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

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