<b>FIELD NOTES:</b>THE NEED FOR RADICAL CHANGE IN FIELD EDUCATION

Wayne, Julianne; Bogo, Marion; Raskin, Miriam S.

doi:10.5175/jswe.2006.200400447

Cited by 76 publications

(39 citation statements)

References 18 publications

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“…The findings of this student inquiry stand in contrast to the beliefs and perceptions of field educators in Canada and Australia (Barlow et al, 2005;Wayne et al, 2006). Our tentative findings from students do not support the view that workplace practica undermine the quality of the field education experience.…”

Section: Discussioncontrasting

confidence: 81%

“…In the changing context of social work field education, reflected by fiscal constraints on field agencies, the proliferation of on-line programs and distance delivery, the increasing pressure from students for a re-evaluation of the traditional policies that support non-paid practica, and the ongoing challenges of recruiting and maintaining high quality field instructors, there has been a call to reconsider the very foundational philosophy of social work field education (Wayne et al, 2006). The social work profession has been portrayed as a female-dominated caring profession that traditionally enacts caring labor and self-sacrifice for the poor and needy.…”

Section: Discussionmentioning

confidence: 98%

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Challenging Traditions: The Field Education Experiences of Students in Workplace Practica

Pelech

Barlow

Badry

et al. 2009

Social Work Education

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Consonant with an ongoing commitment to increase access to social work educational opportunities, this paper presents the results of an evaluation of a pilot project by a Canadian university that supported workplace practica for undergraduate social work students. Often adopted in social work programs with high proportions of economically marginalized students, workplace practica are field education experiences situated in the student's regular place of employment. This paper summarizes the findings of an evaluative project which compares the learning experiences and academic outcomes achieved by students who have completed workplace practica to those who completed traditional unpaid practica. In contrast to the views of some field educators, student performance and experiences in workplace practica were found to equal or exceed those in traditional practica. Perceived benefits cited by students include the financial advantages associated with maintaining employment, enhanced accessibility to practicum opportunities, expediting degree completion and a deeper practicum experience. Students also confirmed concerns observed in the literature when they were expected to juggle a portion or all of their normal work roles with a new role. Implications of these findings in relation to the offering of workplace practicum are also discussed.

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Section: Discussioncontrasting

confidence: 81%

Section: Discussionmentioning

confidence: 98%

Challenging Traditions: The Field Education Experiences of Students in Workplace Practica

Pelech

Barlow

Badry

et al. 2009

Social Work Education

View full text Add to dashboard Cite

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“…Staff have reduced time and resources to act as field instructors (Knight 2001). Social workers typically do not receive workload reduction for acting as field instructors, and due to organizational changes, may have an increased volume of cases or find themselves working with more complex cases (Wayne et al 2006). Giving students thoughtful and detailed feedback takes time and giving positive feedback may be more expeditious than giving negative feedback.…”

mentioning

confidence: 99%

“…Field instructors not only guide students in integrating knowledge, values, and skills, but provide students with professional supervision that helps them learn how to use feedback to improve their practice skills. Given the contemporary trend in field education where faculty members are less engaged with field teaching and liaison roles (Wayne et al 2006), the role of community field instructors is even more critical.…”

mentioning

confidence: 99%

Leniency Bias in Evaluating Clinical Social Work Student Interns

Vinton

Wilke

2009

Clin Soc Work J

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Leniency bias, or the tendency to evaluate individuals more favorably than is warranted, can prevent accurate evaluation and constructive supervision. This study tested leniency bias among field instructors of 90 clinical social work interns by comparing face-to-face and anonymous field instructors' ratings of students' knowledge, values, and skills. We also compared students' own ratings to field instructors' assessments. Results indicated little variance and consistently high ratings when field instructors evaluated face-to-face. There was greater variance and lower mean ratings when supervisors evaluated anonymously. Students' self-assessments were the most critical and best matched the anonymous evaluations; whereas, the anonymous and face-to-face field instructor evaluations significantly differed on most items. These findings suggest the need for evaluation training for field instructors and the use of multiple assessment methods.

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“…However, practice teachers do not necessarily have a shared view of how to best develop a learning plan and impart their knowledge and there is considerable variance in their use of written materials, supervisory formats and balancing theoretical and practical emphases (Wayne et al, 2006). And although the content of most social work programs are governed by formal requirements outlined by the professional bodies, they are limited to accreditation standards, such as required hours and qualifications of supervisors, rather than learning and teaching processes (Raskin et al, 2008;AASW, 2012).…”

Section: Learning Activities On Placementmentioning

confidence: 99%