Testing Satisfaction with a Group-based Social Work Field Liaison Model: A Controlled Mixed Methods Study

Cleak, Helen; Venville, Annie

doi:10.1080/0312407x.2017.1398263

Cited by 9 publications

(17 citation statements)

References 19 publications

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“…Recent research in field education from Australasia has tended to focus on the roles of key stakeholders including the tertiary educator or liaison, field educators and agency managers (Chilvers, 2018;Cleak & Venville, 2018;Hanlen, 2013;Hay & Brown, 2015;Hay, Dale, & Yeung, 2016). The skills required for effective placement experiences have been examined (McCafferty, 2018) and there has been an increasing interest in international placement experiences Zuchowski, Gopalkrishnan, King, & Francis, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Recommendations from Gair and Baglow's (2018) Australian study included increasing government financial support for tertiary students and greater flexibility in the social work curriculum, especially around field education. Elements of the practice environment such as assessment and supervision continue to receive attention (Cleak & Venville, 2018;Hodgson & Watts, 2016;Zuchowski, 2015). The consistent message throughout this literature, echoing earlier research (Kadushin, 1991;Maidment, 2003) is that placements remain the most powerful and memorable component of a student's learning during their qualifying programme.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Their role might include organising and allocating placements as well as teaching, monitoring and assessment. As Cleak and Venville (2018) describe, they may also mediate, problem-solve and act as gatekeepers. In their Australian study, these authors surveyed 53 students and 47 field educators on their levels of satisfaction with the tertiary educator (Cleak & Venville, 2018).…”

Section: Role Of the Tertiary Educatormentioning

confidence: 99%

“…As Cleak and Venville (2018) describe, they may also mediate, problem-solve and act as gatekeepers. In their Australian study, these authors surveyed 53 students and 47 field educators on their levels of satisfaction with the tertiary educator (Cleak & Venville, 2018). Their findings emphasised that students and field educators desired interactions with knowledgeable and experienced tertiary staff, preferably during face-to-face encounters.…”

Section: Role Of the Tertiary Educatormentioning

confidence: 99%

“…Their findings emphasised that students and field educators desired interactions with knowledgeable and experienced tertiary staff, preferably during face-to-face encounters. They recommended increasing resourcing levels and reducing workloads to strengthen the educational and liaison role of the tertiary educator (Cleak & Venville, 2018).…”

Section: Role Of the Tertiary Educatormentioning

confidence: 99%

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"There is competition": Facing the reality of field education in New Zealand

Hay

2018

ANZSWJ

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INTRODUCTION:Anecdotal evidence of increasing competition for field education placements has raised concerns about the availability of quality learning opportunities for students and so it was considered timely to examine stakeholder perspectives. METHOD:In late 2014, 15 tertiary educators from 11 tertiary institutions and 31 social work students from three Aotearoa New Zealand tertiary institutions engaged with the researcher in individual or focus group interviews on aspects of quality field education. FINDINGS:Overall, the tertiary educators revealed considerable pressure on them to secure quality student placements due to competition with other tertiary providers, limited placement opportunities in some locations, high workloads and inadequate funding. Students recognised these pressures but questioned whether the educators are adequately supported by the tertiary institution. Placement availability was also affected by organisations experiencing funding pressures, placement fatigue, limited space and physical resources, and high workloads.CONCLUSIONS: These qualitative findings raise questions for all the key stakeholders in field education: tertiary institutions, educators, social service organisations, the professional associations, the regulatory body and students. The findings from this study signal the need for a comprehensive, sector-wide examination of the social work field education context in Aotearoa New Zealand.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%