Journal from the Simmons University School of Social Work

Continued Evaluation of Student Outcomes In Field Education with a Standardized Instrument: The Updated SWEAP 2022 Field Instrument

Abstract

The SWEAP 2022 Field Instrument serves as a standardized evaluation of student proficiency in the nine social work competencies identified by the Council on Social Work Education in the updated 2022 Educational Policy and Accreditation Standards. This instrument is utilized within practicum or placement in undergraduate programs and in the generalist year of master’s programs. Analysis of data involving 645 students from 20 undergraduate social work programs and 325 generalist-year master’s-level students from five graduate programs underscores the reliability, validity, and practical applicability of this updated assessment tool.

Keywords: assessment; social work field placement; accreditation; reaffirmation

A Mixed-Methods Analysis of Professional Quality of Life, Resilience, and PTSD Among Social Work Practicum Instructors (SWPI)

Abstract

This study examines the professional quality of life of social work practicum instructors (SWPI), focusing on their experiences of compassion satisfaction (CS), burnout (BO), secondary traumatic stress (STS), posttraumatic stress disorder (PTSD), and resilience. Using mixed methods, the research explores SWPI’s perceptions of professional resilience and the influence of race, ethnicity, and gender on their well-being. Quantitative findings are contextualized through qualitative data, offering a comprehensive understanding of professional experiences. Findings underscore the need for enhanced trauma-informed support, training, and mentoring for SWPI, along with systemic changes to promote antiracist, antioppressive practices and intersectional decision-making in social work education and practice.

Keywords: social work practicum instructors; compassion satisfaction; resilience; burnout; mixed methods

Reciprocity in Action: A Case Study of Field-Engaged Curriculum Revision

Abstract

Although accreditation standards expect that the curriculum of U.S. schools of social work be informed, in part, by the professional practice community, there has been limited scholarly attention to how schools can assess and respond to curricular expectations from the field. This case study provides one example of practicum partners informing curriculum revision. Although this case study describes an assessment process, the focus of this paper is on the practice of engaging practicum partners in the assessment, rather than on reporting the findings of the assessment research. We describe how the program engaged practicum partners, key learnings from the field, and the curricular changes informed by the process.

Keywords: curriculum development; practicum partners; professional practice community

Best Practices and Lessons Learned for Field Education In a Distance Social Work Program

Abstract

Distance education is one proposed solution to workforce shortages in social work. Ensuring appropriate field placements, and supporting students within those placements, are challenges for programs. More research is needed to explore distance learning in social work education for rural states with large Indigenous populations. To address this gap, we conducted semistructured qualitative interviews with students, practicum staff, and faculty from community and Tribal colleges partnered with a large university to provide distance BSW education. A qualitative description approach and content analysis were used to interpret findings from 15 semistructured interviews. Our findings highlight several themes: (a) experiences identifying a practicum and onboarding; (b) the value of practicum work experiences; and (c) suggestions for improvements. When thoughtfully conducted, distance social work field education can help build a community-based workforce in rural and Indigenous settings.

Employer-Based Placements: A Double-Edged Sword

As a part-time social work student with a full-time job, the prospect of completing an employer-based generalist field placement was both necessary and appealing. My employer was supportive, and my field instructor’s proposed activities aligned perfectly with my professional interests. While I am grateful for the learning opportunity provided by my employer-based placement, the process and execution presented unexpected challenges. Through my personal experiences as an MSW student navigating the employer-based placement process, I hope to offer general considerations about employer-based placements to help assist other social work students, employers, and field departments in determining whether this route is practical, given that field education is an essential element of the social work curriculum nationwide (Skeen, 2023; Wayne et al., 2010)

Screening, Brief Intervention, and Referral to Treatment Training In Agency-Based Education at a Historically Black Graduate Social Work Program

Social workers are engaged in practice that encompasses the core values of the social work profession: service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence (National Association of Social Workers [NASW], 2013). Social workers are on the front lines of providing service and care to those impacted by alcohol and substance misuse (Wells et al., 2013). Too often, social workers observe the devastating effects of substance misuse in individuals, their families, and the community. The NASW acknowledges substance use in its ethical guidelines and established an addictions concentration providing advocacy, training, and support for social work providers who specialize in this area (DiNitto, 2005).

Building Research Capacity in Social Work: Lessons from the Field Practicum Experience

Background

Field practicums play a critical role in preparing social work students for professional practice. Through training and instruction on skills such as critical thinking, effective performance, and ethical decision-making, practicums connect classroom learning to real-world application (Council on Social Work Education, 2015; Walsh et al., 2019). The goal of social work education is to develop graduates who are well prepared and deeply committed to improving the well-being of vulnerable individuals, families, groups, and communities, locally and globally (University of Kentucky College of Social Work, 2022). The field practicum plays a vital role in achieving that goal.

Engaging Faculty in Field Education: Strategies for Expanding Placements And Strengthening Student Supervision

The significant impact of the COVID-19 pandemic on all domains of social work education and practice continue to be felt even after more than five years since its onset. The evolving dynamics in response to the virus led behavioral health and social service providers to respond rapidly to the medical and psychosocial needs of the individuals and communities they served, and to do so amidst the challenges of lockdown, limited resources, and an exponential expansion in the adoption of teleservices, even in domains of practice where such use had not previously been prominent.

Episode 6: AI’s Emerging Role in Social Work Practicum Education

Episode 6: AI’s Emerging Role in Social Work Practicum Education

Host of The Conversation, Amy Skeen of Simmons University, interviews Dr. Marina Badillo-Diaz, social worker and a leading voice at the intersection of social work and artificial intelligence. AI is quickly moving into classrooms and practicum sites, bringing exciting opportunities and critical challenges. In this episode we’ll explore the benefits, risks, and ethical considerations of bringing AI into practicum education.