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

Expanding Practicum Pathways: Findings from a National Survey Of Practicum Directors

Published April 2026

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Abstract

As social work programs expand, practicum education must adapt to increasing enrollment, changing student needs, and growing interest in community-based and equity-oriented practice. This study explores the use of nontraditional practicum placements through survey responses and interviews with practicum education leaders across US programs. Findings indicate growing reliance on placements in settings without on-site social workers, supported by alternative supervision models. While these placements expand access and exposure to innovative practice contexts, they require intentional coordination, supervision infrastructure, and attention to student–placement fit. Findings offer practical guidance for programs seeking to expand practicum capacity while maintaining educational quality.

Keywords: practicum education, field education, nontraditional placements, supervision models

A Scan of Social Work Practicum Education in Africa: Prospects and Challenges

Published April 2026

Abstract

African schools of social work are increasingly consolidating their Indigenous practices of education, with practicum that responds to the unique contexts of both student learners and partner agencies being central to this endeavor. This article presents one of the first overviews of the state of practicum education in Africa, drawing on a survey of 41 schools of social work across many regions of the continent. Quantitative results were augmented by the insights from 28 social work educators and students who participated in focus group discussions. Results reveal a strong commitment to practicum education despite limited institutional support.

Keywords: practicum education, social work education, Africa, TEFL project, institutional support

Fostering Leadership Development in Social Work Practicum Education Through a Model of Leader Identity Construction and Antiracist Supervision

Published April 2026

Abstract

Practicum education is an ideal context for leadership development due to its pedagogical emphasis on supervision. Social work leadership has a critical role to play in today’s complex society, yet many would-be leaders struggle to see themselves as such because they are situated outside of dominant ideas of leadership. In an effort to increase diverse leadership, this paper introduces the Antiracist Leader Identity Construction (ARLIC) supervision model, which integrates antiracist supervision with leader identity construction theory. Through reflective, weekly supervision, the model fosters self-recognition, critical awareness, and antioppressive leadership practices that inspire future leadership experiences.

Keywords: leader identity construction, antiracist supervision, practicum education

Self-Directed Practicum Supervision: Centering Learners in Social Work Education

Published April 2026

Abstract

Drawing from a broader dissertation study (Judge-Stasiak, 2024), this article specifically examines the supervision component of an innovative self-directed practicum model implemented at a Canadian faculty of social work as an alternative to traditional agency-based field placements. By examining the perspectives of eight students and seven supervisors, this research seeks to comprehensively understand the dynamics of self-directed learning within real-world practice settings. Emphasis is placed on exploring the essential role of practicum supervision in fostering and supporting the development of students. The findings illuminate participants’ perspectives on how effective supervision of self-directed practicum can support the acquisition of knowledge and skills by students, contributing to the development of their professional identity and future practice. This study contributes to the field by providing novel insights into the complexities of practicum supervision, and offers recommendations for enhancing educational practices to cultivate compassionate, reflective, and self-directed social workers.

Keywords: Self-directed learning, experiential learning, practicum supervision, promising practices, reflective practice, ethical practice, professional identity

Addressing Financial and Time Barriers: A Pilot Study for Virtual Peer Simulation In Practicum Education

Published April 2026

*Author’s note: This paper originated at the University of North Carolina at Charlotte. At the time of manuscript development, six co-authors were students enrolled in undergraduate or graduate programs across multiple departments at the university, and the first and second authors were faculty members.

Abstract

While simulations-based learning is beneficial, resources to fund simulations are limited. To support students in building skills during the pandemic, practicum faculty piloted a time-efficient, no-cost live Virtual Peer Simulation (VPSim) model that included peer supervision. This pilot study assessed if participants developed competencies and skills, valued peer supervision, and benefited from the simulation. BSW and MSW students participated and had the opportunity to act as both “client” and “social worker.” Key takeaways include learning skills, applying ethics and competencies, and self-reflecting. The authors conclude that VPSim enabled skill development and is a more accessible alternative to paying for simulation resources.

Keywords: practicum education, virtual peer simulation, peer supervision, cost-effective

Exploring Physical Health Problems Among Licensed Social Workers:Findings from a Multistate Survey

Published April 2026

Abstract

The Code of Ethics of the National Association of Social Workers notes that professionals’ personal challenges can deleteriously impact their work, urging members to implement strategies that ameliorate harms these issues may cause to their clients. Although it is generally understood that their compromised health, in particular, can have far-reaching consequences, empirical data assessing the scope and impact of social workers’ physical problems are largely absent from the professional literature. To address this gap, a questionnaire was developed to explore the ways in which physical health problems prior to becoming a social worker shaped individuals’ decisions to enter the profession and to examine how physical health challenges encountered during their careers influenced social workers’ workplace experiences. Of the 6,112 licensed social workers who completed the online survey, 23% of respondents (n = 1,388) indicated that they had ever experienced serious physical problems. Analyses of qualitative data suggest that for many of these individuals, health issues informed their selection of practice specializations, influenced their preferred professional roles, enriched their sense of compassion toward others, affected their relationships with clients, complicated dynamics in their workplaces, and heightened their stress burden. At all stages of their careers—from enrollment in practicum education to retirement—social workers would benefit from education on how to prevent and address physical health problems so that they can most effectively provide services and manage their professional responsibilities.

Keywords: social workers, physical health problems, workplace issues, survey research

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

Published October 2025

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)

Published October 2025

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

Published October 2025

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

Published October 2025

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.

Supervision Challenges in the Training of Community Development Work Practitioners

Published April 2025

Abstract

The study examines the demanding role of field supervisors in the Bachelor of Community Development program, an adaptation of social work field education, at an urban University in South Africa. Using qualitative interviews with nine supervisors of third-year and honors students, the research highlights challenges such as inadequate training and insufficient resources. Through a systems theory lens, the study underscores the importance of effective communication in field instruction. Recommendations include implementing comprehensive training programs for supervisors to enhance their skills and capabilities, addressing the significant but often overlooked challenges they face.

Keywords: field instruction; supervision; community development and leadership; training

“Is She Scared of Me?”: Exploring the Experiences Of Students of Color in Social Work Practicum

Published April 2025

Abstract

Social work practicum education can involve additional challenges for students of color. This study explored the practicum experiences of Black students and other students of color. The study involved four focus groups of MSW and BSW practicum students (N = 15) in a Southeastern state. Focus group transcripts were analyzed using an iterative, inductive coding process. Themes identified in the participants’ practicum experiences included direct and indirect experiences with racism, witnessing clients experience racism, tokenism, and varying support from supervisors. The study results can inform social work educators’ responses to students of color and help foster success for all students. 

Keywords: social work practicum; students of color; racism; tokenism; supervision

Transformative Supervision: A Conceptual Framework for Relationally Based, Trauma-Informed Supervision in Postpandemic Practium Education

Published April 2025

Abstract

The signature pedagogy of social work, practicum education, is crucial for teaching students to respond to complex community needs, which have been intensified by the COVID-19 pandemic. While practicum education is emphasized, there is a lack of structure, focus, and framework of supervision from the Council on Social Work Education (CSWE), leading to significant variations across accredited programs. This lack of consistency may substantially impact interns’ professional growth. This article introduces a conceptual framework integrating Relational Cultural Theory (RCT), trauma-informed principles, and the three roles of professional supervision in practice to strengthen and transform the relationship between the student intern, supervisor, and practicum faculty in postpandemic social work education.

Keywords: practicum education; Relational Cultural Theory; trauma-informed supervision; professional development; postpandemic