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

Letter from the Editor

Dear ALSWE readers,

We are thrilled to share our fall 2026 issue with the social work community. Our “General Scholarship” articles address a range of issues pertinent to excellence in field education, while “Notes & Reports” features an innovative approach to using simulation to teach students about safety in social work practice.

Beyond Commitment: The Need to Meaningfully Assess ADEI Within Practicum Placements

Abstract

Practicum education lacks consistent and meaningful mechanisms to collect antiracism, diversity, equity, and inclusion (ADEI) data from agency partners. This qualitative study explores the experiences of practicum directors (N = 11) across accredited programs regarding how ADEI within agencies is assessed. Participants completed semistructured interviews between November 2023 and February 2024. Themes that emerged included the lack of cohesive ADEI collection and assessment strategies, the prevalence of discrimination within practicum placements, and the sociopolitical complexities associated with ADEI. Findings suggest challenges in assessing and evaluating ADEI practices. Implications for practicum directors and the signature pedagogy of social work are explored.

Keywords: ADEI, practicum directors, signature pedagogy, assessment, discrimination

Exploring the Benefits of Fieldwork Placements In Social Work Education: Evidence from a Zimbabwean University

Abstract

This article presents the results of a qualitative study that explored the benefits of fieldwork placements in social work education. The study population consisted of fourth-year undergraduate social work students at Women’s University in Africa who had completed fieldwork placements. Purposeful sampling was used to select ten participants. Data were collected using semistructured interviews and analyzed using thematic analysis. The notable benefits of fieldwork placements in social work and development include skills development, bridging theory and practice, networking, professional identity formation, and exposure to diverse cultures. This study provides empirical evidence on the benefits of fieldwork placements in social work.

Keywords: fieldwork placements, social work education, students, benefits, Women’s University in Africa.

The Challenge of Sacrifice When Creating A New MSW Field Program: Focused Student Engagement as an Antidote

Abstract

This qualitative case study employs classic grounded theory to explore the experience of a Master of Social Work (MSW) program field director during the development of a new MSW program. By abstracting data, the findings revealed the grounded theory of focused student engagement as a solution to the main concern of loss. This is achieved through a social process of anticipating (growth, needs), sacrificing (money, time), investing (personal connection, quality work), and deciding (engaging, problem-solving). Implications are anticipatory cautions, self-assessed capacity, and needed support, including guidance for field directors embarking on inaugural MSW field programs.

Keywords: MSW field pedagogy, MSW program development, student engagement, sacrifice

Correlates of Academic Disruption AmongSocial Work Students During Practicum

Abstract

Required, often uncompensated social work practicums may interfere with students’ academic progress, yet practicum-related academic disruption remains understudied. Using data from 618 Bachelor of Social Work (BSW) and Master of Social Work (MSW) students, this study examined six outcomes. Overall, 63.3% reported at least one disruption. In complete-case hierarchical logistic regression (N = 414), emotional exhaustion was associated with higher odds of disruption (AOR = 1.14, 95% CI [1.08, 1.21]), and each additional material hardship was associated with approximately twice the odds (AOR = 2.01, 95% CI [1.64, 2.49]). Outcome-specific models identified distinct associations involving age, first-generation status, disability, and employment, supporting material assistance, flexible placements, and differentiated supports.

Keywords: academic disruption, practicum education, field education, material hardship, social work students

Enhancing Safety Preparedness in Social Work Education

The Anne and Henry Zarrow School of Social Work at the University of Oklahoma continues to explore and investigate the best techniques and strategies for deploying students into community-based agencies to fulfill their practicum course requirements. The University of Oklahoma is located in the midwestern region of the United States, and the School of Social Work is located on two brick-and-mortar campuses and also offers an online program, with a combined annual enrollment of more than 850 students. Students are placed for practicum in an array of professional agencies in all community settings across the state, nation, and world. The practicum program is staffed by a director of field education, field education coordinators, and faculty liaisons, all of whom are faculty of the University and social work professionals. These social work faculty members have extensive professional experience and share a core belief that the safety of students and clients is a crucial priority. A current teaching strategy and novel approach—instituting a comprehensive safety module and home-based safety simulation as required activities for all foundation-year Master of Social Work (MSW) students, embedded within their first practicum course of the MSW program—was born from this prioritization.

Episode 8: “Practicing What We Teach: Transforming Practicum Education Through Partnership and Advocacy”

Episode 8: “Practicing What We Teach: Transforming Practicum Education Through Partnership and Advocacy”

Host of The Conversation, Amy Skeen, explores how partnerships and advocacy can help social work programs address some of the challenges students face in completing practicum education.