Determining Student Competency in Field Placements: An Emerging Theoretical Model

Abstract

This paper describes a qualitative case study that explores how twenty-three field advisors, representing three human service professions including education, nursing, and social work, experience the process of assessment with students who are struggling to meet minimum competencies in field placements. Five themes emerged from the analysis of qualitative interviews. The field advisors primary concern was the level of professional competency achieved by practicum students. Related to competency were themes concerned with the field advisor's role in being accountable and protecting the reputation of his/her profession as well as the reputation of the professional program affiliated with the practicum student's professional education. The final theme – teacher-student relationship –emerged from the data, both as a stand-alone and global or umbrella theme. As an umbrella theme, teacher-student relationship permeated each of the other themes as the participants interpreted their experiences of the process of assessment through the mentor relationships. A theoretical model was derived from these findings and the description of the model is presented. Cet article décrit une étude de cas qualitative qui explore comment vingt-trois conseillers de stages, représentant trois professions de services sociaux comprenant l’éducation, les soins infirmiers et le travail social, ont vécu l’expérience du processus d’évaluation avec des étudiants qui ont des difficultés à acquérir les compétences minimales durant les stages. Cinq thèmes ont été identifiés lors de l’analyse des entrevues qualitatives. La préoccupation principale des conseillers de stages était le niveau de compétence professionnelle acquis par les stagiaires. Les thèmes liés à la compétence étaient le rôle des conseillers de stages dans leur responsabilité pour protéger la réputation de leur profession ainsi que la réputation d’un programme professionnel affilié à la formation professionnelle des stagiaires. Le dernier thème – les rapports entre les enseignants et les étudiants – a été identifié à partir des données, à la fois en tant que thème particulier et thème général. En tant que thème général, les rapports entre enseignants et étudiants sont marqués par chacun des autres thèmes puisque les participants ont interprété leurs expériences du processus d’évaluation par le biais de leurs rapports avec leurs mentors. Un modèle théorique a découlé de ces résultats et la description du modèle est présentée.

Using Work Integrated Learning programmes as a strategy to broaden academic and workplace competencies

“…Studies on the impact of WIL on broadening student work-related competences highlight some improvements in graduate employability and development of skills (Wilton, 2012), as well as the acquisition of professional competencies of practicum students (Salm et al, 2016). These studies either emphasise the employers' professional needs in relation to the development of workplace competencies or fail to tackle the nature and process of development of academic competencies of students.…”

“…Work Integrated Learning describes 'the practice of combining traditional academic study or formal learning, with student exposure to the world-of-work in their chosen profession' (Jackson, 2015, p. 350). This academic practice is often hailed for fostering employability skills critical to student entry into the workforce (Jackson, 2015); leveraging career management competencies (Jackson & Wilton, 2016;Puncreobutr, Malee, & Somjate, 2016); improving student-teacher relationships, which improve student performance (Salm, Johner, & Luhanga, 2016); and improving self-reliance in complex work contexts (Organ, 2017).…”

Prácticas profesionales y Trabajo Social. Una revisión de la literatura en educación superior

“…On the other hand, according to the studies by Salm, Johner, and Luhanga (2016) and Salm (2017), the factors that influence the assessment that students have of their learning in professional internships are mainly attributed to the teacher-student relationship, which is embedded in their experiences and in all areas of learning. Similarly, students achieve greater integration of generic and specific competencies when they take on responsibility, become aware, assess, and reflect on their training process in conjunction with the various educational agents or actors involved during their internship.…”

Engaging with ePortfolios: Teaching Social Work Competencies through a Program-wide Curriculum

“…Competency statements have been developed to clearly describe what students should be able to do and professional programs have been designed around these (Kaprielian et al, 2013;Thompson, Harver, & Eure, 2009). Salm, Johner, and Luhanga (2016) assert that developing required competencies related to specific standards help to determine whether students had the technical and professional skills and were professionally competent for their chosen profession.…”