Field Educator Turnover: A Challenge to the Quality of Field Education

Cooper, Lesley; Crisp, Beth R.

doi:10.1080/21650993.1998.9755781

Cited by 7 publications

(4 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, the high turnover rate found among field educators can compromise the quality of the students' experience (e.g. Cooper & Crisp, 1998;Wayne et al, 1988). A recent US survey of field instructors and agency directors indicated that field instructors have less time to supervise students and seek students that enter practicum better prepared to practice than in the past (e.g.…”

Section: Review Of the Literaturementioning

confidence: 97%

“…Social work scholars writing in the area of field education and practice curricula have generally noted a lack of available and qualified field instructors/ practice teachers (e.g. Cooper & Crisp, 1998;Raskin & Skolnik, 1991;Skolnik et al, 1999). Specifically, Raskin & Skolnik (1991) noted that within the 51 programs throughout six regions of the world that responded to a survey, three primary problems were identified: availability of qualified field instructors (56%); availability of appropriate practicum sites (31%); and quality of the agency experience (18%).…”

Section: Review Of the Literaturementioning

confidence: 97%

See 1 more Smart Citation

A Multi‐Program Collaboration in Field Education

Berg‐Weger¹,

Rochman²,

Rosenthal³

et al. 2007

Social Work Education

View full text Add to dashboard Cite

This paper describes the development of a US-based field education collaboration among three social work programs that includes: field instructor orientation, continuing education for field instructors, an advisory board, a joint website and database, a field instructor manual and selected joint forms. Benefits, challenges, considerations and strategies will be offered for programs that wish to embark on similar projects.

show abstract

Section: Review Of the Literaturementioning

confidence: 97%

Section: Review Of the Literaturementioning

confidence: 97%

A Multi‐Program Collaboration in Field Education

Berg‐Weger¹,

Rochman²,

Rosenthal³

et al. 2007

Social Work Education

View full text Add to dashboard Cite

show abstract

“…Despite an international commitment to fieldwork in social work, seasonal uncertainty for schools of social work around student placement availability prevails internationally (Clare, 2001). Scarcity of places for students has been noted for well over a decade, (Noble, Heycox, O'Sullivan & Bartlett, 2005;Maidment, 2001;Briggs & Cooper, 2000;Cooper & Crisp, 1995;Jarman-Rohde, McFall, Kolar & Strom, 1997;Shardlow & Doel, 1996;Raskin, Skolnick & Wayne, 1991). Further, shortages have been exacerbated by an increase in the number of social work programmes (Noble, Heycox, O'Sullivan and Bartlett, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Social service managers and student information provision

Hanlen

2016

ANZSWJ

View full text Add to dashboard Cite

Information about students is important to social service agency managers when they consider the question of fieldwork placement provision. This article addresses how student information may influence social service agency managers’ decision making towards hosting a student in a non-statutory agency. It draws upon a study of 13 social service agency managers in provincial Aotearoa New Zealand, which involved participants in two separate but consecutive interviews. The findings from this interpretative qualitative study, utilises an eco-systems theoretical framework. Information about students’ personal, cultural and educational characteristics and their interest in social services provide important information that influences managers’ decision-making toward provision.

show abstract

“…It is theoretically possible but unlikely that respondents assessed the same students on their first and final placements. An Australian study (Cooper and Crisp, 1998) found high levels of turnover among field educators, the equivalent of practice assessors, and UK research (Doel et al, 2004; suggests that different settings are used for first and final placements. Rather, the findings presented here are drawn from repeated cross-sectional data in which different assessors reported on students from a specific programme at differing stages in their learning.…”

Section: Methodsmentioning

confidence: 99%

'My Expectations Remain the Same. The Student Has to Be Competent to Practise': Practice Assessor Perspectives on the New Social Work Degree Qualification in England

Moriarty

MacIntyre

Manthorpe

et al. 2009

British Journal of Social Work

View full text Add to dashboard Cite

This version is available at https://strathprints.strath.ac.uk/9812/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (https://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to the SummaryResearch has emphasized the importance of practice learning to social work qualifying education but has tended to feature social work educator and student perspectives more strongly than the views of those responsible for assessing students' practice in the field. This article draws on 195 responses to a postal questionnaire sent at two points in time to practice assessors working with students from nine social work qualifying programmes run in six higher education institutions collected as part of the evaluation of the new social work degree qualification in England. While practice assessors described changes in their role and in the opportunities available to students, they also emphasized continuities, particularly in the skills that they expected students to possess. The key difficulty they identified was the heavy workload resulting from combining their role as practice assessors with their other responsibilities at work. Increases in the number of social work students and changes to the organization of services are likely to create further pressures on practice assessors. Given that these issues are faced by a number of different professions, the article concludes that there is potential for future studies to look at the experiences of practice educators across different professional qualifying programmes.

show abstract

Field Educator Turnover: A Challenge to the Quality of Field Education

Cited by 7 publications

References 9 publications

A Multi‐Program Collaboration in Field Education

A Multi‐Program Collaboration in Field Education

Social service managers and student information provision

'My Expectations Remain the Same. The Student Has to Be Competent to Practise': Practice Assessor Perspectives on the New Social Work Degree Qualification in England

Contact Info

Product

Resources

About